W8493PR-Learn from Home Workbook 6

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Learn from Home – Workbook 6 

Published by Prim-Ed Publishing 2020 

Copyright © R.I.C. Publications ® 2020 

ISBN 978-1-912760-66-4 

PR–8493 

Titles available in this series: 

Learn from Home–Workbook 1 – 1st Class/Year 1 

Learn from Home–Workbook 2 – 2nd Class/Year 2 

Learn from Home–Workbook 3 – 3rd Class/Year 3 

Learn from Home–Workbook 4 – 4th Class/Year 4 



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CONTENTS PAGE 

Week 1...........................................................................2 

Week 2.........................................................................28 

Week 3.........................................................................54 

Week 4.........................................................................80 

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ENGLISH 

WEEK 1 

Comprehension – The Lake District.........................................................3–5 

Comprehension – Postcards from Provence.............................................6–8 

Grammar – Nouns........................................................................................9 

Grammar – Verbs.......................................................................................10 

Writing – Narrative, Resistance............................................................ 11–13 

Editing Skills – Be Healthy! Be Happy!.......................................................14 

Editing Skills – The Ballad of Ned Kelly......................................................15 

Editing Skills – Art Thief Arrest...................................................................16 

MATHEMATICS 

Number – Reading and Writing Numbers to 10 000 000............................17 

Number – Ordering and Comparing Numbers to 10 000 000.....................18 

Number – Long Multiplication.....................................................................19 

Measurement – Measures - Length............................................................20 

Measurement – Measures - Mass..............................................................21 

Geometry – Drawing 2-D Shapes...............................................................22 

Geometry – Prisms.....................................................................................23 

SCIENCE 


Heat – Weather Chart.................................................................................24 

Heat – Design an Explorer’s Hut................................................................25 

Magnetism and Electricity – Magnetic Problems........................................26 

Magnetism and Electricity – Making Lightning...........................................27 

2 Learn from Home Workbook 6 978-1-912760-66-4 www.prim-ed.com Prim-Ed Publishing

The Lake District – 1 

Text 

Read the descriptive report. 

Ask anyone to choose five areas of outstanding natural beauty in 

Great Britain and you can be sure the Lake District will be mentioned. 

Nestled in the far north-west of England, in the county of Cumbria, the 

Lake District National Park is one of superlatives. 

‘The Lakes’, as the area is commonly known, is the largest, by 

area, of England’s national parks. It contains all the land in England 

over 3000 feet above sea level; the highest peak being Scafell 

Pike at 3209 feet. It is home to the longest and largest English 

lake, Windermere; and the deepest, Wastwater. Without doubt, 

it has some of the most stunning scenery of all the British Isles. 

Unfortunately, it also has the dubious honour of being perhaps the 

wettest place in England! 

The geology and natural topography of the Lake District are the result 

of millions of years of geological activity, including volcanic eruptions 

and glacial sculpturing. The park has 16 lakes, set in the valleys of the 

majestic, brooding fells but there are also many mountain lakes, known 

as tarns, found high up in the hills. An aerial view of the district has been 

likened to a bicycle wheel with the lakes and valleys radiating like spokes 

from the central hub at Dunmail Raise, the highest point on the road 

between the towns of Kendal and Keswick. 

Although the Lake District is a rural area with many thriving farming 

communities, tourism has taken over from agriculture as the backbone 

of the economy. With close to 15 million visitors each year, there are many ways to earn a living. The 

hospitality trade is the biggest employer, providing accommodation to suit all budgets, from campsites to 

luxury hotels, and food outlets from cheap and cheerful cafés to celebrity chef restaurants. 

There are an infinite number of ways to enjoy the natural environment of this magnificent corner of England: 

fishing, boating, sailing, canoeing and rowing on the lakes; pony trekking, hiking and cycling on the fells; climbing 

and abseiling on the rocks; and paragliding, silently surveying the spectacular scenery the Lake District has on 

show. Even on rainy days, there is plenty to do as there are many caves and old mines to be explored. 

The towns of Keswick, Ambleside and Windermere are very popular with tourists as they offer a central location 

from which to explore the area and gain access to the many activities on offer. But mother nature and outdoor 

leisure pursuits are not the only reasons for The Lakes’ popularity. 

The Lake District is steeped in history. Lying so close to the border with Scotland and the impressive Hadrian’s 

Wall, it is not surprising that there is evidence of early Roman Britain in the area. At Ravenglass, you can visit 

the remains of a Roman bath house; and a short distance away at Hardknott, are the remains of a fort. Tucked 

away in a quiet corner of Ambleside, often missed by the hordes of tourists, is Galava, another Roman garrison. 

Travelling even further back in time to the new Stone Age, it is believed there was a stone-axe factory in the 

centre of the national park. Greenstone, a very hard volcanic rock, was quarried from rocks at Langdale Pikes. 

Examples of lakeland neolithic axes have been found all over Britain suggesting they were used in trading. 


The Lake District is also famous for its links with literature. Beatrix Potter’s farm and Hill Top House were the 

setting for her Peter Rabbit and Friends stories. Windermere and its lake and fells were the setting for many 

of Arthur Ransome’s Swallows and Amazons adventures. At the turn of the 19th century, William Wordsworth, 

famous for his Daffodils poem, was one of the Lake Poets who lived in the area. The most famous and popular 

series of guidebooks for walking the fells of the Lake District are those written by Alfred Wainwright in the first 

half of the 20th century. The maps and illustrations are all hand drawn but with such detail and accuracy that 

together with his explanations of the routes, they still make an excellent companion for today’s hikers. 

With the arrival of communication links and changing patterns of industry, life for the people of the Lake District 

has altered over time but one constant has always remained ... its awesome beauty. 

My learning log When I read this report, I could read: all of it. most of it. parts of it. 

Prim-Ed Publishing www.prim-ed.com 978-1-912760-66-4 Learn from Home Workbook 6 3


Comprehension 

1. (a) Which definition best describes the report on page 5? Circle A or B. 

A Research report, using evidence from a variety of sources to present an objective view on the effect of one thing on 

another. 

B Descriptive report, giving information about the many aspects of one thing. 

(b) 

Write appropriate sub-headings for the report and say which paragraphs, from 1–10, would be 

included under each. 

(c) 

The author has included some opinions that indicate how he or she feels about the Lake District. 

Write three of these opinions and say how you think the author feels about the Lake District. 

2. Write a single summary of paragraphs 7 and 8. In the text, underline the main points from these 

paragraphs that you believe should be mentioned in your summary. 

3. Explain why tourism has become the major industry in the Lake District. 


4. In 2001, there was a major outbreak of foot and mouth disease across Britain and access to the 

countryside was forbidden. What effect do you think this would have had on the economy of the Lake 

District? 

My learning log 

While doing these activities: 

I found Q easy. I found Q challenging. I found Q interesting. 



Word Reading 

1. How has the author linked paragraphs one and two? Give examples to support your answer. 

2. (a) Scan the text for the example of alliteration that describes the experience of paragliding. Write it here. 

(b) 

Imagine yourself paragliding over the Lake District. Use the alliterative phrase to help you describe 

what it might be like. 

3. (a) Separate each word into its root word and inflection. 

(b) 

(i) mentioned (ii) spokes 

(iii) travelling 

(iv) wettest 

Add the suffix, -ion or -ation to the root of each word, to change it from a verb to a noun. 

(i) suggesting (ii) altered 

(iii) radiating 

(iv) explored 

4. (a) Circle the word that could replace hordes in the phrase, ‘... the hordes of tourists ...’. 

(b) 

crowds parties groups 

A homophone of horde is ‘hoard’ meaning ‘to collect and store away’. Write a sentence including 

both words. 

5. Write a sentence using the homograph of the verb to row used in paragraph 5. 

6. (a) In paragraph 2, the Lake District is described as having, ‘... the dubious honour ...’. 

Circle the word that could replace dubious in the text. 

(b) 

doubtless doubtful definite 

In paragraph 7, Galava is referred to as, ‘... another Roman garrison.’ 

What word, from the same paragraph, explains what a garrison is? 


7. Separate each word into its syllables. Circle the stressed syllable. 

(a) evidence (b) geological 

(c) companion (d) hospitality 

8. Use a dictionary to find the definition of each word. 

(a) 

(b) 

geology: the study of 

topography: the study of 


Colour: 

I can / can’t use alliteration in my writing. 

I can / can’t use the suffix ‘-ion’ to change verbs to nouns. 

I can recognise / can’t recognise homophones and homographs. 


Postcards from Provence – 1 

Text 

Read the postcards written by three members of a family on holiday together. 

Hi Liz and Phil 

It’s great to be back here in this lovely corner of 

France for four glorious weeks. Our days have 

settled into the usual pattern of early morning trips to 

the local patisserie for fresh baguettes and croissants 

before visiting a nearby market – my favourite pastime. 

In the heat of the day, we relax in the shade of the 

trees by the river. The only thing that moves faster than 

a snail is my bookmark. I’ve read three books already! 

By late afternoon, we’re ready to amble around one of 

the old towns, steeped in the history of a bygone age. 

George and Will prepare dinner each evening, giving 

me time to stroll along the nearby lanes and inhale the 

delicious scent of wild lavender. It’s a good trade-off 

and I don’t mind clearing up after them. 

Hi Harry and Charlie 

Greetings from somewhere in France! I’m having a 

great time. My reward for not complaining about 

being dragged around the local markets every 

morning is visiting one of the nearby river beaches. 

There are always a few other kids to hang around 

with. We don’t all understand each other as we 

come from different countries, but who cares? 

Having fun jumping into the water from a rock or 

a tree rope is the same in any language! 

The old folk just sit around reading and sleeping 

because it’s so hot but we’re on the go all the 

time. If there’s enough of us, we’ll have a game 

of football; it’s probably a good job we can’t speak 

each other’s languages or we might end up arguing 

about who’s got the best national team! 

Dear All 

I go for a bike ride early each day while Kate 

and George do the bakery run. Cycling’s 

a great way to explore the area and soak up 

the atmosphere. Then it’s off to a market 

where I’m tempted by loads of delicious, fresh 

produce; I’m enjoying my role as celebrity 

chef, trying out traditional recipes for each 

evening’s meal. George is turning out to be 

a keen kitchen hand and it’s become a ‘men 

only’ zone ... until cleaning up time! 

We go to the river beach every day where 

George has made a great collection of 

cosmopolitan comrades. I’m hoping this will 

The converted cowshed we’re staying in has many of the 

original features including the mangers, chains and, 

believe it or not, dung channels! It’s all very rustic but 

spotlessly clean. The kitchen is well-equipped and the 

beds are comfortable so we have no complaints! 

I could stay here forever. We’re even talking about 

buying our own place to renovate. It makes perfect 

sense to me as we do come here every year. What do 

you think? 

Bye for now, 

Kate 

After a couple of hours, I’m dragged away to one 

of many old towns Mum and Dad want to visit. 

I have to admit, they’re pretty interesting, with 

their many alleyways and narrow cobbled streets. 

Some towns don’t allow any cars and others have 

one-way streets because there’s no way two cars 

would fit. Then it’s back to the house for some 

French cuisine. Dad and I create, leaving poor old 

Mum to clear up afterwards! 

See you guys on my return, 

George 

encourage him to study foreign languages 

at school. It’s great to see the kids having so 

much fun together, without any techno toys. 

I dive in occasionally for a refreshing swim 

but mostly I enjoy a snooze with an open 

book resting on my lap. 

Later in the day we head to one of the many 

medieval towns – they are so amazing! Kate 

always makes a beeline for the estate agents 

... I hope she’s not getting any ideas! 


I don’t miss the office at all, 

Will 

My learning log When I read these postcards, I could read: all of them. most of them. parts of them. 



Comprehension 

1. Do you think the family will return to France for another holiday? Use evidence from the text to support 

your answer. 

2. Write a fact and an opinion from each postcard. 

Postcard Fact Opinion 

Kate 

George 

Will 

3. As a historian in the future, what information would these postcards give you about Will, Kate and George? 

Will 

Kate 

George 

4. Add the events that occur during each part of the day. State who takes part in each event. 

Early morning Mid-morning Early afternoon Late afternoon Early evening Late evening 


5. What clue does the sentence, ‘The only thing that moves faster than a snail is my bookmark’, give you 

about the location of Provence compared to the rest of France? 

6. On a separate sheet of paper, paraphrase the text from all three postcards to write a single postcard 

from the whole family, written by either Kate, Will or George. 

My family postcard is written by . 






Word Reading 

1. Write and explain the meaning of the example of alliteration in the postcard written by Will. 

2. Cuisine is a French word meaning ‘kitchen’. When it is preceded by an adjective, as in French cuisine, 

its meaning changes. 

What does French cuisine mean? 

3. Circle the word that could be used to replace ‘not complaining about’, in the first paragraph of the 

postcard written by George. 

enduring endearing enforcing 

4. (a) Separate each word into its root word and inflection(s). 

(b) 

(i) settled (ii) giving 

(iii) beaches 

Separate each word into its root word and prefix. 

(iv) occasionally 

(i) encourage (ii) refresh 

5. Write the two words from the postcard written by Kate that mean ‘to walk slowly’. 

6. A homophone of the word ‘great’ is grate which has a few different meanings as a noun and a verb. 

Use a dictionary to find these meanings and write a sentence that includes both words. 


