Kestrel Class w/c 18th May

Maths and English Week Beginning 18.05.20:

English –

Continue to follow the Hamilton lessons if you can. There’s a range of activities, but feel free to dip in and out of the Hamilton activities and those that I post below.

Alternatively, if you cannot access this, please complete the activities below:

Activity 1:

Read through this extract and find any modal verbs (such as will, could, might, must). 

Once you have highlighted any modal verbs you can find have a go at the activity below:

Now, using modal verbs, write 3 sentences about what Eric thought when he first arrived. For example:

When Eric looked out of the window, he must have thought it looked very different to his home.

Activity 2:

Read the next part of the extract below, as you do so, start to think about how Eric may feel and how the child in the story feels and how they are different.

Today, I would like you to continue practising using conjunctions. Write 2 paragraphs, 1 for Eric and 1 for the child hosting him. Each paragraph should be written from that person’s perspective about the other person. You should include 3 conjunctions in each paragraph. Use these prompt questions to help you:

  1. How might the child feel about the way the other looks?
  2. How much the child feel about the way the other acts?
  3. What might the child think the other is thinking?
  4. Do you think the child is happy to be around the other? 
  5. What might the child want to ask the other?

Here is an example paragraph, written from Eric’s perspective. 

I really like my host family as they have an amazing room in the house. I like to sit in the room because it’s full of food and I don’t have a room like that at home. I think my host family is a little strange, I work hard as much as I can so I can have a good future and use my education to find a good job and support my family but I don’t think my new friend is worried about that. Luckily, they seem happy to let me explore their home and they even take me to cool places where there is so much to see and hear, even the plants that grow here are different! I can’t speak very good English but if I could I would want to ask my new friend if they want to come and see my house one day – it’s not as nice as theirs but they seem to like the different plants I show them so they might like the ones that grow where I come from. 

Activity 3:

Read the final part of the extract today:

Once you have read that, have a look at the illustrations below that go with the text:

Using the text and the illustrations, have a go at answering the questions below, verbally if you want to:

  1. Now you have seen the illustrations, have your thoughts about Eric changed?
  2. Where do you think Eric comes from and why?
  3. What do you think Eric’s family are like?
  4. What do you think Eric’s gift is? 
  5. Would you like to visit Eric’s home?
  6. What do you think you would see if you visited Eric’s home? (Bonus: Draw an illustration of Eric’s home)

Maths –

White Rose has slightly changed their maths coverage alongside working with the BBC so you will now need to download the worksheets here first as they are no longer free. I thank you all for your feedback, White Rose is evidently popular with parents across the whole school so we are continuing to use them for maths coverage. Any questions, please free to email as always using FAO: Miss Marfleet as your subject line when emailing the office.

If you are unable to access this, try completing the following: 

Activity 1: 

Think about how we use bar models in school to help us with calculations. We have looked at similar things to the activity below before. It’s asking you to show the calculation by shading in the bar model but it also wants you to complete the written calculation with both an improper (top-heavy) fraction and a mixed number.

Activity 2: 

For today’s activity, you will need to find equivalent fractions and convert the fractions so that the denominator of all fractions is the same and matches the fraction that the bar model is split into. For example, if the bar model is split into 10 equal parts, your fractions should all have the denominator of 10 (be in tenths).

Once you have completed those, have a go at adding these mixed numbers below. Remember to add the whole numbers first and then the fractions before recombining them to find the answer.

Greater depth challenge: 

How do you simplify your answer? Could all answers be simplified? What would your steps to success be?

Activity 3:

Have a look at the bar models below showing subtraction calculations, how are they showing that they are subtracting a fraction? Don’t forget to do that on your own work. 

Once you have completed the above fractions work. Have a go at what is below, if it’s too easy and you are able to access it, have a go at subtracting some fractions with different denominators instead. You can roll a dice twice to generate a fraction or have a go at some of these using a bar model to help you. You will need to find the equivalent fractions first. 

Greater depth challenge: 

Why is it easier to convert the fractions so that they share a common denominator first? Are there any important rules to remember when subtracting fractions? Is it easier to add or to subtract fractions? Why? Do you have any clever tricks or tips for working with fractions?


If you complete the challenge, have a go at writing a similar one of your own.