Week 9 NEW · Albert Einstein. Albert Einstein is one of the best known scientists in history. He...

Yr5 WEEK 9

© Fraser Stevens Learning 2015

Year 5 11+ in a Box Week 9 - Parent Guide

* Please Note: these timings are based on what we'd expect from an average Year 5 student. These should not be viewed aslimits -– please allow for extensions where students may be struggling, and be aware that some students may be capable of

completing the work in a faster time.

Day/Topic(s) Covered

Page Number(s)

Suggested Time Taken*

Teaching Points

Day 1: Comprehension: Multiple Choice Format

3, 4 and 5 20 minutes Multiple choice style comprehension exercises are very common in exams like the 11+, so it's a really good idea for students to get comfortable with answering questions in this format. Students should read the examples and instructions, learning how to spot the tricks that are often used to try to catch them out! They then have a short practice exercise to put their skills in motion.

Day 2: Non-Verbal Reasoning: Counting

4 and 5 in the CGP NVR book

15 – 20 minutes

This week's NVR work is centred around the importance of counting in these questions, as this can often unveil patterns and sequences needed to solve questions of this nature. Each question style comes with detailed instructions as well as an example, so students should read this carefully before completing the exercises themselves.

Day 3: Decimals 6, 7, 8 and 9

25 minutes Even just the word 'decimals' strikes fear into the hearts of many children, so we've tried to break them down this week in the hope of making them slightly less scary to deal with! We find that many students understand the basic concept of decimals in Year 5 (if your child needs revision of this, they should read the support sheet included to help) but really struggle to solve sums containing them. We've provided detailed explanations and examples of how to solve addition, subtraction, multiplication and division sums containing decimals, so these should be studied carefully before students have a go at the practice questions on page 9.

Day 4:Revision Sheets

10, 11 and 12

20 minutes These revision sheets cover the topics studied in this week's work, and students should use them to help highlight and strengthen any weaker areas before they attempt the Mini Test. If they come across any questions they don't understand in the revision sheets, students should take care to refer back to previous worksheets to help them figure out the right method to use to come up with their answer.

Day 5:Mini Test

3 pages 25minutes

We would suggest that Mini Test 9 should take 25 minutes. Corrections can be done straight away (fresh in the student's mind).

Week 9 Extra Activities!

The extra activities below are designed to help students further strengthen skills needed in Year 5. They can be completed at any time that is convenient during the week's schedule.

1. Complete Vocab List 9 in the 11+ Vocabulary Book (2 words per day is a good way to break it down).

2. 'How Many Questions?' game. Can be played as a family or with friends. Instructions are on a sheetincluded with this week's pack of work.

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Yr5 WEEK 9


Day Date Fraser Stevens Work School Work(homework, projects,

reading etc...)

MondayDay 1, pages 3, 4 and 5 (Comprehension: Multiple Choice)

TuesdayDay 2, pages 4 and 5 in the CGP NVR book (Counting)

WednesdayDay 3, page 6, 7, 8 and 9 (Decimals)

ThursdayDay 4, weekly revision sheets x 3

FridayEnd of week survey and Mini Test

SaturdayREST!

SundayREST!

Activities(sports, after

school clubs etc.. )

Week 9 - Schedule for StudentsRemember to fill in your school work and any other activities you have planned for the week!

Week 9 - Blank Schedule for StudentsHere, you can organise the work as you want to do it!

Day Date Fraser Stevens Work School Work(homework, projects,

reading etc...)

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Activities(sports, after

school clubs etc.. )

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Yr5 WEEK 9


Comprehension: Understanding Multiple Choice Format

Example: Lightning bolts can reach temperatures hotter than what?

A Boiling water B The surface of the sun

C The sun's rays D Fire

A

B

C

D

In multiple choic style questions, you'll often be asked to fill in an answer box. This may be on the same page as the question (like on the left) or you may have to fill in a separate 'answer sheet' on another sheet of paper.

In some comprehension exercises, you'll be asked to choose the correct answer from a selection of different options. This is known as a multiple choice format.

Sometimes, this type of question can be very straightforward. Take a look at the example below to familiarise yourself with this style of questioning.

LightningLightning occurs in electrically charged storm systems, and is one of the most beautiful (and the most dangerous) of Earth's natural phenomena.

Lightning bolts can reach temperatures hotter than the surface of the sun, and send shockwaves out in all directions.

The question above was pretty simple. The information we needed was plainly written in the text, so there really wasn't much thinking involved at all!

Be careful though, because not all of the questions are likely to be this straightforward. Often, you're going to need to look for the inferred meaning within the text, in order to pick out the most suitable option from the multiple choice answer box.

