Year 5 Homework

Time to learn your times tables

Practising times tables at home is really important. Knowing times tables facts really helps your child to feel confident in Maths, and enables them to make progress in areas such as calculating, fractions… even shape work can involve times tables – when we think about angles, for example.

The National Curriculum sets out expectations for times tables knowledge:

  • Year 2: recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
  • Year 3: recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
  • Year 4: recall multiplication and division facts for multiplication tables up to 12 × 12

If your child is in Year 5 or 6, they need to know all the tables facts so they can start thinking about prime numbers, factors etc. Knowing the tables facts (including division) means having rapid recall – being able to say the answer within about five seconds, not counting through the times tables to work it out.

Each week, your child is asked to learn a particular times table. We might also work on a pair of tables which are related, such as x4s and x8.

Please make sure your child practises as home: in the car, in the bath, on the way to school, straight after school as a matter of routine. Your child needs to know that something like this involves effort and there aren’t any easy solutions!

It’s really helpful to test them two or three times during the week to make sure their ‘score’ improves, and also try to build in some multiplication and division games and references:

  • play ‘tables ping-pong‘, where you and your child counts through a times tables forwards and backwards, alternating the counting: 0, 4,8, 12, 16, 20…
  • look out for arrays, where you see a grid of something: eggs in a carton is a simple 2 x 3 or 3 x 2 array, and there are arrays on your mobile phone (to log on to mobile phones, you might see a 3 x 3 array – a square number), on buildings (the window panes of a block of flats are useful for larger numbers), tiles in your bathroom, chocolate and other food products…
  • download an app to practise on a phone or tablet (there are loads of free ones)
  • talk about when you use times tables knowledge

XXVII February MMXV

The homeworks this week are Creative and Practice Makes Perfect.

The Creative homework is to invent something which will make your life easier.

This could be something very simple or complex. Either way, you have to creatively show what your product is, how it is made and how it works. This could be done in a poster, a video presentation, an annotated diagram, a series of diagrams. It’s up to you!

The second homework is Practice Makes Perfect. This homework will be a Mathletics homework around our next unit of maths: multiplication and division.

 

Supporting your child’s maths at home

This article is a thought-provoking read, and might inspire you to support your child in different ways; in it, Professor Jo Boaler sets out this list of top tips for parents who want to support their child in Maths:

  1. Encourage children to play maths puzzles and games at home. Anything with a dice will help them enjoy maths and develop numeracy and logic skills.
  2. Never tell children they are wrong when they are working on maths problems. There is always some logic to what they are doing. So if your child multiplies three by four and gets seven, try: “Oh I see what you are thinking, you are using what you know about addition to add three and four. When we multiply we have four groups of three…”
  3. Maths is not about speed. In younger years, forcing kids to work fast on maths is the best way to start maths anxiety, especially among girls.
  4. Don’t tell your children you were bad at maths at school. Or that you disliked it. This is especially important if you are a mother.
  5. Encourage number sense*. What separates high and low achievers in primary school is number sense.
  6. Encourage a “growth mindset” – the idea that ability changes as you work more and learn more.
Research shows that children really need to work on ‘number sense’ – the understanding of what a number means and how numbers can be made up.
  • For younger children, the ‘five-ness’ of five and then the ‘ten-ness’ of ten is really important: five fingers, five toes, five displayed on a dice, five split into 4 and one more, five split into three and two…
  • For older children, if they are asked to add up 27 and 16, when they have number sense they can break the numbers apart and use them flexibly – take three from the 16 and add it to 27 to make 30, then add on the remaining 13 to make 43.

Number sense is not something you can get from simply being given an extra worksheet for homework – it develops from play, discussion and observation of number in the world around them.

More homework? No – more encouragement

We had a record number of parents / carers who attended parents’ evenings this week – thank you to all who showed up.

A small number of parents asked for more homework. Please bear in mind we asked your views about homework in the Annual Survey last year, and the findings were quite mixed: some thought there was too much whilst about the same proportion thought there was not enough. The majority agreed with us: the amount of homework we set is about right.

Taken from our Homework Policy, this is our rationale for giving homework:

Educational experience that a school by itself provides is limited; children benefit from wider, complementary experiences out of school. However, some prompts and guidance from school can direct these experiences and develop greater learning. We see homework as an important example of cooperation between teachers and parents / carers. An aim of our teaching is to promote independent learners; homework is one of the ways in which children can acquire the skill of independent learning.

We recognise the importance of quality family time; this policy should help to promote opportunities to be creative rather than labour over frequent worksheets or carry out activities that pupils and / or parents / carers may not understand.

Whilst homework develops children’s learning and independence, quality family time, play and free time are also important. Homework should not prevent children from taking part in wider activities such as those offered by out-of-school clubs and other organisations. Children develop their interests and skills to the full only when parents/carers encourage them to make maximum use of the opportunities available outside school.