(a) favourite (b) delicious 

(c) medieval (d) cobbled 

8. From each postcard, write a phrase containing evaluative language that describes how the person feels 

about something. 

Will 

Kate 

George 


9. (a) Are these postcards examples of formal or informal writing? 

(b) 

Explain your answer. 


Colour: 

I understand / need more practice on alliteration. 

I can / can’t recognise stressed syllables in words. 

I understand / need more practice on evaluative language. 


Nouns 

Common nouns are names for general people, places and things, proper nouns 

tell us exactly who or what are the specific things in a sentence and collective 

nouns are the names for groups of people, places and things. 

Example: The team (collective noun) played a good game (common noun) on 

Saturday (proper noun). 

Without nouns, sentences give little information and can be hard to understand, 

but by using nouns, sentences are more informative. 

Example: He went to there, got her, and put her up there out of reach of them. 

King Kong went to the hotel window, reached in, got Ann, and put his 

friend up on top of the building out of reach of the soldiers. 

1. (a) Read the email containing a few nouns and uncapitalised proper nouns. 

(b) 

Rewrite the email, adding capital letters and some further nouns for extra meaning. 

SuperMail 

Hi dawn, it’s sandy! I hope things are well in riverville, it’s all good over here. I’m 

happy ‘coz dad finally bought me that game I wanted ... but mum only lets me 

play with it on saturday and sunday. It’s so unfair! Anyway, we’re going out this 

wednesday to some restaurant with dakota’s team. I’m looking forward to eating 

lots! Bye ... sandy. 


2. Make as many nouns (four or more letters long) as you can from these letters. Use the letters in any 

order, but each letter can only be used once. 

t s d 

n o h 

u k b 


Verbs 

A verb is a word which shows actions, or states of ‘being’ or ‘having’. 

1. Read the story below then highlight all the verbs. 

The ghostly image crept closer and closer through the foggy night. Its shadowy limbs floated around the 

murky corpse like seaweed carried by oceans currents. 

The drumbeats in my skull increased with each step as it approached. The flutter of butterflies in my 

stomach became a herd of elephants. My shaky knees tied me to one spot like a child playing a game 

of statues. 

Why had I taken a shortcut across the moors? No matter how late I was, I should have remembered the 

whispers. I wonder if my headstone will read, ‘He acted without thought and learnt a harsh lesson.’ 

2. Complete the answers. 

(a) 

(b) 

(c) 

(d) 

(e) 

How many verbs did you find? 

Write four verbs which are single words. 

Write two verbs which consist of two words. 

Write one verb which consists of three words. 

Write the auxiliary verbs (helping words) which form part of each verb. 

(i) 

(ii) 

taken 

read 

(iii) should remembered 

3. Write verbs to complete the sentences. 


(a) I so scared that my breath out into the night air 

like steam. 

(b) Before I to bed, I to some creepy tales about 

spectres and lost sailors. 

(c) My thoughts on ghosts and graves, instead of the test I was 

. 

(d) The sailor’s wife for him for many years and always 

that he would 

home. 


Narrative 1 

Estelle Lebrun was living in occupied France 

in 1942 with her mother and father who were 

working for the French Resistance, producing 

false identification papers for escaped prisoners 

of war. 

Estelle’s job was to deliver the papers to a dead 

letterbox without being noticed by the German 

officers. It was a dangerous errand as the 

soldiers were always nearby, wandering around 

the square and the quiet lanes of the small 

country town. Estelle knew she was the only 

person her parents could trust as messenger 

during these troubled times. No-one could be 

certain that a friend or neighbour wasn’t a 

German spy or a French collaborator. 

The letterbox was hidden in a stone wall, just 

behind the large oak tree on the quiet path leading 

down to the river. As Estelle made her way 

across the square, she tried to act normally, 

calling to her grandfather who was playing boules 

with his friends. She sat on the low wall under 

the shade of the plane tree, pretending to take an 

interest in the game but secretly watching the 

soldiers, waiting for her chance to go unnoticed 

to the path. 

A small dog came to play with her. She decided 

to use him as a decoy, throwing a stick for him 

to fetch and return. Gradually, the pair made 

their way towards the path. In a moment, they 

would be out of sight of the square. Estelle’s 

heart began to race. But as she tried to calm her 

thumping chest, she heard the sound she had been 

dreading. 

‘Achtung!’ yelled one of the soldiers. 

Without looking up, Estelle knew he was 

shouting at her. 

Resistance 

As he approached, the soldier waved his rifle at 

Estelle and then pointed it directly at the bag she 

was holding. Although Estelle did not speak his 

language, she knew exactly what he was asking. 

What would she do now? 

At that moment, a convoy of army vehicles 

thundered into the town square. The soldier was 

torn between satisfying his curiosity about the 

contents of her bag and returning to his post. 

Estelle heaved a great sigh of relief as he turned 

and ran back up the path. 

She ran on to the oak tree, checked that no-one 

was watching and hid the parcel in the wall, 

taking care to conceal it completely. She then 

raced home because she had an important job to 

do. 

Later that afternoon, the soldier called to Estelle 

from across the street. He snatched her bag and 

pulled out a parcel. As he tore it open, out fell 

three sheets of card bound together with ribbon. 

On each was glued a dried flower. 

‘A present for my grandmother’, she whispered 

softly. 



Use the narrative on page 3 to complete the page. 

1. Title 

Write an alternative title for the narrative. 

Examining narrative 1 

2. Orientation 

Write a question for each answer. 

Question 

3. Complication and events 

The complication of the story is the safe delivery 

of the papers to the dead letterbox. 

(a) Write, in order, four events which occurred 

as Estelle tried to deliver the papers. 

(b) Write four descriptive words or phrases that 

indicate Estelle was nervous. 

Answer 

Estelle Lebrun 

France 

1942 

French Resistance 

dead letterbox 

4. Resolution 

Write another resolution to the narrative. 


5. Conclusion 

Why did the author include the final paragraph? 


Narrative plan 1 

1. Plan a narrative for an adventure story based on fact. 

Title 

Orientation 

Complication and events 

Resolution 

Conclusion 


2. Write your narrative. 3. Edit your work. 


Be healthy! Be happy! 

Read the discussion text. 

Editing skills 

we need to improve our lifestyles. 

The car TV and fast foods are turning 

us into a nation off unhealthy, unfit people. 

More peeple suffer from diet-related illnesses 

than ever befour, as a result of regularly 

eating meals high in fat and sugar Young 

people need to lurn the importance of eating 

hellthy food to prevent medical problems. 

TV DVDs and computer games are becoming 

the most popular leshure activities for many 

young people. more time needs to be spent 

enjoying physical activities that rays the 

heart rate and make the body work harder 

We are relying two much on the car for transport. 

there must be times when we can walk instead. 

If we look after our body’s they will work well for us. 

Lets do it! 

1 Punctuation 

(a) Underline the 8 punctuation mistakes 

in the text and write the correction in 

the space at the end of the line. 

2 Grammar 

Adjectives describe nouns. 

(a) Find the nouns in the text described by 

these adjectives. 

(i) fast (ii) medical 

(iii) popular 

(iv) physical 

3 Spelling 

(a) There are 9 misspelt words. Underline 

each and write it correctly in the space at 

the end of the line. 

The plural of words is made in 

different ways: by adding ‘s’, 

‘es’ or, if the word ends in ‘y’, 

it is changed to ‘i’ before ‘es’ is 

added; for example, ‘boot(s)’, 

‘match(es)’, ‘ladies’ (‘y’ to ‘i’ and 

add ‘es’). 


(b) Underline all the plural nouns in the text 

using a different colour for each of the 3 

different ways the plural is made. 

4 Vocabulary 

(a) Write an antonym (a word with the 

opposite meaning) for each of these 

words from the text. 

(i) 

popular 

(ii) leisure 

(iii) regularly 


The ballad of Ned Kelly 

Read the ballad. 


an irish lad named ned kelly 

was born in 1854. 

his parents worked from dawn to dusk 

but still were very poor. 

but still were very poor. 

when ned was twelve his father died 

and life got even worse. 

at sixteen years he went to gaol 

for recieving a stolen horse. 

for recieving a stolen horse. 

an argument with a policeman 

(fitzpatrick was his name) 

sent mrs kelly away for three years 

and then ned rose to fame. 

then ned rose to fame. 

the bush became his second home 

and when one day, by chance, 

he came upon some policemen, 

he finally took a stance. 

he finally took a stance. 

1 Punctuation 

The beginning of each line 

of a poem generally begins 

with a capital letter. 

(a) Circle the word at the 

beginning of each line 

which needs a capital letter. 

(b) Underline 16 proper nouns which need a 

capital letter. 

2 Grammar 

(a) Find and write adjectives to match these 

nouns: 

the kelly gang shot them dead 

and robbery became their trade. 

no rich man’s bank was safe from them 

and a legend had been made. 

a legend had been made. 

june 1880 will be remembered 

as ned kelly’s last stand, 

dressed in armour made of steel 

with shotgun in his hand. 

shotgun in his hand. 

his comrades fell and still he fought, 

relentless to the last. 

more than twenty-eight bullets peirced 

his skin 

and so the die was cast. 

so the die was cast. 

in november 1880, at twenty-eight, 

ned’s life came to an end. 

a hangman’s rope sealed the fate 

of our bushranger legend. 

our bushranger legend. 

(iii) rope 

(iv) legend 

3 Spelling 

(a) There are 2 misspelt words. Write the 

correct spelling. 


(i) 

recieving 

(ii) peirced 

(b) Write the spelling rule. 

(i) 

horse 

(ii) parents 


Art thief arrest 

Read the newspaper report. 


Art theif Winston Rose has finaly been arrested after having been chased 

by the worlds police for more than 10 years. The details of him 

amazing excapes can be found in william Greens book, artful dodging. 

The infamous criminal has stolen priceles paintings from musuems and 

art galleries in 12 countries. Roses method was to cut a painting out of 

their frame and replace it with a picture of a red rose. 

rose is nown as an expert at avoiding security alarms, but yesterday 

he set won off as she entered the Franklin Gallery in london. 

I think Rose is as suprised as we are about the alarm, 

said a pollice spokesperson yesterday. ‘Him is now in custody but is 

not saying nothing about what he has done with all the stollen art. 

1 Punctuation 

(a) Write the 4 missing capital letters and 3 

apostrophes to show possession. 

Quotation marks show what a person 

is saying. 

(b) Add the quotation marks missing from 

the text. 

2 Grammar 

Verbs written in the past tense show what has 

already happened; for example, ‘He went 

to the shops’, ‘Michael wrote a story’, ‘She 

washed the dishes’. 

(a) Write four past tense verbs from the text. 

Pronouns are words that replace nouns; for 

example, ‘I’, ‘he’, ‘she’, ‘him’, ‘it’, ‘her’, 

‘them’, ‘my’. 

(b) Circle the incorrect pronouns used in the 

text. Above each, write the pronoun that 

should have been used. 

3 Spelling 

(a) Write the correct spelling of the 10 

misspelt words. 


4 Writing 

A double negative statement incorrectly uses 

two negative words; for example, ‘I haven’t 

got no more,’ should be ‘I haven’t any more’ 

or ‘I have no more’. 

(a) Underline the line in the text containing a 

double negative. Write it correctly. 


READING AND WRITING NUMBERS TO 10 000 000 

N 

Number 

1. Write these words as numerals. 

(a) Six hundred and twelve thousand, five hundred and nineteen. 

(b) Eight hundred and fifty-five thousand, two hundred and forty. 

(c) Seven hundred and sixty-two thousand, four hundred and twenty-six. 

(d) Nine hundred and eighty-five thousand, three hundred and ninety-nine. 

(e) Two million, six hundred and fifteen thousand, one hundred and fifty. 

(f) Five million, two hundred and sixty-four thousand, six hundred and four. 

(g) Eight million, three hundred and seven thousand, eight hundred and fifteen. 

(h) Ten million, one hundred and sixteen thousand, nine hundred and eighty-two. 

2. Write these numerals in words. 

(a) 123 318 

(b) 1 473 254 

(c) 3 859 562 

(d) 4 483 719 

(e) 5 816 276 

(f) 7 952 605 

(g) 8 203 955 

(h) 9 824 709 

3. Write the value of the underlined number. For example, 2 489 243 = 400 000 

(a) 845 602 = (b) 293 719 = 

(c) 9 215 738 = (d) 3 402 985 = 

(e) 7 698 216 = (f) 4 105 239 = 


(g) 3 509 821 = (h) 10 160 341 = 

(i) 8 204 631 = (j) 6 421 893 = 

CHALLENGE 

Write the ten numbers from Question 3 in order from smallest to largest. 

Objective 

Reads and writes numbers to 10 000 000. 