Time for a trickier example...

Albert EinsteinAlbert Einstein is one of the best known scientists in history. He is widely regarded as a genius, and was awarded the Nobel Prize for Physics in 1921. However, Einstein was not always regarded as such. It is said that he was a fairly late developer, being slow to learn to speak as a child. He also rebelled against his teachers, leaving many of them to believe that he would not amount to anything. Surely they must have felt a little sheepish about their dismissal of him in later years?!

Example: Why might Einstein's teachers feel surprised by his success?

A Because they thought he was stupid B Because he was slow to learn to speak C Because he was not a very good student

D Because he won the Nobel Prize for Physics

ABC

D

You need to be careful with questions like the example above. Sometimes the right answer might not immediately jump out at you from the page. Your job is to choose the option that you think is the best fit to the question being asked. In the example above, it's true that Einstein was slow to learn to speak, and it's also true that he won the Nobel Prize. However, neither of these options actually answer the question. It's not really implied that his teachers thought he was stupid but the fact that it's mentioned that he 'rebelled' at schoo suggests that he wasn't the best student! Therefore, option C is our correct answer. Turn over the page to have a go at a few questions yourself!

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Comprehension:Multiple Choice Format Practice

Exercise

The following exercise aims to help you get used to filling in a multiple choice answer sheet.

The passage below is an extract taken from The Story of Doctor Dolittle, by Hugh Lofting. Read it through carefully before answering the questions on the next page. Remember to use your skim reading skills when searching for the answers!

ONCE upon a time, many years ago when our grandfathers were little children—there was a doctor; and his name was Dolittle—John Dolittle, M.D. "M.D." means that he was a proper doctor and knew a whole lot.

He lived in a little town called Puddleby-on-the-Marsh. All the folks, young and old, knew him well by sight. And whenever he walked down the street in his high hat everyone would say, "There goes the Doctor!—He's a clever man." And the dogs and the children would all run up and follow behind him; and even the crows that lived in the church-tower would caw and nod their heads.

The house he lived in, on the edge of the town, was quite small; but his garden was very large and had a wide lawn and stone seats and weeping-willows hanging over. His sister, Sarah Dolittle, was housekeeper for him; but the Doctor looked after the garden himself.

He was very fond of animals and kept many kinds of pets. Besides the gold-fish in the pond at the bottom of his garden, he had rabbits in the pantry, white mice in his piano, a squirrel in the linen closet and a hedgehog in the cellar. He had a cow with a calf too, and an old lame horse twenty-five years of age—and chickens, and pigeons, and two lambs, and many other animals. But his favorite pets were Dab-Dab the duck, Jip the dog, Gub-Gub the baby pig, Polynesia the parrot, and the owl Too-Too.

His sister used to grumble about all these animals and said they made the house untidy. And one day when an old lady with rheumatism came to see the Doctor, she sat on the hedgehog who was sleeping on the sofa and never came to see him any more, but drove every Saturday all the way to Oxenthorpe, another town ten miles off, to see a different doctor.

Go to the next page to start answering the multiple choice questions!

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Comprehension:Multiple Choice Format Practice Exercise

(Continued)

Answer the following multiple choice style questions that are based on the text from the previous page. Choose your answer by drawing a line through the correct box.

1. What does the 'M.D.' part of Doctor Dolittle's name mean?

A Nobody knows what it means B It means Mad Doctor C It means he was a proper doctor D It means he doesn't know a whole lot

2. What would the Doctor wear when he was walking down thestreet?

A A high hat B A clever smile C A pair of spectacles D A long coat

3. What lives in the church-tower?

A The villagers B The crows C The housekeeper D A squirrel

4. Which one of these is not one of Doctor Dolittle's favouriteanimals?

A A baby pig B A parrot C A duck D A cow

Well done! Remember to check your answers to make sure they're correct!

Always remember to read each question very carefully. Some may be hoping to catch you out!

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Yr5 WEEK 9


Solving Sums Using Decimals

If you are asked to add or subtract decimal numbers, you can use the column method which we use for whole numbers. You just have to make sure that you line up your decimal points, filling in zeros where necessary to make your numbers the same length. Ensure you keep your decimal points in the same place for the whole sum!

For example: 7.8 + 1.34 9.62 - 4.35

7 . 8 0 9 . 6 2+ 1 . 3 4 - 4 . 3 5

9 . 1 4 5 . 2 7

If you need to multiply or divide a decimal number by a whole number, you can use the normal short multiplication and division methods. Again, you must just make sure that you keep the decimal point in the same place in your answer.