Also in our Homework Policy is this statement:

We believe the frequency of homework set out here provides the right balance for pupils and meets the expectations of most parents (whose opinions we sought in the Annual Survey, 2014). Staff may occasionally provide additional homework; this will amount to two or three extra pieces across the year. As an alternative, staff will be happy to suggest to parents other ways they can support their child’s learning at home.

Please do not expect extra homework for you child to be set as a matter of routine. Governors want to protect teachers work / life balance, but – importantly – we believe extra homework would not be helpful for most pupils.

 

 

 

06 February 2015

The Practice Makes Perfect homework this week is two Mathletics addition activities involving large numbers. Children must ensure that they don’t try to solve these problems in their heads. They should use a pencil and paper and not rush!

06 February 2015

For all children in Year 1 – Year 6, the homework this week is talk time and is due in on Wednesday 11 February.

I can prepare a speech (School Council elections).

or

I know the importance of voting.

It’s time for children to consider if they would like to stand for election for our new school council.  With two representatives from each class, chosen democratically by their peers, all children at Moortown Primary are encouraged to take an active part in pupil voice.

Elections for our new school council will take place next Thursday 12 February with our polling station and ballot boxes at the ready.  Candidates will have the opportunity to give their election speech to their class on Wednesday 11 February.

What makes a good school councillor has been considered by our current school council.

  • ‘Communicating with others – pupils and adults.’
  • ‘Having good listening skills to know what to contribute in meetings.’
  • ‘Thinking of realistic ideas to suggest in meetings.’

Hints for your speech include:

  • What skills and abilities would a good school councillor have?
  • What are you particularly good at that would help you to be a great school councillor?
  • What do you think would make the school better? What could you do that people would really like?
  • Think of things that are realistic, maybe that you could do yourself, rather than having to ask other people to do?

Thank you to our current school councillors for all their ideas and contributions over the last year.  We hope you have enjoyed this role and responsibility and you are welcome to stand again for election.

Good luck to all children who decide to stand in the elections.  Results will be announced in our assembly on Thursday 12 February.

If you choose not to stand in the election then you should consider the importance of voting.

30 January 2015

The homeworks this week are Creative and Practice Makes Perfect.

The Creative homework is to design a section of our ‘contraption’ display. We are currently taking inspiration from ‘Rube Goldberg machines’ to make a contraption out of things we have in and around the classroom. Children have to plan and explain how their section would work and suggest materials which we could use to make it. The trickiest part of this is that most of the contraption has to hang from the wall.

A Rube Goldberg machine is a contraption, invention, device or apparatus that is deliberately over-engineered or overdone to perform a very simple task in a very complicated fashion, usually including a chain reaction. For ideas and inspiration, just ‘Rube Goldberg machine’ into youtube.

 

The Practice Makes Perfect homework is a Mathletics activity on our next unit of maths: measures.

 

 

 

23 January 2015

The homeworks this week are Practice Makes Perfect and Talk Time.

The Practice Makes Perfect homework is a couple of Mathletics activities linked to our learning on fractions.

The Talk Time homework is a SEAL themed one, asking children: Why is it Good To Be Me? Lots of children (and adults) find it difficult to talk about things which they are good at. I’d like children to have a conversation about their strengths and why it is good to be them. We’ll talk about these next week in class.

 

 

16 January 2015

The homeworks this week are Creative and Practice Makes Perfect.

The Practice Makes Perfect homework is another Mathletics one. They have a couple of different activities to do based on the learning we’ve done in class.

The Creative homework is to show examples of forces in action. We have been learning this in class so your child should have lots of ideas. They could find photographs which show forces in action or draw a diagram which shows forces in action. Examples could be a toy car rolling down a ramp, a person sitting on a chair, a floating boat, a tug of war contest. Children could also show whether forces are balanced or unbalanced. An example of balanced forces is shown below. In this example, the two men are pulling in opposite directions with the same force. This means that there is no movement.

To find out more about forces, follow the link:

http://www.bbc.co.uk/education/topics/znmmn39

 

09 January 2015

The homeworks this week are Creative and Practice Makes Perfect.

The Practice Makes Perfect homework are two Mathletics activites linked to this week’s learning in class on negative numbers.

The Creative homework is I can investigate friction. We’ve been learning about forces in our topic lessons so this homework will build on this learning. Your child has to think of an investigation they can conduct which will compare friction created by surfaces or objects. They should explain what their investigation will test; their predictions; how they can ensure it is a fair test; and should communicate their findings.

We had a chat as a class and came up with a few ideas:

  • Build a ramp and test how far a toy car will roll on different surfaces.
  • One push skateboard tests on different surfaces.
  • Test different types of shoe for friction on different surfaces.
  • Make different sized parachutes and see which ones fall slowest (this measures the amount of air resistance).
  • Push/blow different shaped toy boats or other floating objects to see which are affected most by water resistance.
If you have any questions, please come to see me. If you’d like some more information about forces, the following link explains the science and has some games which you/your children could play.