ORDERING AND COMPARING NUMBERS TO 10 000 000 

N 

Number 

1. Write the number that comes before and after each of these numbers. 

(a) 54 276 

(b) 63 709 

(c) 203 651 

(d) 179 820 

(e) 3 567 905 

(f) 4 924 684 

(g) 9 860 201 

(h) 6 762 500 

(i) 7 640 783 

(j) 10 851 799 

2. Use the less than () symbols to compare these numbers. 

(a) 23 950 23 905 (b) 652 831 652 830 

(c) 2 850 548 2 851 632 (d) 5 241 589 6 265 321 

(e) 6 542 170 6 962 851 (f) 8 590 230 8 591 230 

(g) 7 247 723 7 274 720 (h) 9 852 683 6 321 549 

(i) 1 600 849 1 600 848 (j) 4 575 201 4 575 199 

3. Use these numbers to write the smallest number possible. 

(a) 7912486 (b) 5498563 (c) 6197543 

(d) 2921544 (e) 8115765 (f) 2193876 

(g) 3841279 (h) 5378124 (i) 4688312 

4. Use these numbers to write the largest number possible. 

(a) 7912486 (b) 5498563 (c) 6097543 

(d) 2901544 (e) 8115765 (f) 2103876 

(g) 6250134 (h) 9247683 (i) 5947312 

CHALLENGE 


Working with a partner, play ‘Guess the number’, answering ‘higher’ and ‘lower’ to give clues to the 

answer. 

Objective 

Orders and compares numbers to 10 000 000. 


LONG MULTIPLICATION 

N 

Number 

1. Solve these long multiplication sums. 

(a) 356 (b) 198 (c) 247 (d) 364 

x 41 x 25 x 47 x 21 

356 (1 x 356) 

14 240 (40 x 356) 

2 2 

14 596 

(e) 242 (f) 296 (g) 692 (h) 304 

x 17 x 19 x 59 x 73 

(i) 299 (j) 359 (k) 376 (l) 423 

x 88 x 67 x 83 x 21 

(m) 2419 (n) 4509 (o) 6207 (p) 8360 

x 22 x 23 x 24 x 31 

(q) 1580 (r) 3252 (s) 5406 (t) 7505 

x 24 x 15 x 35 x 36 


(u) 9806 (v) 5655 (w) 2859 (x) 9450 

x 45 x 38 x 47 x 18 

CHALLENGE 

There were 125 packs of paper plates for the school picnic. If there were 36 paper plates in each pack, 

how many plates were there altogether? 

Objective 

Uses pencil and paper methods to solve long multiplication problems. 


MEASURES – LENGTH 

M 

Measurement 

1. Fill in the missing numbers. 

There are millimetres in 1 centimetre and millimetres in 1 metre. 

2. Measure these lines to the nearest millimetre. 

(a) = mm (b) = mm 

(c) = mm (d) = mm 

(e) = mm (f) = mm 

3. Change these centimetres to millimetres and millimetres to centimetres. 

(a) 3 cm = mm (b) 9.2 cm = mm (c) 6.35 cm = mm 

(d) 10.54 cm = mm (e) 15.98 cm = mm (f) 41.05 cm = mm 

(g) 10 mm = cm (h) 54 mm = cm (i) 83 mm = cm 

(j) 127 mm = cm (k) 236 mm = cm (l) 469 mm = cm 

4. Estimate and measure these objects in millimetres, using your ruler. Convert your answers to centimetres. 

Object Estimate Measure (mm) Measure (cm) 

(a) toothpick between and mm mm cm 

(b) staple between and mm mm cm 

(c) eraser between and mm mm cm 

(d) pencil between and mm mm cm 

(e) sharpener between and mm mm cm 

(f) paper clip between and mm mm cm 

5. Write these lengths in decimal form. 

(a) 5 m 86 cm = m (b) 2 m 95 cm = m (c) 45 m 67 cm = m 


(d) 63 m 22 cm = m (e) 256 m 16 cm = m (f) 951 m 23 cm = m 

(g) 527 m 15 cm = m (h) 740 m 46 cm = m (i) 815 m 7 cm = m 

CHALLENGE 

Measure the length of each of your fingernails on one hand in mm. 

(a) thumb: mm or cm (b) 1st finger: mm or cm 

(c) 2nd finger: mm or cm (d) 3rd finger: mm or cm 

(e) 4th finger: mm or cm 

Objective 

Estimates, measures and converts lengths. 


MEASURES – MASS 

M 

Measurement 

1. Write the abbreviation for these units of measurement. 

(a) Grams = (b) Kilograms = 

2. (a) There are grams in 1 kilogram, therefore there are grams in 1 / 2 

kg. 

(b) There are kilograms in 1 tonne. 

3. Name three things you could measure using these three units of measurement. 

(a) Grams (b) Kilograms (c) Tonnes 

4. Change these grams to kilograms or kilograms to grams. 

(a) 3000 g = kg (b) 9000 g = kg (c) 750 g = kg 

(d) 6250 g = kg (e) 0.5 kg = g (f) 1.5 kg = g 

(g) 7.25 kg = g (h) 12.39 kg = g (i) 550 g = kg 

5. Write the total mass in grams and then kilograms of these groups of items. 

(a) 

(b) 

(c) 


6. At the deli counter, Sami bought 450 g ham, 800 g of bacon and 250 g of olives. How much altogether: 

(a) in grams? (b) in kilograms? 

CHALLENGE 

Find the total mass of all nine items in Question 5. 

(a) In grams? (b) In kilograms? 

Objectives 

• Suggests suitable units to measure mass. 

• Converts units of mass. 


DRAWING 2-D SHAPES 

G 

Geometry 

1. Draw the following shapes onto the squared paper. 

(a) square (3 cm x 3 cm) (b) rectangle (4 cm x 6 cm) 

(c) parallelogram (3 cm x 5 cm) (d) octagon (all sides 1 cm) 

2. Use your ruler to draw the following shapes in the box. 

(a) square (4 cm x 4 cm) (b) rectangle (2 cm x 4 cm) 

(c) parallelogram (3 cm x 6 cm) (d) triangle (all sides 3 cm) 


CHALLENGE 

On the back of the sheet, use your ruler to draw the following regular polygons. 

(a) pentagon (all sides 3 cm) (b) hexagon (all sides 4 cm) 

Objective 

Draws 2-D shapes using given dimensions. 


PRISMS 

G 

Geometry 

Prisms are three-dimensional shapes with at least one pair of opposite faces parallel. 

1. Name these prisms. 

2. Match the prisms with their description. 

(a) Square prism • • 10 faces, 24 edges, 16 vertices 

(b) Rectangular prism • • 5 faces, 9 edges, 6 vertices 

(c) Triangular prism • • 6 faces, 12 edges, 8 vertices 

(d) Pentagonal prism • • 8 faces, 18 edges, 12 vertices 

(e) Hexagonal prism • • 6 faces, 12 edges, 8 vertices 

(f) Octagonal prism • • 7 faces, 15 edges, 10 vertices 

3. Which two prisms have the same description? 

4. Tick to show which prisms have parallel or perpendicular edges. 

(a) Square prism: parallel perpendicular 

CHALLENGE 


(b) Pentagonal prism: parallel perpendicular 

(c) Rectangular prism: parallel perpendicular 

(d) Triangular prism: parallel perpendicular 

(e) Hexagonal prism: parallel perpendicular 

(f) Octagonal prism: parallel perpendicular 

Use straws and modelling clay to make one of the above prisms. 

Objective 

Describes the properties of various prisms. 


Heat ~ Activity 1 

(a) Design a key for the different types of weather. 

Weather chart 

rain wind cloud snow 

sun thunder/lightning fog hail 

(b) Record the weather each day for one school week by looking at newspapers 

and watching the television. Complete the chart. Use your key for the weather 

description. 

(c) Use the information on your weather chart to describe the weather in your 

local area over the last school week. 


Is weather an important part of a farmer’s life? 


yes 

no 


Heat ~ Activity 2 

Design an explorer’s hut 

Two explorers are planning a trip to Antarctica where there will be freezing 

conditions and ferocious winds. They have asked your group to design a 

home for them to live in for the six months of their expedition. 

Design a home that traps the greatest amount of warmth for the explorers. 

Our plan 

The materials we used 

Describe why you chose the materials for 

your house. 

Our design (labelled) 

Does your house absorb heat? 

yes 

no 

How could you improve your design? 


How do you feel about your design? 

1 2 3 4 5 6 7 8 9 10 

cold warm sizzling 


Magnetism and electricity ~ Activity 2 

Magnetic problems 

Problem: How can you remove a metal object from a narrow jar of water without touching it? 

Diagram 

Materials used 

Plan of action or 

possible ideas 

Why it did/didn't work 

Problem: How can you make a compass using a magnet? 

What we did 

Plan of action or 

possible ideas 

How did you do? 

1 2 3 4 5 6 7 8 9 10 

not well average successful 

Materials used 

How did you do? 

1 2 3 4 5 6 7 8 9 10 

not well average successful 

What we did 

Diagram 


Why it did/didn't work 


Magnetism and electricity ~ Activity 3 

What is static electricity? 

Describe an experiment to help you show the effects of 

static electricity. Include a labelled diagram. 

Making lightning 

What do you know about lightning? 

Write anything you know about lightning below. 

Making lightning! 

Electricity is always trying to move from 

one place to another. We can show this 

by doing the following experiment. 

What you need: 

• large baking tray 

• modelling clay 

• plastic bag 

• metal lid from jar or a coin 

What to do: 

1. Press the clay onto the tray. 

2. Put the tray onto the plastic bag. 

3. Hold the clay and move the tray on 

the bag, around and around, for 

about thirty seconds. 

4. Darken the room. 

5. Hold the clay only and place the lid 

or coin close to one corner of the 

tray. 

(a) What did you see? 

(b) How does this experiment help to 

explain lightning? 



ENGLISH 

WEEK 2 

Comprehension – The Legacy of the Great Iron Horse........................29–31 

Comprehension – Classified!................................................................32–34 

Grammar – Command Verbs......................................................................35 

Grammar – Adjectives................................................................................36 

Writing – Recount, A Very Strange Creature........................................37–39 

Editing Skills – The ‘Titanic’ Should Be Left Alone......................................40 

Editing Skills – The Marine Turtle...............................................................41 

Editing Skills – Matthew's Story..................................................................42 

MATHEMATICS 

Number – Positive and Negative Numbers.................................................43 

Number – Long Division.............................................................................44 

Number – Long Division (with Remainders)...............................................45 

Number – Division (with Remainders)........................................................46 

Measurement – Converting Metric Units....................................................47 

Measurement – Area and Perimeter...........................................................48 

Geometry – Pyramids.................................................................................49 

Geometry – Shape Nets.............................................................................50 

SCIENCE 


Forces – Design a Vehicle..........................................................................51 

Forces – Friction.........................................................................................52 

Forces – Levers..........................................................................................53 


The Legacy of the Great Iron Horse – 1 

Text 

Read the descriptive report. 

From the late 18th century, the first rumblings of the 

Industrial Revolution began to have a major influence on 

life in Britain. At first, these changes occurred quite slowly. 

But as advances in technology gained pace, the speed at 

which they occurred increased. The cause of the greatest 

change in the shortest time was the arrival of the railways. 

From the early 19th century, a network of railway lines 

expanded across the land. As the great iron horse galloped 

across the country, people, goods and ideas began to 

move and everyone became more aware of life outside 

their own isolated areas. 

Society 

To begin with, many people were wary, even afraid of the great, rumbling, steaming monsters as they noisily 

chugged their way into stations. But gradually they came to rely on them. They could travel to nearby towns or 

even further afield to find work. Town people might even take a day trip or a longer holiday, to the seaside or the 

country, to enjoy the fresh air and wide, open spaces. 

As fresh fish and farm produce could be delivered quickly from coastal and rural areas to the towns, more 

people had access to better nutrition and so the general health of the nation began to improve. People became 

more aware of what was happening in the rest of the country and the world, as national newspapers were 

delivered daily. The mail service became more frequent and efficient with up to two deliveries each day. 

Before the railways, time across the UK was not standardised but if national trains were to follow timetables and 

run efficiently, it was important for the whole country to be on exactly the same time. By the mid-1840s, all rail 

companies ran to ‘London Time’ which was displayed at all stations. 

Politics 

As people now had access to current national news, they became more aware of how the country was being 

governed and of injustices to people in different classes of society. Support for political causes was easier 

to canvass as representatives could travel more easily around the country. The government could also send 

soldiers to disperse crowds that might cause trouble at political meetings. Law and order became more efficient 

and easier to maintain. 

Economy 

By far the greatest change the railways brought to British life was in its economy. It provided employment on 

a large scale. Having a job with a railway company could mean anything from manning the trains and stations 

to making the locomotives and rolling stock, or laying down the lines and building bridges. Locomotives were 

powered by steam and for that, coal was needed, and lots of it! 


Britain’s coal industry developed with the industrial revolution as coal was needed to power the steam engines 

that ran machines in factories. With the arrival of the railways, the demand for this source of power increased 

tremendously. More coal mines were opened, creating thousands of jobs and great profits for mine owners. 

Many fortunes were made as investors ploughed their money into the railways. 

Towns grew rapidly as businesses chose to site their offices and factories close to a railway link. More jobs were 

available and many people migrated from country areas where finding work was more difficult. 

The deep-sea fishing industry developed in places such as Grimsby on the east coast, from where fresh fish 

could be transported inland by rail. Many ports became important for exporting goods that had arrived by train 

and for receiving imported goods that had arrived by sea and would be delivered to their final destination by rail. 

The arrival of the railway brought more than a national transport and communication system. It created social, 

political and economic change that made Britain in the Victorian era, the world’s most prosperous nation. 