For example: 2.72 x 3 8.28 ÷ 3

2 . 7 2 2 . 7 6x 3 3 8 . 2 8

8 . 1 6

Using the four main operations with decimals isn't as hard as you might think! It's mainly a case of keeping your work neat, making sure that all of your digits are correctly lined up with their appropriate columns, and ensuring the decimal point doesn't magically appear somewhere it shouldn't! These are all processes that you've seen before... Don't be afraid of it just because it has a decimal!

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5 1

2

2 1

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By adding in the 2 decimal places, we have divided the number by 100. Earlier, when we stole away those decimals, we were

basically multiplying by 10. 10 x 10 = 100, so the opposite would be ÷ 100.

Multiplying two decimal numbers together

This is a bit trickier than the simple short multiplications that we've already had a look at today. Have a look at the following example:

5.2 x 3.9 = ?

The trick to these types of questions is to get rid of the decimal points! We'll deal with these little troublemakers later... but for now let's have a look at the sum without the decimals:

52 x 39 = ?

Now we hopefully have something that looks a lot more familiar! We can continue with this sum as we would any other long multiplication...

5 2x 3 94 6 8

1 5 6 01

11

2 0 2 8

We've removed the decimals and trapped them in here!

Now we have to release those pesky decimals back into our answer. Where do you think they should go? We removed 2 decimal places, so we need to 'put back' two decimal places in our answer.

So in this case, we 'count back' two spaces from the right, which gives us the answer...

2 0 . 2 8

Solving Sums Using Decimals (Continued)

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We can use the grid method to highlight in more detail how the method on the previous page works. We'll use the example from the previous point.

5.2 x 3.9

Firstly, let's multiply both numbers so that we are working with whole numbers. We need to move everything one place to the left. How do we do this?

5.2 x 10 = 52 3.9 x 10 = 39

Now we have two whole numbers, let's put them into the grid and work them out:

50 2

30

9

x

18

601500

450

= 1560

= 468

1560

468+

2028

We end up with 2028. However, we're not finished! Remember, we multiplied the original numbers by 10 to make them into whole numbers, so now we must divide by 10, to return them to decimals:

2028 ÷ 10 = 202.8

We move all the digits one place to the right.

We need to divide 202.8 by 10 once again though, as originally we multiplied by 10 twice.

202.8 ÷ 10 = 20.28

We move all the digits one space to the right.

Now we have our answer! Is it the same as the previous answer? The method from before is a much quicker way of doing it, but this way helps us to understand why that method works!

Solving Sums Using Decimals (Continued)

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Solving Sums Using DecimalsPractice Questions

Working Out Space!

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Yr5 WEEK 9


FACTF ILE: BABOONS

Species Name: Baboon

Order: Primate

Found in: Africa and Arabia

Size: Different species range from 50cm to 120cm

Weight: Different species range from 14kg to 40kg

Appearance: Long muzzles, sharp teeth, close-set eyes, thick fur

Species: 5 species of baboon have been identified, although there is some argument about whether there are more species or sub-species. The species commonly named are:

- Olive Baboon- Guinea Baboon- Yellow Baboon- Hamadryas Baboon

General Information: Of all primates, baboons interact with humans the most frequently. They are crafty and clever, and so are often considered a pest in agricultural areas.With the exception of humans, baboons are the most adaptable of all primates, and hence can be found in a variety of habitats.Baboons groom each other as a way of forming close bonds between members of the group.

Habitat and Diet: Baboons are terrestrial (they live on the ground) and can most often be spotted in woodland, on hillsides or in the savannahs of Africa. They are mainly herbivorous, though they have been known to prey on fish, insects, antelope and even small monkeys.

Adult Baboon

Baboon Eating

Behaviour: Baboons typically live in troops. The size of these troops can range from around 5, all the way up to around 250 animals! The troops are hierarchical, which means that there are levels of power within the group. Young male baboons leave their group eventually, but female baboons stay with the same troop for their whole lives.

Predators:HumansLionsHyenasLeopardsCheetahs

Interesting Facts:- Female baboons are only around half thesize of male baboons.

- Baboons have over 30 vocalizationsranging from grunts to screams.

Below you'll find a factfile about baboons. Read through the whole thing carefully, and then answer the questions on the following page.

Week 9 Revision Sheet 1

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Yr5 WEEK 9


Make sure you've read the baboon factfile on the previous page before attempting to answer these questions. Be sure to refer back to the text to help you find the correct answers.

1. Baboons are of the order...

A Animal B Monkey C Primate D Species

2. Which of these statements is not true?

A Baboons are not very adaptable B Baboons vary considerably in size C There are 5 agreed species of baboon D Baboons are omnivorous

3. Where would you be most likely to spot a baboon?

A Up a mountain B On the savannah C Up in the trees D In built up areas

4. What is a negative aspect of baboons being intelligent?

A It isolates them from other species B It causes them to fight amongst each other C It means they are considered pests D It prevents them from forming close bonds

5. What helps baboons to form closer relationships?

A They live together in the trees B They feed on plants and animals C They clean each other's fur D They alter their habitat

6. Choose the correct definition of 'hierarchical'.

A Large groups of up to 250 B Arranged in order of rank C The correct term for a group of monkeys D The act of leaving a group

Go to the next page for some more questions about baboons!

Week 9 Revision Sheet 1 Continued

7. Choose the correct definition of 'herbivorous'.

A Feeding only on meat B Feeding only at certain times of the year C Feeding on both meat and vegetation D Feeding only on plants and vegetation

8. Choose the correct definition of'vocalization'.

A Sound made by vibrations in the throat B A word spoken in any language C A loud shout D A soft grunt or a scream

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Week 9 Revision Sheet 2

Solving Sums Using Decimals

Have a go at the following sums. Remember to show your working out (you can use a separate piece of paper if needed) and feel free to refer back to the weekly worksheets for help.

1. 8.4 + 7.2 = _________ 2. 3.6 + 2.9 = _________ 3. 4.5 + 12.3 = ________

4. 6.7 - 2.2 = _________ 5. 19.8 - 13.6 = _________ 6. 45.2 - 14.1 = ________

7. 3.2 x 8 = _________ 8. 2.8 x 1.9 = _________ 9. 4.6 x 5.2 = _________

Non-Verbal Reasoning: Counting

Say how many total sides there are when you add the sides of all of the shapes together.

10.

Total number of sides:

11.


12.


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Mini Test I Name:

Score % This week's Mini Test covers a range of topics studied in Week 9. Make sure you have completed this work before attempting the test. This test should be completed under a maximum time limit of 25 minutes. Be sure to check your answers if you have time left over during the test, and complete your corrections shortly after the test has been marked. Good luck!/22 %

Okay, it's official: today is the worst day of my life.

It started as soon as I woke up this morning to find the dog chewing on my maths book. Seriously! As if Mrs Rankford is going to accept that as an excuse for not doing my homework. I can see the unamused expression on her ratty little face right now. She'll raise her overplucked eyebrows in that knee-trembling way that we all know so well, and then she'll throw me straight into detention. I suppose I could take the chewed up book in to show her, but then she'd probably just accuse me of eating it up myself. Even I'm not that desperate to get out of doing my maths homework! I shooed the blinking dog out of my room, and he bounded off down the stairs. I could have sworn I heard him laughing.

I got up and looked in the mirror. Big mistake. Some sort of abominable zit army had set up camp on my face overnight. "Good job today isn't school photo day," I said to myself. "Oh wait. It is."

I pulled on my slippers and headed down to the kitchen. My scabby little sister, Gemma, started snorting into her bowl of Chocobits as soon as she saw me. "PIMPLE FACE!" she squawked. That's not even an original insult. I directed a rude hand gesture towards her right as Mum decided to turn around from the teapot.

"Marcus!" she shouted. "Apologise to your sister right now!"

I muttered an insincere apology as I shook the Chocobits box over my bowl. The box was empty. Unbelievable. Gemma continued to chortle.

I stomped back upstairs to have a shower, only to find that my older sister, Jessica, was already hogging the bathroom. She would be in there for at least six hours. I took another look in the mirror to determine whether or not a shower was absolutely necessary. It definitely was. It had already been a good few days since my body had last seen soap and water, and my hair was starting to stick to my forehead, thick with grease and slime. Oh well. I pulled on my baseball cap, grabbed my stupid torn up maths book, and stomped out the door.

"Nice hat, zitface," said the first kid I saw at school. His name was Gareth Wyburn, and he was a proper nerd. Brilliant. I was even getting picked on by the geeks.

Straight after assembly, it was time for the school photos. I tried to get away with leaving my baseball cap on, but the photographer was having none of it.

"Come on, kiddo, let's see that lovely head of yours!" he smiled. I grudgingly took the hat off, and watched as the smile drained from his face.

"Ah," he said. "Maybe turn a little ways to the right. No, a little more. That's the ticket." I was practically facing the back wall by the time he took the blinking photo. I could hear the rows of kids who had been waiting behind me as they sniggered into their hands. My face was as red as a beetroot. At least it probably made the zits blend in.