Comprehension 

1. (a) Has this text revealed anything to you that you did not know or realise before? Yes No 

(b) 

Give reasons why you would, or would not, recommend this text to another person of your age. 

2. Write a few sentences to summarise the main idea of the text. 

3. What does the author mean by the phrase, ‘As the great iron horse galloped across the country …’? 

4. With the arrival of the railways, many people in seaside towns opened up their homes as ‘Bed and 

Breakfast’ accommodation. Why did they do this? 

5. The text is divided into four main sections. Why has the author done this? 

6. Circle Fact or Opinion after each statement. 

(a) The first railway tracks were put down in the early 19th century. Fact Opinion 

(b) The railway engines were magnificent machines. Fact Opinion 

(c) Society improved with the arrival of the railways. Fact Opinion 

(d) The country became more democratic. Fact Opinion 


7. Paraphrase the ‘Economy’ section of the text. 






Word Reading 

1. (a) Separate each word into its root word and inflections. 

(i) standardised (ii) shortest 

(iii) noisily (iv) injustices 

(b) The word brought is an inflection of the verb to . 

2. Find one word from the text that comes from each root word. 

(a) revolt (b) represent 

(c) govern (d) industry 

3. An antonym of the word advances (paragraph 1) is 

4. Write two phrases from the text that mean ‘the railways’. 

5. Match the words or phrases to the meanings. 

(a) great effect • • further afield 

(b) greater distance away • • current national news 

(c) events of the day across the country • • major influence 

6. Write the plural of each word. 

(a) factory (b) country 

(c) industry (d) technology 


(a) efficient (b) frequent 

(c) delivered (d) economic 

8. Rearrange the letters to give a word from the text, then order them alphabetically. 

(a) 

(b) 

(c) 

(d) 

c e e f f i i n t 

e c c i m n o o 

c e e f f i i l n t y 

e c m n o o y 

9. Write a sentence in which you use two different meanings for each word. 

(a) rest: 

disadvances retreats circles 


(b) 

(c) 

(d) 

trip: 

service: 

mine: 


Colour: 

I can / can’t recognise root words. 

I understand / need more practice on making words plural. 

I can / can’t separate words into their syllables. 


Classified! – 1 

Text 

Read the report. 

A dictionary definition of the verb classify is ‘to organise things according to similarity or use’. 

So if someone emptied all of your clothes into a big pile in the middle of your bedroom floor, how would you sort them out? By 

colour? By size? By material? By use? Or if all your games and books were mixed up, how would you rearrange them? Why is it 

useful to keep them that way? 

There are examples of classification all around us, from recipes in a cookery book to shelves at the supermarket. There are two 

men from history who will always be remembered for their contributions to ‘classification’. 

Melvil Dewey was a librarian, born in the United States in 1851. 

He developed the Dewey Decimal Classification (DDC) system after being asked to catalogue the 

resources at a university library. His system was first published in 1876 and although it is regularly 

revised, it is still in use in the world’s libraries today. Any non-fiction book you have borrowed from 

a library will have a DDC system number on its spine. 

The Dewey Decimal Classification is based on three-digit numbers. Subjects are organised into ten 

general groups – the hundreds digit. Each general group is divided into ten sub-groups – the tens 

digit. Each sub-group is divided into ten more specific groups – the units digit. 

e.g. Classification of books on Magnetism. 

Hundreds digit Tens digit Units digit 

Thanks to Melvil Dewey, 

000 Miscellaneous 500 Science and Maths 530 Physics 

whenever you wish to find a 

non-fiction book on a specific 

100 Philosophy 510 Maths 531 General Mechanics 

subject in a library, all you have 

200 Religion 520 Astronomy 532 Fluid Mechanics 

to do is locate the general group 

300 Social Studies 530 Physics 533 Gas Mechanics then follow the spine labels until 

400 Language 540 Chemistry 534 Sound 

you find what you’re looking for. 

500 Science and Maths 550 Earth Science 535 Light 

600 Technology 560 Fossils 536 Heat 

700 Arts and Recreation 570 Biology 537 Electricity 

800 Literature 580 Botany 538 Magnetism 

900 History and Geography 590 Zoology 539 Modern Physics 

Carl Linnaeus was a Swedish botanist of the 18th century. 

He developed a system for classifying all natural things. They were named according to what 

they were and the physical characteristics they had. This enabled scientists to recognise the 

similarities between different things and what made them different from one another. 

Linnaeus began by grouping things into one of three kingdoms: animal, plant or mineral. Each 

kingdom was divided into smaller groups which in turn were sub-divided. This continued until 

there were six sub-divisions. 

Kingdom 

e.g. Classification of the cheetah: 

Animal 


Phylum 

Chordata 

Class 

Mammalia 

Order 

Carnivora 

Family 

Felidae 

Genus 

Acinonyx 

Species 

Acinonyx jubatus 

This system created a massive, branching chart on to which Linnaeus placed about 10 000 animals, plants and minerals. At 

the species level, things had the greatest number of similarities and the least number of differences. 

Natural things had already been given Latin names but it had not been done in a logical way. Linnaeus used his system of 

classification to give each natural thing a binomial (two-part) name. The first part of the name came from the genus the 

animal, plant or mineral belonged to; the second part came from the species. 

The Linnaean Classification System has changed as new technology, such as DNA testing, can identify things more 

accurately. The position of some organisms in the system has changed and they have been re-named. The system no longer 

includes the mineral kingdom; other kingdoms have also been added. 




Comprehension 

1. The theme of this text is . 

2. Describe a similarity and a difference between the two classification systems. 

Major similarity 

Major difference 

3. Write three words from the text for which you need to check the meaning. Use a dictionary to find a 

definition for each word. 

4. For each system, write a question to discuss with the class that will help you understand the system 

better. 

Dewey 

system 

Linnaean 

system 

5. Circle the opinion. 

6. Complete the chart. 

The Dewey system has been in worldwide use for about 140 years. 

The Linnaean system is a wonderful gift from a bygone age. 

Name Country of birth Century of birth Occupation Legacy 

Melvil Dewey 

Carl Linnaeus 

7. Explain the advantages of each system. 

Dewey 

system 

Linnaean 

system 


8. Write the three-digit Dewey number for each book. 

(a) All About Light and Shadows (b) What is Nuclear Energy? 

(c) Sound Waves in the Air (d) Understanding Friction 






Word Reading 

1. (a) Make a new word by adding the suffix -ation to each word. 

(i) publish (ii) classify 

(iii) identify 

(iv) continue 

(b) 

Why do you think the spellings are changed before the suffix is added? 

2. Add an inflection to make the plural form of each word. 

(a) library (b) shelf 

(c) resource (d) subject 

3. Circle the words that do not have the same meaning as classify in the sentence. 

We can classify these books by subject. 

group order organise rank rate sort 

4. From your own knowledge or using a dictionary, write a definition for the phylum, class, order and family 

to which the cheetah belongs. 

Phylum: Chordata 

Class: Mammalia 

Order: Carnivora 

Family: Felidae 

5. Separate each word into its syllables. 

(a) classification (b) dictionary 

(c) equipment (d) similarities 

6. For each word, circle the stressed syllable. 

(a) u—ni—ver—si—ty (b) his—to—ry (c) char—ac—ter—is—tic 

(d) phy—si—cal (e) con—tin—ued (f) min—er—al 

7. Match the science with its meaning. 

(a) Botany • • the study of animals 

(b) Geology • • the study of plants 


(c) Zoology • • the study of rocks 

8. (a) The word subject has a number of different meanings. What is its meaning in the sentence from the 

text? 

Subjects are organised into ten general groups … 

(b) 

Write an alternative meaning for subject. 


Colour: 

I can / can’t add the suffix ‘-ation’ to words. 

I can / can’t separate words into their syllables. 

I understand / need more practice on how to define words. 


1. (a) Read the text below. 

Command verbs 

Many people feel self-conscious when they go to a dance or party because they don’t think they can 

dance. If you are one of these people, the ideas below may help. 

Move your body with the rhythm and beat of the music. Keep it simple. Just listen to the music. Click 

your fingers or clap your hands occasionally. Sway your body from side to side. 

Join in dances such as the macarena, a conga line, ‘The Time Warp’, or ‘YMCA’, where the steps 

are well known and everyone does the same thing. Since you will know what moves to do, you can 

just enjoy yourself. 

Find a friend and drag him or her onto the dance floor. Hold hands if you like and do the same steps. 

Then you can experiment by making a few changes. 

If someone asks you to dance, say ‘Yes’ and have a go anyway. Keep your partner talking to distract 

him or her from your dancing. That way you won’t have to move very much. If the music is too loud 

for talking, sing along to the music. 

When it comes to dancing, do fewer movements rather than more. You won’t look like you are trying 

to show off and you won’t look silly. Have a go and have fun! 

Command verbs are used to order, command or give instructions. They are 

commonly used at the beginning of sentences in a procedure. 

(b) 

Underline 18 command verbs in the text above. Not all are at the beginning of a sentence. 

2. Complete each sentence by adding a command verb. 

(a) 

(b) 

(c) 

and groove to the music. 

that music down! It’s too loud! 


that dancing is supposed to be fun. 

(d) We read the sign in the park which said ‘ off the grass’. 

(e) ‘ at that guy!’ said my friend, Paul. ‘He is a really good dancer!’ 

(f) 

a friend’s secrets or you may lose your friend. 

(g) Just to this new song on this CD. It’s really great! 

(h) 

your homework before you go to training. 

(i) the onions and them in butter. 

(j) ‘ arguing,’ said Mum, ‘or neither of you will go!’ 


Adjectives 

Adjectives are words that describe nouns or pronouns. They help make 

writing clearer and more interesting. 

Example: The small, greenish-yellow frog leapt into the deep pond. 

Proper adjectives are made from proper nouns and have a capital letter. 

Example: The Spanish dancer performed the flamenco. 

1. Read the description from a breakfast menu. 

(a) 

(b) 

Notice how adjectives have been used to make the food choices more appealing. Highlight the adjectives 

and underline the nouns they describe. 

Enjoy a fluffy omelette filled with tasty cheese, served with crunchy bacon and a thick slice of 

toasted Italian bread. Afterwards, sip on a mug of frothy, hot chocolate which is delicious! 

Make up your own description of something from a breakfast, lunch or dinner menu. 

Type of meal: 

Description: 

2. Adjectives can be classified under different headings. One example has been written under each 

heading in the table below. Sort the adjectives from the breakfast menu above and from your own into 

the table. Add more examples under each heading where there is space. 

Quality Purpose Size Shape 

sweet running (shoes) small round 


Age Colour Materials/Substance Origin 

young yellow cotton English 


A very strange creature 

I saw the most amazing thing when I walked 

home from training yesterday! Sasha and I had just 

reached the corner of our street when we saw a 

crowd of people looking up into the trees along the 

footpath. 

We had to stop and find out what was so interesting, 

so we moved through the crowd until we got close 

to the front where we had a better view. 

Sitting happily in the branches of one of the trees 

was the strangest creature I had ever seen! It was 

only about as big as my school ruler and had a 

pink face. It had yellow hands and feet. The fur 

on its back was grey and it had black fur around 

its mouth and nose. It even had tufts of white fur 

on its ears! Leaves shook as it scrambled madly 

backwards and forwards among the branches. 

Twittering and shrieking noises could be heard 

coming from behind the leaves. 

The crowd chatted to each other and pointed at the 

creature. 

Old Mrs Tonkins and Mr Dial carried out a lively 

discussion about what type of creature it was and 

whether it was dangerous, while others muttered 

that Robert needed to be quick about ringing 

the animal protection board. 

We all kept our eyes on the creature 

while we waited, afraid that it might 

disappear before help could arrive. 

After about twenty minutes, a 

truck could be heard coming up 

the street. We all stepped out of 

the way and watched two men 

emerge. They went to the back 

of the truck and got out a wire 

cage, a large net and a ladder 

and harness. 

Recount 1 

The smallest man propped the ladder against the 

nearest tree and quietly climbed into the lower 

branches. Once he was seated safely in the fork 

of the tree, he attached the harness to a strong 

branch. His partner passed the net up to him and he 

manoeuvred it until it was over the top of the creature. 

When he brought it swiftly down, the creature was 

trapped between the net and a tree branch. Then he 

slipped the net underneath and around the creature 

and handed it down to his partner. He pushed the 

opening of the net into the cage and released the 

creature. 

‘It’s great that you people saw this little fellow’, he 

stated. ‘Someone climbed over the zoo fence last 

night and let out all the monkeys. We’ve been 

collecting them all day. These spider monkeys have 

only just arrived from South America for our breeding 

programme. They’re the sweetest specimens I’ve 

ever seen!’ 



Use the recount on page 15 to complete the page. 

Examining recount 1 

1. Title 

(a) Does this title clearly tell what the recount is 

about? 

yes 

no 

2. Orientation 

Write a brief sentence to substitute for the first 

paragraph which tells ‘who’, ‘when’, ‘where’, 

‘why’ and ‘what’. 

(b) Write another suitable title. 

3. Events 

(a) Use the boxes below to draw and sequence up to six main events which occurred. You may 

complete your drawings in cartoon form if you wish and include speech bubbles. 

(b) Name one event which was described in great detail. 