"Nice one, spottyboy!" shouted Derek Steiner. Ah, perhaps not then.

Read the following story extract carefully before continuing on to the questions on the next page.

WORST DAY EVER1

5

10

15

20

25

30

CONTINUE

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Make sure you've read the short story extract on the previous page before attempting to answer these questions. Be sure to refer back to the text to help you find the correct answers.

Mini Test I Name:

CONT INUE TO THE NEXT PAGE

1. What is the overall tone of this piece of writing?

A Narcissistic B Optimistic C Decadent D Humorous

2. How is Marcus behaving during the majority of thispassage?

A Insolently B Melodramatically C Disdainfully D Flamboyantly

3. How does Marcus feel about his maths teacher?

A He is perplexed by her B He is unafraid of her C He admires her D He thinks she is very severe

4. Describe the relationship between Marcus and hissisters.

A He always has to apologise to them B They are a solid family unit C He is very irritated by them D They are both older than him

5. How does Marcus describe the spots on his face?

A Like a repulsive infantry B An absurd collection of zits C As red as a beetroot D Covered in grease and slime

6. Define the meaning of the word 'insincere' as used inline 18.

A Reacting in an angry manner B Apologising profusely for something C Dwelling on the past D Not expressing genuine feelings

7. Describe how Marcus is likely to be feeling in lines18–19.

A Expressive B Exasperated C Devastated D Deceitful

8. What happened when Marcus took off his hat?

A His face blushed dramatically B The photographer ceased smiling C His hair became very greasy D All the other children gasped with horror

9. Why did the photographer make Marcus turnaround for his photo?

A To obscure his appearance B To make the other children laugh C Because he wasn't facing the camera D Because he was not a professional photographer

10. How is Marcus feeling at the end of the passage?

A Disruptive B Defeated C Deafened D Dramatic

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Mini Test I Name:

Solve the following sums involving decimals.

11. 3.4 + 9.8 = _________

12. 2.4 + 2.7 = _________

13. 9.7 + 13.5 = _______

14. 9.3 - 4.1 = _________

15. 21.3 - 11.2 = _________

16. 32.4 - 12.1 =_______

17. 2.3 x 7 = _________

18. 4.3 x 4.8 = _________

19. 6.2 x 4.7 = ________

For each question, say how many total sides there are when you add the sides of all of the shapes together.

20.

Total number of sides: _____________

21.


22.


END OF TEST

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Yr5 WEEK 9 SUPPORT SHEETDecimals

Decimals (or decimal fractions) are a way of writing down numbers that are smaller than 1. This means that they are closely linked to fractions.

Look at the Place Value table below. Anything that is smaller than 1 goes into the columns to the right of the decimal point (it looks like a full stop between the numbers). Anything to the left is a whole number.

Hundreds Tens Units Tenths Hundredths Thousandths

That might sound a little tricky, so let's see an example. Let's put the number 0.5 into the Place Value table:

Tens Units Tenths Hundredths

0 5 00

With decimals, remember that 0.5 is THE SAME as 0.50, or 0.500, or even 0.500000! It doesn't matter how many zeroes we have after the final digit, but to make it quick and easy, we usually just write 0.5.

Take a look at the following examples. We won't use the table this time -– instead we'll count the digits to the right of the decimal point to tell us what value they have:

0.2 2 tenths 2/10

0.05 5 hundredths 5/100

0.003 3 thousandths 3/1000

0.67 67 hundredths 67/100

We've put the 5 in the 'tenths' column, because it's the number closest to the decimal point on the left. We put zero in all the other columns.

{

There's zero in the tenths column here, so it must be 5 hundredths!

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Yr5 WEEK 9 GAMEHow Many Questions?

Players: As many as you like!

Rules: Get someone who isn't playing to choose a random number. It's best that this number is quite high, soget them to guess over 100!

Each player then has 3 minutes to come up with as many ways as possible to to make the chosen number, using as many different maths operations as they can.

For example, if the number chosen was 100, you could write down 50 + 50, 50 x 2, 20 x 5, 400 ÷ 4… etc!

Depending on how many players there are, you could work in pairs, teams, or individually. Just make sure the other teams don't see or hear your sums!

The winning team/player is the one who has the most correct sums that make up the chosen number. You could play a few rounds in a game to find out the overall champion.

You can make this game more or less challenging depending on what number is chosen. For example, to make it more difficult you could use higher numbers, or even decimals!

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Week 9 NEW · Albert Einstein. Albert Einstein is one of the best known scientists in history. He...

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