(c) List six different verbs in the past tense in the second last paragraph. 

4. Conclusion 

What information does the conclusion give us about the man’s opinion of the ‘strange creatures’? 


1. Plan a recount about an unusual event you have witnessed. 

Title 

Recount plan 1 

Orientation 

Who, when, where, why 

Events 

What things happened? 


Conclusion 

What happened at the end? 

2. Write your recount. 3. Edit your work. 


The ‘Titanic’ should be left alone 



The ‘Titanic’ was a large luxurious ship that sank in 1912 taking 1513 people with it 

The wreck will be found in 1985. Since that time, thouzands of artefacts have been 

taken from the ‘Titanic’. Some people think this is rong They say the ‘Titanic’ is really a 

graveyard and should be left alone. 

I dont think that just anyone should be aloud to visit the shipwreck. But if sientists are 

careful I cant see anything wrong with remooving artefacts from the ‘Titanic’ People 

can then go to see them in museums. This is a good way to pay our respects to the 

people who will die in the disaster. If the artefacts are left 

underwater, they will eventualy perish and no-one will 

ever see them I think thats a shame. The people 

who died on the ‘Titanic’ must be remembed 

Bringing the ships artefacts to the surfase is the 

best way to do this. 

1 Punctuation 

(a) Find the 1 comma missing from a list, 

2 grammatical commas, 5 full stops, 

3 apostrophes for contractions and 1 

apostrophe for possession. 

2 Grammar 

Verbs in the future tense describe what will 

happen in the future. The word ‘will’ can be 

used to show this; for example, ‘He will go’, 

‘She will see’. 

(a) Two of the verbs in the text have been 

written in the future tense. Circle them and 

write the correct verb tense above each. 

3 Spelling 

4 Vocabulary 

(a) Use a thesaurus or dictionary to write 

synonyms for these words from the text. 

(i) perish 

(ii) disaster 

Compound words are made up of two smaller 

words; for example, ‘rainbow’, ‘twenty-one’. 

(b) Write 4 compound words found in this 

text. 


(a) Write the correct spelling of the 8 

misspelt words. 

(c) Write 6 compound words (hyphenated or 

unhyphenated) with the words ‘ship’ or 

‘water’. Use a dictionary. 


The marine turtle 

Read the report. 


the turtle is a reptile a cold-blooded animal that breathes air threw its lungs the main 

feature of the turtle is its hard shell, which can be up to a meter in lenth 

their are seven types of marine turtle most of them living in the warm tropical oceans 

where they feed on algae and sea grasses 

turtles spend most of their time in the water but the female crawls on to the beach 

to lay her rubbery-shelled eggs she digs a hole in the sand and lays as many as 

two hundred eggs the eggs are covered with sand for protection from the son and 

preditors after about ate weeks they are ready to hatch 

most young turtles fail to reach the ocean as the trip across the open sand is a 

dangerous one yung turtles are easy pray for birds and other animals 

1 Punctuation 

(a) Write in 9 capital letters, 9 full stops and 

3 grammatical commas. 

A hyphen (-) is used in some words to 

connect smaller words; for example, ‘do-ityourself’, 

‘weight-lifter’ and ‘well-presented’. 

(b) Circle the 2 hyphenated words in the text. 

(c) Make hyphenated words from the list 

below to match each definition. 

(i) 

mini hearted sea service 

dog half self mart 

customers serve themselves 

(ii) small supermarket 

(iii) showing little enthusiasm 

2 Grammar 

Conjunctions are words that join single words 

or groups of words to make a sentence 

longer. 

(a) Write 3 conjunctions used in the text. 


3 Spelling 

(a) Highlight the 9 misspelt words in the 

report, then write the correct spellings 

below. 

(iv) experienced sailor 


Matthew’s story 

Read the autobiography. 


My life the story of Matthew Marsh 

I was born in London in 1967. My familys main intrest 

was sport and my parents with activeness 

enckouraged me to play team sports from an 

urly age. But I really didn’t enjoy playing sport. I 

preffered to play my violin. 

When I left school, I found a job as a bakers asistent 

and kept practising my violin. One day I herd that 

a new music group was looking for a voilinist. I rang 

and with nervousness auditioned for the 

groups lead singger the next day. To my delight I got in. 

I ennjoyed the bands music and spent the next 

few years with happiness playing electric violin. When 

the band broke up in 1997 I started to right my own 

pop music. My songs have been perfformmed by 

some of the worlds most famus singers. I now live in 

Los Angeles where I werk in my home studio. 

1 Punctuation 

(a) Find the 3 missing commas and 5 

apostrophes to show possession. 

Correct the title by adding the 

missing colon. 

2 Grammar 

Adjectives are words that 

describe nouns; for example, 

red car, juicy apple. 


(b) Write 3 adjectives you can 

find in the text. 

Adverbs are words that describe verbs. 

They often end in ‘ly’; for example, 

‘happily’, ‘slowly’. 

(a) Look at the words in bold print in 

the text. Replace each group of 

words with one adverb with the 

same meaning. Write each one in 

the space at the end of the line. 

3 Spelling 

(a) Write the misspelt words correctly in the 

space at the end of the line. 


POSITIVE AND NEGATIVE NUMBERS 

N 

Number 

1. Write these numbers in order, from smallest to greatest. 

(a) 5, 0, -10, -7, 4 (b) -8, -1, 12, 5, -14 

(c) 16, -2, -11, 3, -19 (d) -7, 6, -12, 19, -17 

(e) 24, -5, 0, -21, 3 (f) 27, -8, -15, 9, -29 

2. Record the temperatures on the thermometers, then work out the differences. 

(a) 

20º 

(b) 

(c) 

5 °C 

12 °C 

(d) 

10º 

0º 

-10º 

-20º 

is 9 °C 

-2 °C 

-9 °C 

Difference in 

temperatures 

is °C 

3. Use the thermometer to answer these questions. 

-3 °C 

Difference in 

temperatures 

is °C 

(a) The temperature is 23 °C. It falls by 28 °C. What is the new temperature? °C 

(b) The temperature is -12 °C. It rises by 19 °C. What is the new temperature? °C 

(c) The temperature is -7 °C. It falls by 32 °C. What is the new temperature? °C 

(d) The temperature is -41 °C. It rises by 24 °C. What is the new temperature? °C 

CHALLENGE 

-4 °C 

Difference in 

temperatures 

(e) 

-6 °C 

-15 °C 

Difference in 

temperatures 

is °C 


16 °C 

-7 °C 

Difference in 

temperatures 

is °C 

On the back of this sheet, write the 12 temperatures used in Question 2 from smallest to greatest. 

(f) 

-8 °C 

-19 °C 

Difference in 

temperatures 

is °C 

Objectives 

• Orders positive and negative integers. 

• Finds difference between positive and negative integers. 


LONG DIVISION 

N 

Number 

1. Complete these long division problems. 

e.g. 26 468 (a) 32 736 (b) 28 644 

- 260 (10 x 26) 

208 

- 130 (5 x 26) 

78 

- 78 (3 x 26) 

0 

Answer = 10 + 5 + 3 = 18. 

Answer = Answer = 

(c) 23 1035 (d) 34 2142 (e) 47 3384 

Answer = Answer = Answer = 

2. Complete these division word problems. 

(a) If 16 nails are needed to (b) 35 crates are completely (c) A farmer collects 27 

shoe a horse’s hooves, filled from a supply of eggs from each hen 

how many horses can 1470 bottles of cola. house. If he collects 

be shod with 672 nails? How many bottles does 1134 eggs altogether, 

each crate hold? 

how many hen houses 

did he visit? 


CHALLENGE 

Objective 

Show your working out on the back of this sheet: A book has 2210 words in it. If 

each page has 85 words, how many pages are there? 

Divides ThHTU by TU to solve problems without remainders. 


LONG DIVISION (WITH REMAINDERS) 

N 

Number 

1. Complete these long division problems. 

2. 

e.g. 34 563 

- 340 (10 x 34) 

223 

- 170 (5 x 34) 

53 

- 34 (1 x 34) 

19 

Answer = 10 + 5 + 1 = 16 r 19 

(a) 29 542 (b) 31 628 

(c) 24 1067 (d) 36 2819 (e) 42 3077 

(a) Sam the squirrel shared 

his hoard of 1055 nuts 

between 26 friends. 

How many nuts did each 

friend get? 

How many nuts were left 

for Sam? 

(b) 2687 cookies were baked 

and transported to 15 cake 

shops. 

How many cookies did each 

shop receive? 

How many were left over? 

(c) The aquarium has 32 tanks, 

and there are 3084 fish. 

How many fish are there in 

each tank? 


How many fish need a 

tank? 

CHALLENGE 

Objective 

Class 6 have been collecting bottle tops for charity. They have collected 4963 tops. 

If there are 31 pupils in the class, and they all collected the same amount of tops, 

how many bottle tops did each pupil collect? 

How many bottle tops were left over? Who might have collected these? 

Divides ThHTU by TU to solve problems with remainders. 


DIVISION (WITH REMAINDERS) 

N 

Number 

A remainder is the number that is left over after the problem is complete. Remainder is represented by ‘r’. 

1. Solve these division problems with remainders. 

(a) 17 ÷ 3 = r (b) 29 ÷ 7 = r 

(c) 45 ÷ 2 = r (d) 75 ÷ 8 = r 

(e) 55 ÷ 6 = r (f) 39 ÷ 4 = r 

(g) 467 ÷ 9 = r (h) 556 ÷ 5 = r 

(i) 369 ÷ 11 = r (j) 280 ÷ 9 = r 

2. Solve these division problems, remembering to trade where needed. For example: 

1 9 1 2 6 r 1 

2 3 1 

8 6 7 1 

5 3 

7 

(a) 3 97 (b) 4 73 (c) 5 78 (d) 8 85 (e) 2 321 (f) 8 659 

(g) 7 615 (h) 5 843 (i) 16 958 (j) 43 785 (k) 29 937 (l) 54 961 

(m) 32 1529 (n) 85 2427 (o) 73 4894 (p) 64 6543 

3. Complete these division problems. 

(a) Divide 388 by 3. (b) Divide 3287 by 64. 

(c) 

2785 books were available to share among 14 classes. 

How many books did each class receive? 

How many were left over? 


(d) There are 3970 oranges. They are shared between 

22 juice machines. 

How much oranges in each machine? 

How many oranges left over? 

CHALLENGE 

1756 golf balls were packed and transported to 26 golf shops. 

How many golf balls did each shop receive? 

Any remainders? 

Objective 

Divides ThHTU numbers by one- and two-digit numbers to solve problems with remainders. 


CONVERTING METRIC UNITS 

M 

Measurement 

1. Write the measurements onto the correct place on the table. 

2. Complete the sentences. 

(a) 7000 m = km (b) 8.5 km = m (c) 5237 g = kg 

(d) 6.257 kg = g (e) 125.4 cm = m (f) 4.78 m = cm 

(g) 6089 mL = L (h) 8.75 L = mL 

3. Answer the questions. 

(a) Change 0.785 km into metres. (b) Change 1.523 L into millilitres. 

(c) Change 0.604 kg into grams. (d) Change 5462 g into kilograms. 

(e) Change 7203 mL into litres. (f) Change 3.6 cm into metres. 

4. Colour the correct answer. 

(a) 7.25 km = 

CHALLENGE 

1000 100 10 1 0.1 0.01 0.001 

km – – m – cm mm 

(a) 5.697 km 5 6 9 7 

(b) 23.4 m 

(c) 58 cm 

(d) 61 mm 

(e) 2.075 km 

(f) 

196.85 m 

(g) 375 cm 

(h) 402 mm 

(i) 

(j) 

89.3 cm 

9753.01 m 

7250 m 72.5 m 7.25 m 

(b) 2350 g = 

(c) 38.9 cm = 3.89 mm 389 mm 3890 mm (d) 6250 mL = 

(e) 8950 mL = 8.905 L 89.5 L 8.95 L (f) 23.069 kg = 

23.5 kg 2.35 kg 0.235 kg 


Priya walked for 4.75 km. Ethan walked for 4895 m. 

0.625 L 62.5 L 6.25 L 

2369 g 23 069 g 2.3069 g 

(a) How far did Priya walk in metres? 

m 

(b) How far did Ethan walk in kilometres? km 

(c) Who walked the furthest? 

(d) How much further did this person walk? 

Objective 

Converts units of measurement to three decimal places. 


AREA AND PERIMETER 

M 

Measurement 

Area is the space inside a shape and perimeter is the distance around the edge of a shape. 

1. Find the area and perimeter of these shapes. 

(a) (b) (c) 

(d) 

P = cm (e) 

A = cm 2 

CHALLENGE 

P = cm 

P = cm P = cm 

A = cm 2 A = cm 2 

P = 

cm 

(f) 

A = cm 2 

P = 

A = cm 2 

cm 

A = cm 2 

2. Find the perimeter and area of the shapes below. Remember to add all the sides to find the perimeter 

and multiply the length by the breadth to find the area. 

(a) 

4 m 

4 m 

P = 

3. What do you notice about the areas: 

(a) in Qu 1? 

(b) in Qu 2? 

m 

A = m 2 


4. If the areas of the shapes are the 

same, are the perimeters also the same? 

yes 

(b) 

2 m 

8 m 

P = 

m 

A = m 2 

Find a shape in the classroom that has the same area and perimeter. Name the shape and record its 

measurements. 

no 

Objective 

Uses appropriate resources and methods to measure area and perimeter. 


PYRAMIDS 

G 

Geometry 

Pyramids are named after the shape of their base with all other faces being made up of triangles. 

1. Name these pyramids. 

2. Match the pyramids with their description. 

(a) Triangular pyramid • • 6 faces, 10 edges, 6 vertices 

(b) Square pyramid • • 9 faces, 16 edges, 9 vertices 

(c) Rectangular pyramid • • 4 faces, 6 edges, 4 vertices 

(d) Pentagonal pyramid • • 5 faces, 8 edges, 5 vertices 

(e) Hexagonal pyramid • • 5 faces, 8 edges, 5 vertices 

(f) Octagonal pyramid • • 7 faces, 12 edges, 7 vertices 

3. Which two pyramids have the same description? 


4. Write how many pairs of parallel lines the bases of these pyramids have. 

(a) Square pyramid = (b) Rectangular pyramid = 

(c) Hexagonal pyramid = (d) Octagonal pyramid = 

(e) Triangular pyramid = (f) Pentagonal pyramid = 

CHALLENGE 

Use straws and modelling clay to make one of the above pyramids. 

Objective 

Describes the properties of various pyramids. 


SHAPE NETS – 3 

G 

Geometry 

1. Match the 3-D shapes to their nets by colouring them in the same colour. 

2. Each of the nets below makes a cube. The bottom of each cube net has been shaded. 

Colour the top of each cube net in red. 

3. Name the 3-D shapes that belong to the nets. 


CHALLENGE 

Draw and make the net of a triangular prism with the following measurements: 

Rectangles 12 cm x 6 cm; Triangles 6 cm sides. 

Objective 

Identifies various nets for 3-D shapes. 


Forces ~ Activity 3 

Design a vehicle 

Make a vehicle that moves. 

Describe how you made your vehicle 

move. 

How far did your vehicle travel? 

How could you improve your design? 


3 

4 

5 

How far does your vehicle travel now? 

6 

How do you feel about your design? 

1 2 3 4 5 6 7 8 9 10 

cold warm sizzling 



Spinning balls 

What you need: 

• small rubber ball 

• tennis ball 

• two identical bowls 

• water 

(a) What happens? 

Friction 

(b) Why do you think this is? 

What to do: 

• Fill the bowls to the same level with water. 

• Spin each ball individually, in the water. 

Rolling toys 

In your group, test how certain toys move on different surfaces. First predict how you 

think they will move. Record your results as a table in the box below. 


Imagine life without friction! What would it be like? 

On the back of this sheet, write an imaginative story describing 

a typical day in a world without friction. 



One of the simplest ways of lifting heavy things more easily 

is to use a lever. Levers work by increasing the pushing 

force underneath the object so a large load can be moved 

with only a small amount of effort. 

Levers 1 

Remove a lid from a tin using the following 

methods: 

• your fingers 

• a coin 

• a screwdriver 

• a teaspoon 

(a) Which method was the most 

successful? 

Which tool is best for removing lids? 

Jumping coin trick 

Levers 2 

You will need: 

• ruler 

• pencil 

• two large coins 

What to do: 

• Put the pencil underneath the middle of the 

ruler and place the coin at one end. 

• Drop the other coin from a height of about 

30 cm onto the other end of the ruler. 

• Measure how high the coin jumps. 

Levers 

(b) Why do you think this tool worked the 

best? 

Diagram (Add arrows to show direction). 

(a) Continue the experiment dropping the 

coin from the same height each time. 

Move the coin on the ruler closer to the 

middle. What happens? 

Coin 1: centimetres 

from edge of ruler 

(b) How does this experiment help to explain how levers work? 

Coin 2: height of 

jumping coin 



WEEK 3 

ENGLISH 

Comprehension – Omnivore? Vegetarian? Vegan?..............................55–57 

Comprehension – Adam’s Incredible Journey......................................58–60 

Grammar – Comparatives and Superlatives...............................................61 

Grammar – Adverbs...................................................................................62 

Writing – Procedure, Baked Lemon and Ginger Snapper.....................63–65 

Editing Skills – The Great Barrier Reef.......................................................66 

Editing Skills – Hermes..............................................................................67 

Editing Skills – School Vending Machine....................................................68 

MATHEMATICS 

Number – Guess the Number.....................................................................69 

Number – Factors of Numbers....................................................................70 

Number – Multiples of Numbers.................................................................71 

Number – Common Factors and Multiples.................................................72 

Measurement – Perimeter and Area...........................................................73 

Measurement – Square Centimetres..........................................................74 

Geometry – Quadrilaterals.........................................................................75 

Geometry – Angles in 2-D Shapes.............................................................76 

SCIENCE 


Properties and Characteristics of Materials – Materials.............................77 

Properties and Characteristics of Materials – Solids, Liquids and Gases..78 

Materials and Change – Kitchen Science...................................................79 


Omnivore? Vegetarian? Vegan? – 1 

Text 

Read the three persuasive arguments. 

OMNIVORE 

VEGETARIAN 

VEGAN 

As animals at the top of the food chain, it is quite natural for us to consume food 

provided by the lower levels, be it plant or animal. It is the natural order of things. 

In order to consume all the necessary nutrients and vitamins for a healthy body, 

we must consume a wide variety of foods … and that includes those that come 

from animals. Animal products provide us with the best source of many nutrients 

including protein and iron. 

Protein is essential for muscle growth and for healthy hair and skin but it is also 

important for the tissues that connect muscles to bones (tendons), bones to bones 

(ligaments) and muscles to muscles (fasciae). For anyone who plays sport, keeping 

those connective tissues supple and strong is vital if injuries are to be avoided. 

Iron is important because it helps the blood transport oxygen around the body. For the body to function well, 

oxygen is essential. The more iron we ingest, the more oxygen our body gets and the better our body works. 

People who don’t get enough iron are always tired and that’s no good if you want to play sport! 

Iron from meat is absorbed into the bloodstream better than iron from plants and its absorption is not 

affected by anything else eaten at the same time. If you don’t eat meat, pay attention to the foods you eat 

together. Some foods inhibit the absorption of iron so you may not get as much as you could even though 

you’re eating iron-rich foods. 

So, for a healthy body, eat plenty of meat! 

A vegetarian diet is the best one for a healthy body. In addition 

to providing sufficient protein, iron and other nutrients the body 

requires, it also provides a lot of fibre, essential for a healthy bowel. 

Plant-based foods that are a good source of protein include: 

fruit and vegetables; e.g. avocados and peas 

legumes; e.g. soy beans and lentils 

nuts and seeds; e.g. pistachios and sesame seeds 

grains; e.g. quinoa and oatmeal 

non-dairy milks; e.g. soy and almond 

Plants also provide a wide range of foods rich in iron; e.g. spinach, pumpkin, all legumes, tofu and quinoa. 

Some foods do inhibit iron absorption and these should be consumed separately. Such foods include eggs 

and dairy products. Foods that promote iron absorption include fruit and vegetables high in vitamin C; e.g. 

fruits like cantaloupe, guava, kiwi and pineapple; and vegetables like broccoli, Brussels sprouts and peppers. 

There are many satisfying and delicious vegetarian recipes that can be created for anyone who wants to 

avoid the discomfort of constipation — the ball-and-chain of carnivores! 


To give your body the best toxin-free nutrition, there is only one option: veganism. 

A vegan diet is 100% plant-based. It does not contain any trace of meat products. Did you know that 

gelatine, a component of many sweet foods such as marshmallows and jelly sweets, is made from the skin 

and bones of slaughtered animals? 

Animals raised for meat are pumped full of hormones and antibiotics to make them grow bigger and to ward 

off infections. Being bred to be overweight is bad enough for the animals but what are all those chemicals 

doing to humans? Fish are also full to the gills with poisons, from the contaminated water they swim in. 

Think of the pollution that is regularly pumped into our oceans and inland waterways, and the accidental oil 

spills and nuclear explosions of recent years. Even if they occur on the other side of the world, UK consumers 

are affected as fish is imported from far afield and ocean currents move water all around the globe. 

Plants provide all the nutrients we need and they contain little or none of the toxins found in meat. Go vegan! 

My learning log When I read these persuasive arguments, I could read: all of them. most of them. parts of them. 



Comprehension 

1. Write a question to discuss with the class to help you understand the vegetarian and vegan diets better. 

Vegetarian 

Vegan 

2. For each argument, write a fact or an opinion from the text. 

Fact 

Opinion 

Omnivore 

Vegetarian 

Vegan 

3. Place a tick in the box to show which foods omnivores, vegetarians and vegans will eat. 

salami 

Omnivore 

Vegetarian 

Vegan 

cottage 

cheese broccoli lentils tuna 

baked 

beans oatmeal omelette 

4. (a) Identify the focus of each argument. 

Focus 

Omnivore 

Vegetarian 

Vegan 

(b) Which do you think are the most and least effective of the three arguments? Explain why. 

Most 

effective 

Least 

effective 

5. What is meant, in the vegetarian argument, by the phrase, ‘the ball-and-chain of carnivores’? 


dried 

apricots 

6. In your opinion, how useful is a food pyramid for helping you understand the amount of different foods 

that should be eaten? 






Word Reading 

1. (a) In the study of the human body and how it works, the word ‘tissue’ has nothing to do with paper. 

Use a dictionary to find its meaning in this context. 

(b) 

The word ‘antibiotic’ comes from English (anti-) and Greek (biotic). If ‘biology’ means the study of 

life, what is the literal meaning of antibiotic? 

2. Separate each word into its root word and inflection(s). 

(a) animals (b) provided 

(c) healthy (d) growth 

(e) connective (f) injuries 

3. Choose the correct word to complete each sentence. 

(a) In the body there are different types of (muscles/mussels). 

(b) Some foods can (affect/effect) the absorption of iron from plants. 

(c) A plate of (muscles/mussels) provides a good amount of iron. 

(d) The best (sauce/source) of iron is found in animal foods. 

(e) Red (meat/meet) is high in iron. 

4. Write the names of any nutrients and vitamins mentioned in the text. 

5. In the vegetarian argument, find the antonym of each word below. 

(a) inadequate (b) encourage 

(c) comfort (d) optional 

6. In the vegetarian argument, find the synonym of each word below. 

(a) enough (b) vital 

(c) assortment (d) offer 

7. Write the part of speech (e.g. noun, verb, adverb) and meaning of each word from the text. 

From the omnivore argument: 

(a) 

(b) 

(c) 

plant 

plays 

iron 


From the vegan argument: 

(d) 

(e) 

water 

spills 


Colour: 

I understand / need more practice on root words and their inflections. 

I know / don’t know about homophones and near-homophones. 

I can / can’t recognise synonyms and antonyms. 


Adam’s Incredible Journey – 1 

Text 

Read the imaginative text. 

Adam could feel the card tingling in his hand. Realise your dreams and plan the trip of a lifetime. 

Was there a small electric current passing 

through the lines of this incredible invitation? 

The only currency you require is your imagination. 

Were it not for this strange sensation, he There is no limit or barrier to your destination. 

would have discarded it as just another item 

Time and transport are of no consequence. 

of junk mail ... 

Your mind will take you where you want to go. 

Ridiculous though he knew it was, Adam was 

powerless to halt the sense of anticipation 

that was rising within him. He ran to his room, pulled the heavy atlas from the shelf and lay on the floor, examining 

the world maps of natural wonders and ancient historic sites. 

Hours later, Adam collapsed into bed, clutching a rough sketch of the world map and the places he wanted to visit. 

As he closed his eyes, the words ‘Chichen Itza’ fell from his lips and he felt his body rise up and float away. 

Marvelling at Kukulkan’s magnificent step pyramid, Adam checked his watch – 

2.57 p.m. 20 March. ‘The vernal equinox!’ he cried out in delighted anticipation. ‘Just 

three minutes to go!’ Suddenly embarrassed by his outburst, Adam looked around 

sheepishly but soon realised that not only had no-one heard him, they could not 

see him either. Using this to his advantage, he moved to the front of the crowd 

and waited. 

At 3 p.m. exactly, the afternoon sun shone on the edge 

of the pyramid’s stairway. As it did so, seven inverted triangles, 

shadows of the steps, created the image of a long serpent that stretched down to its massive 

stone head, carved in stone at the foot of the steps. ‘What a wonderful illusion’, sighed Adam 

in awe. ‘Brother Sun, can your sibling, Sister Moon, create a spectacle such as this?’ With 

the question still fresh on his lips, Adam felt the earth spin as all about him merged into the 

spiral of a fast-moving slide show, and the vortex carried him away. 

A rustling in the sand dunes behind him made Adam turn. A large kangaroo was bounding 

straight towards him, paying him no attention. Adam jumped out of the way just in time. The 

wet sand felt cold, but not unpleasantly so, as it squirted between his toes. But he was not 

interested in his feet, or even the kangaroo. His eyes were drawn up and out towards the 

horizon. In the evening sky of early autumn, he could see more steps, but this time they were 

reflections of the moonlight on the exposed mudflats, stretching far out to sea. ‘Unbelievable!’ marvelled Adam. ‘A 

staircase to the moon! Whatever next?’ 

With a feeling in his stomach similar to that experienced when travelling in a 

lift, Adam realised he was on the move again. He found himself in the Angkor 

Archaeological Park in northern Cambodia. Ahead of him lay the world’s 

finest ancient monument, Angkor Wat. It was constructed a thousand 

years ago as a replica of the ancient Buddhist vision of the universe. 

Adam took a deep breath and strode forward. 

Adam 


At the centre of this terrestrial universe was the sacred mountain of Mount Meru and surrounding it, the five peaks 

of Meru and the mountains at the edge of the world. The moat beyond these constructed mountains represented 

the world’s oceans. 

After hours of exploring and being buffeted by unseeing tourists, Adam wanted his bed. 

Yawning loudly, Adam stretched and got out of bed. Unusually, the scenes from his dream were as vivid as the 

memories of real events. Adam could recall every little detail. But he was an intellectual sort, not given to fanciful 

notions. ‘Just a dream, silly boy’, he scolded himself, ‘interesting, but just a dream.’ 

The crumpled paper tickled the sole of his left foot. As he bent down to pick it up, he noticed his feet: sand between 

his toes and under his toenails. Puzzled, he smoothed out the paper: his rough sketch of the world map, and the 

places he wanted to visit all marked with an asterisk. That in itself wasn’t odd, but the fact that three locations were 

marked with authentic passport control stamps most definitely was … 

My learning log When I read this imaginative text, I could read: all of it. most of it. parts of it. 



Comprehension 

1. (a) How did Adam acquire the invitation? 

(b) 

What made him take notice of the invitation? 

(c) 

In your own words, describe what Adam did next. 

2. Describe how Adam moved between locations. 

from home to 

Mexico 

from Mexico to 

Australia 

from Australia to 

Cambodia 

3. (a) What does Adam realise about his presence at Chichen Itza? 

(b) 

Write the phrase or sentence from the text that describes this feature occurring at the other locations. 

Staircase to the moon 

Angkor Wat 

4. How would you compare the three places Adam visited? 


(a) Kukulkan’s step pyramid at Chichen Itza is magnificent. Fact Opinion 

(b) The descent of Kukulkan’s serpent occurs at the vernal equinox. Fact Opinion 


(c) Angkor Wat is the world’s finest ancient monument. Fact Opinion 

(d) Angkor Wat is a replica of the ancient Buddhist vision of the universe. Fact Opinion 

6. Ask a question about one of the places Adam visited to help you understand the text better. 

7. Explain why you would or would not recommend this text to a friend. 






Word Reading 

A morpheme is the smallest unit of meaning in a word. 

A free morpheme can stand on its own as a single word; e.g. possible. 

A bound morpheme has no sense on its own but it can give new meaning to a free morpheme; 

e.g. possible + ly = possibly, im + possible = impossible. 

1. Separate each word into its root (free morpheme) and suffix or prefix (bound morpheme). 

(a) sensation (b) unpleasant 

(c) recall (d) location 

2. Choose a suffix to change the class/part of speech of each word. Name the new class/part of speech. 

-ation -ion -ible -able -al -ly -ous 

(a) collapse, verb (b) heavy, adjective 

(c) vision, noun (d) horizon, noun 

Some bound morphemes, known as inflections, change the grammar of a word; 

e.g. walk + s = walks high + er = higher speak + s = speaks eat + ing = eating 

3. Separate each word into its root (free morpheme) and inflection (bound morpheme). 

(a) tingling (b) interested 

(c) reflections (d) boy’s 

Compound words have two free morphemes with the meaning of each related to the compound 

word. 

4. Separate each word into its two free morphemes. 

(a) afternoon (b) stairway 

(c) moonlight (d) mudflats 

If two words are joined but their meanings do not relate to the word they make, the word has 

only one free morpheme; e.g. deadline. 

5. How many free morphemes? 


(a) staircase (b) toenail (c) marvelled (d) passport 

(e) towards (f) forward (g) outburst (h) another 

6. For each word, find a synonym from the first two paragraphs of the text. 

(a) rejected (b) amazing 

7. For each word, find an antonym from the fifth paragraph of the text. 

(a) reality (b) tiny 


Colour: 

I can / can’t separate words into their roots, prefixes and suffixes. 

I know / don’t know about morphemes. 

I understand / need more practice on synonyms and antonyms. 


Comparatives and superlatives 

When we compare two things, we change the adjective, usually by adding er. 

Example: ‘Today is warm but yesterday was warmer.’ 

When we compare three or more things we change the adjective usually by 

adding est. 

Example: ‘Tomorrow is expected to be the warmest day.’ 

The words more or most are used before some adjectives to compare things. 

Example: comfortable, more comfortable, most comfortable. 

1. Read the paragraph about the Sahara Desert. Highlight the adjectives used to compare. 

The Sahara Desert in northern Africa is the largest hot desert in the world. The largest desert is actually 

Antarctica—a cold desert with minimal rainfall. It is larger in area than the Sahara. It has one of the 

harshest climates on Earth with temperatures ranging from 58 ºC in summer to –6 ºC in winter. The 

most arid part of the Sahara is in Libya. The most common features of the desert are the never-ending 

sand sheets and sand dunes. The majority of the people living there are nomads who move from place 

to place looking for better living conditions. 

2. Finish the table below, changing the adjectives by adding er, est, more or most. 

(Remember to change the y to i when adding er or est to some words.) 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

(g) 

(h) 

(i) 

spicy 

narrow 

annoying 

spectacular 

clumsy 

lovely 

friendly 

careless 


fascinating 

3. Change the adjectives in bold print to the correct form, by neatly printing the words above the errors. 

The blue whale is the most large animal to have ever lived on Earth. It is more bigger than the most large 

dinosaurs. It is also the most loud living creature as its call can be heard up to 88 km away! The plankton 

and krill it eats are more tiny than the fish sharks eat, even though sharks are more smaller than the blue 

whale. Fewest blue whales live in the Southern Hemisphere than in the Northern Hemisphere. 


Adverbs 

Words telling how, when or where things occur are called adverbs. 

1. (a) Read the text. 

(b) 

The English Channel had traditionally been seen by British politicians as a barrier between their 

country and Europe. 

But that changed dramatically in 1909 when Bleriot, a French inventor and pilot, bravely battled 

strong winds and rain and flew across in 37 minutes. 

He was later awarded a prize, generously offered by London’s Daily Mail, for the very first 

flight. 

The British immediately realised their country would always be vulnerable to air attacks from 

Europe. 

The verbs in the text have been highlighted. Find the adverbs that tell: 

(i) how the prize was offered (ii) when the British realised 

(iii) when he was awarded (iv) how the Channel had been seen 

(v) where Bleriot flew (vi) when they would be vulnerable 

2. Write an interesting adverb to tell how an aircraft could do these things. 

(a) land (b) glide 

(c) travel (d) soar 

(e) accelerate (f) plummet 

3. Underline the verb in each sentence, then circle the adverb that modifies it. 

(a) 

(b) 

(c) 

(d) 

In the early days of aviation, aircraft often crashed on take off. 

Before the first Channel flight, the British had certainly been safe from air attack. 


Despite the bad weather, Bleriot never gave up. 

During the last 100 years, bad weather has rarely caused flight cancellations. 

(e) 

Accidents occasionally happen to modern aircraft. 

4. Underline the adverb and answer the question using one adverb in your reply. 

(a) 

(b) 

(c) 

(d) 

How can a bird fly? 

Where could an aircraft fly? 

When could an aircraft fly? 

How often do you fly? 


Baked lemon and 

ginger snapper 

Procedure 1 

• salt 

Method: 

Follow this recipe to create a juicy whole-baked snapper. Serves four. 

1. Wash fish and pat dry with paper towel. 

2. Slice tomato into thick slices. 

3. Slice one lemon thinly. 

4. Chop spring onions evenly. 

Ingredients: 

Utensils: 

• 1 whole snapper (scaled and cleaned) 

• 2 lemons 

• 1 tomato 

• 1 tablespoon grated ginger 

• 4 spring onions 

• soy sauce (light) 

• olive oil (light) 

• dried dill 

• ground black pepper 

• chopping board 

• sharp knife 

• grater 

5. Stuff tomato, half sliced lemon, half spring onions and good pinch of dill inside fish. 

6. Score each side of fish using sharp knife and rub lightly with olive oil. 

7. Rub grated ginger evenly on both sides of fish. Press into scores. 

• measuring spoons 

• juicer 

• paper towel 

• aluminium foil 

• baking tray 


8. Make foil ‘packet’ large enough to hold fish. Leave top open and place fish inside. 

9. Squeeze juice from remaining lemon. Remove pips. 

10. Sprinkle fish liberally with lemon juice, soy sauce, salt and pepper. 

11. Layer remaining lemon slices and spring onions evenly over top of fish. 

12. Close foil packet tightly. 

13. Bake in moderate oven at 160 ºC – 180 ºC for 30 to 35 minutes, depending on size. 

Test your lemon and ginger snapper by tasting it! 


Use the procedure on page 27 to complete the page. 

Examining procedure 1 

1. Title 

(a) Is the title of the procedure appropriate? 

yes no 

2. Goal 

What is the goal of this procedure? 

(b) Write an alternative title which would suit this 

procedure. 

3. Ingredients 

Procedures are written using clear, concise information. Unnecessary words 

are not included. 

Choose two examples from the list of ingredients that show this. 

4. Method 

(a) Use the boxes below to draw three of the main steps from the method. Write the step number in 

the box. 

(b) Do you think the procedure would be easier to follow if diagrams were included? yes no 

Explain 


(c) Explain why the order of the steps is important. 

5. Test 

How will you know if the recipe is a success? 


Procedure plan 1 

1. Plan a procedure for a recipe you know. 

Title 

Goal 

Objective of procedure 

Ingredients 

Method 

Concisely written, numbered steps in order. 

Utensils 


Test 

How will you test if the recipe is successful? 

2. Write your procedure. 3. Edit your work. 


The Great Barrier Reef 

Read the description. 


the great barrier reef is the largest coral reef in the wurld it is nearly two thousand 

kilometres long and stretch along most of the north-eastern coastline of australia 

althow the reef is so large it are actually made of very small coral polyps and algae 

the hard part of the reef is made from the skelertons of these small creatures 

1 Punctuation 

(a) Find the 10 missing capital letters, 6 full 

stops and 4 commas. 

2 Grammar 

The subject and verb must always agree in 

person and in number. For example; ‘she 

swims’, but ‘we swim’. 

(a) In the text, circle the 3 verbs that do 

not agree with their subjects. Write the 

correction above each word. 

(b) Circle the verbs below that agree with 

their subjects. 

(i) 

The children was/were interested in 

marine science. 

(ii) They wants/want to see the Great 

Barrier Reef. 

(iii) It is/are under threat. 

(iv) It has/have to be protected. 

coral polyps is not as they appear members 

of the plant family but are really small 

aminals that have poisonous tentacles these 

animals feed on plancton and when they die 

they’re skelingtons remain 

Prepositions are positional words placed before 

nouns and pronouns to indicate their relation 

to other words; for example, ‘I had my shower 

after dinner’, ‘My mother is proud of me’. 

(c) Write the missing prepositions from the 

text. 

(i) 

the largest coral reef 

the world 

(ii) it stretches the 

north-eastern coastline. 

(iii) the reef is made the 

skeletons of coral polyps. 

3 Spelling 

(a) Underline the 7 spelling errors and write 

the correction above each word. 


4 Vocabulary 

A good choice of vocabulary can make a 

piece of writing more interesting. 

feast venomous solid vast 

in length tiny most extensive 

(a) Replace the bold words or phrases in the 

text with those from the list above. Write 

the new words or phrases above the 

originals. 


Hermes 

Read the fable. 


hermes was the son of the god zeus and an mountain nymph 

he was a very speshal child who on his first day of life found 

a empty tortoise shell and used it to make the first musical 

instrament an lyre 

hermes was known for his helpfullness to humanity when 

perseus was ordored by the king to bring him medusas head 

as a gift hermes provided him with an helmet to make him 

invisable and magic sandals so that he could fly swiftly perseus 

was able to complete his mission succesfuly thanks to the 

asisstance hermes had given 

as the patron of travelers it was hermess job to convey dead 

soles to the underworld 

hermes was also the mesenger of the gods he carried an 

special staff and is often depicted wearing an straw hat 

1 Punctuation 

(a) Find the missing capital letters, full stops, 

6 commas and 2 apostrophes. 

2 Grammar 

When the word ‘a’ is needed before a 

word beginning with a vowel sound, it is 

sometimes necessary to change it to ‘an’ to 

make it easier to say; for example, ‘an apple’. 

(a) Underline 6 errors in the text where ‘a’ and 

‘an’ have been confused. Write the correct 

word on the line at the end of the row. 

Note: 

Some words beginning with the letter ‘h’ need 

‘an’ because the ‘h’ is silent, so the word starts 

with a vowel sound; for example, ‘an hour’. 

(b) Choose ‘a’ or ‘an’ for the following phrases. 

(i) 

(ii) 

(iii) 

urgent message 

helpful hint 

original painting 

(iv) 

(v) 

(vi) 

useful 

appliance 

honest 

mistake 

one-hit 

wonder 

Prepositions are positional words placed before 

nouns and pronouns to indicate their relation to 

other words; for example, ‘I went to bed after 

dinner’, ‘My mother is worried about me’. 


(c) Write the missing prepositions from the 

text. 

(i) Perseus was ordered the king. 

(ii) Hermes provided him a helmet. 

3 Spelling 

(a) Write the correct spelling of 8 misspelt 

words on the line at the end of the row. 


School vending machine 



I think its a good idea that our school has decidded 

to (by, buy, bye) a food vending machine for the 

pupil to use it will raise money for the school 

(which, witch) will directly benefit the pupils. 

also there isn’t no canteen or tucshop at the school 

(sew, so) pupils cant buy food from anywhere else 

this means that parents must prepare sandwich 

or other food for (there, their) children every day. 

In addition the school board has promissed that the 

vending machine will contain only hellthy food. 

Therefore i cant understand why (some, sum) 

parent dont want the vending machine I 

hop it arrives soon. 

1 Punctuation 

(a) Write the missing 

capital letters, full 

stops, 4 commas 

and 4 apostrophes. 

2 Grammar 

Conjunctions can join 

single words or groups 

of words. 

(a) Write the words joined by the conjunction 

‘or’ in the text. 

4 Writing 

You can add ‘s’ or ‘es’ to most singular 

nouns to make them plurals. 

(c) There are 3 singular nouns in the 

text which need ‘s’ or ‘es’ added 

to them to make them plurals. 

Circle each and write its correct 

plural form in the space at the 

end of the line. 


3 Spelling 

(a) Choose the correct spelling from each 

pair of words in brackets. Write your 

choice in the space at the end of the line. 

A double negative statement incorrectly uses 

two negative words; for example, ‘I haven’t 

got no more,’ should be ‘I haven’t any more’ 

or ‘I have no more’. 

(a) Underline the words in the text containing 

a double negative. Write them correctly. 

(b) Write the correct spelling for the 5 misspelt 

words in the space at the end of the line. 


GUESS THE NUMBER 

N 

Number 

1. Read the clues and write the mystery number. 

(a) I am 9 more than 108 = (b) I am 19 less than 41 = 

(c) I am 1 less than 3000 = (d) I am 8 more than 46 542 = 

(e) I am 10 less than 11 100 = (f) I am inbetween 11 089 and 11 091 = 

(g) I am 2000 more than 88 351 = (h) I am 10 times more than 60 + 40 = 

(i) I am 100 000 more than 900 000 = (j) I am half 3 400 000 = 

2. Solve these magic squares by adding row-by-row, column-by-column and diagonal-by-diagonal so that 

all rows equal the same number. 

(a) (b) (c) 

20 10 

8 

3 8 1 

(d) (e) (f) 

5 12 

8 6 

10 

9 

11 

2 

2 9 

3. Solve these number puzzles. 

(a) I am less than 5 x 7 and I am more than (b) If I multiply it by 15 and subtract nine, 

5 x 5. Three is one of my factors. I end in 0. I get 51. 

= = 

(c) If I times it by 10 then add 3, (d) If I add it to itself then multiply it by 1, 

I get 10. I get 1. 

= = 

6 

4. Create a mini word search on the grid below by entering the following: 

HALF NUMBER PUZZLE FACTOR TWO SIX FOUR DIAGONAL HUNDRED ADD 

10 

6 

19 

0 

14 18 


15 

CHALLENGE 

On the back of this sheet, make three of your own magic squares for a friend to solve. 

Objective 

Solves number puzzles. 


FACTORS OF NUMBERS 

N 

Number 

1. Write as many multiplication equations as you can that equal these numbers. 

For example, 20 = 2 x 10, 10 x 2, 4 x 5, 5 x 4, 1 x 20, 20 x 1 

(a) 15 = 

(b) 21 = 

(c) 32 = 

(d) 8 = 

(e) 36 = 

(f) 64 = 

(g) 40 = 

(h) 72 = 

List the factors of 100. 

Factors are numbers that can be evenly divided into another number. 

For example, the factors of 12 are 1, 2, 3, 4, 6, 12. 

2. Write the factors of the numbers below. 

(a) 18 = (b) 25 = 

(c) 9 = (d) 12 = 

(e) 40 = (f) 15 = 

(g) 24 = (h) 50 = 

3. Write the factors that these sets of numbers have in common. 

(a) 6, 9, 12, 30 (b) 10, 30, 90 

(c) 16, 32, 64 (d) 4, 8, 14, 26 

(e) 12, 28, 44 (f) 15, 40, 60 

(g) 6, 9, 21 (h) 21, 56, 70 

(i) 12, 18, 24 (j) 27, 45, 99 

4. If a number is written 5 3 it means 5 x 5 x 5. Show what each means and provide an answer. 

(a) 6 2 = x = (b) 7 3 = = 

(c) 4 3 = = (d) 9 4 = = 

(e) 2 6 = = (f) 10 3 = = 

CHALLENGE 


Objective 

Identifies, generates and records factors of whole numbers. 


MULTIPLES OF NUMBERS 

N 

Number 

A multiple is a number that is the product of a given number and any whole number greater than zero. 

1. Write the multiples of these numbers. 

(a) 6, , , , , , , , , . 

(b) 8, , , , , , , , , . 

(c) 3, , , , , , , , , . 

(d) 10, , , , , , , , , . 

(e) 7, , , , , , , , , . 

2. Write the largest common multiple of these numbers. 

(a) 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48 = 

(b) 400, 360, 320, 280, 240, 200, 160, 120, 80 = 

(c) 22, 33, 44, 55, 66, 77, 88, 99, 110, 121, 132 = 

(d) 600, 595, 590, 585, 580, 575, 570, 565, 560 = 

(e) 26, 39, 52, 65, 78, 91, 104, 117, 130 = 

3. Complete this multiplication table as fast as you can. Record the time it takes you to complete it. 

x 1 2 3 4 5 6 7 8 9 10 

5 

6 

7 

8 

9 

10 

4. Circle the multiples of each number. 

(a) (b) (c) (d) 

Time 

taken 


CHALLENGE 

Write the first 10 multiples of 14. (Try to work out the multiples mentally.) 

14, , , , , , , , , . 

Objective 

Identifies, generates and records multiples of whole numbers. 


COMMON FACTORS AND MULTIPLES 

N 

Number 

1. Write the common factors of each pair of 

numbers. Circle the highest common factor. 

(a) The factors of 9 are , , . 

The factors of 18 are , , , 

Common factors/Highest common factors 

The factors of 4 are: 1 2 4 

The factors of 8 are : 1 2 4 8 

The common factors of 4 and 8 are 1, 2 and 4. 

The highest common factor of 4 and 8 is 4 . 

, , . 

The highest common factor is . 

(b) The factors of 4 are , , . 

The factors of 12 are , , , , , . 


(c) The factors of 16 are , , , , . 

The factors of 24 are , , , , , , , . 


(d) The factors of 18 are , , , , , . 

The factors of 30 are , , , , , , , . 


2. Write the common multiples of each pair of 

numbers. Circle the lowest common multiple. 

(a) The first multiples of 2 are , , , , . 

The first multiples of 4 are , , , , . 

(b) The first multiples of 3 are , , , , . 


(c) The first multiples of 2 are , , , , . 


(d) The first multiples of 5 are , , , , . 

CHALLENGE 


Common multiples/Lowest common multiples 

The multiples of 2 are: 2 4 6 8 10 12 … 

The multiples of 6 are: 6 12 18 24 30 36 … 

The common multiples of 2 and 6 are 6, 12 … 

The lowest common multiple of 2 and 6 is 6 . 

The lowest common 

multiple is . 


multiple is . 



multiple is . 


multiple is . 

Write the highest common factor and lowest common multiple of these pairs of numbers. 

(a) 6 and 8 HCF = LCM = (b) 9 and 12 HCF = LCM = 

Objective 

Recognises highest common factors and lowest common multiples. 


PERIMETER AND AREA 

M 

Measurement 

Area is the space inside a shape and perimeter is the distance around the edge of a shape. 

1. Find the area and perimeter of these shapes. 

(a) 

(b) 

P = 

cm 

(d) 

A = cm 2 

P = cm 

A = cm 2 (c) 

P = cm 

(e) 

(f) 

P = cm 

P = cm 

A = cm 2 A = cm 2 

P = 

A = cm 2 

cm 

A = cm 2 

2. Find the perimeter and area of the shapes below. Remember to add all the sides to find the perimeter 

and multiply the length by the breadth to find the area. 

(a) 

(c) 

5 m 

5 m 

P = 

m 

A = m 2 

(b) 

4 m 

6 m 

P = 

m 

A = m 2 


7 m 

3 m 

P = 

m 

A = m 2 

3. What do you notice about the perimeters: 

(a) in Qu 1? 

(b) in Qu 2? 

4. If the perimeters of the shapes 

are the same, are the areas 

also the same? 

yes no 

CHALLENGE 

Draw 3 shapes with an area of 20 cm 2 . What are the perimeters? 

Objective 

Uses appropriate resources and methods to measure area and perimeter. 


SQUARE CENTIMETRES 

M 

Measurement 

The area of quadrilaterals can be calculated by multiplying the length by the breadth measurement. 

Area = l x b. Some shapes may need to be divided into 2 smaller shapes which would then be added. 

1. Work out the area of the following shapes using the above formula. 

2. Measure the sides of each shape in cm then multiply the length by the breadth to find the area. 


CHALLENGE 

Work out the area of your desk top by measuring and 

multiplying the length by the breadth. 

Area = x = cm 2 

Objective 

Uses appropriate resources and methods to measure area. 


QUADRILATERALS 

G 

Geometry 

Quadrilaterals are shapes with four sides. ‘Quad’ means four and ‘lateral’ means sides. 

1. Colour all the quadrilaterals below. 

2. Draw and label three quadrilaterals you can see in the classroom. 

Parallelograms are quadrilaterals that have the opposite sides running parallel to each other. 

3. Identify how many equal and parallel sides and equal angles each shape has. 


CHALLENGE 

On the back of this sheet, identify a parallelogram and draw it. 

Objective 

Identifies and draws 2-D shapes which are quadrilaterals. 


ANGLES IN 2-D SHAPES 

G 

Geometry 

1. Colour the shapes with right angles red. Colour the shapes with acute angles blue and the shapes with 

obtuse angles yellow. Colour the shapes that have more than one type of angle green. 

2. Answer the ‘What am I?’ clues and draw each shape. 

(a) 

(d) 

I have parallel lines with 

two obtuse angles and two 

acute angles. 

I am a . 

I have six equal sides and 

six obtuse angles. 

I am a . 

(b) 

(e) 

I am a polygon with three 

acute angles. 

I am a . 

I am a quadrilateral with 

90° angles; however, two 

sides are shorter than the 

other two. 

I am a . 

(c) 

(f) 

I have four equal sides and 

four 90° angles. 

I am a . 

I have eight equal sides 

and eight obtuse angles. 

I am an . 


CHALLENGE 

Draw and cut out a hexagon. Cut it in half across the 

middle to make two new shapes. What shapes have you made? 

Objective 

Classifies and compares angles in 2-D shapes. 


Properties and characteristics of materials ~ Activity 1 

Materials 



Properties and characteristics of materials ~ Activity 2 

Solids, liquids and gases 

Sort these things into the correct group and then add some examples of your own. 

pencil tap water steam cooking oil marble 

chair car exhaust fumes honey the air we breathe air in a balloon 

Solids Liquids Gases 

Look at the 

picture carefully. 

Find two examples 

of each state and 

colour the: 

solids – red 

liquids – blue 

gases – green 

Can you find a solid, liquid and gas in each of these pictures? 

solid 


solid 

liquid 

liquid 

gas 

gas 


Materials and change ~ 3 

Kitchen science 

Complete the table. The dissolving order goes from 1 (the fastest) to 5 (the slowest). 

(a) 

Food/Powder 

Cold water 

Hot water 

Observation 

Dissolving 

Observation 

Dissolving 

order 

order 

(b) 

(c) 

(d) 

(e) 

Which substance dissolved the quickest in … 

(a) cold water 

(b) hot water 


Was there any difference between dissolving in hot and cold 

water? Explain. 

We could dissolve 

teaspoons of sugar in the warm water. 

We could dissolve 

teaspoons of salt in the warm water. 


WEEK 4 

ENGLISH 

Comprehension – The Lost Village of Llanwddyn.................................81–83 

Comprehension – The Digestive System..............................................84–86 

Grammar – Adverbial Phrases and Clauses...............................................87 

Grammar – Pronouns.................................................................................88 

Writing – Report, Problems with Plastic................................................89–91 

Editing Skills – Annie the Witch..................................................................92 

Editing Skills – School Concert..................................................................93 

Editing Skills – Glow-worm Grotto..............................................................94 

MATHEMATICS 

Number – Prime Numbers..........................................................................95 

Number – Number Sentences with Brackets..............................................96 

Number – Checking Calculations...............................................................97 

Measurement – Area of Triangles...............................................................98 

Measurement – Volume of Shapes.............................................................99 

Geometry – Circles...................................................................................100 

Geometry – Coordinates.......................................................................... 101 

SCIENCE 


Environmental Awareness – Natural and Built Environment.....................102 

Environmental Awareness – Our Environment.........................................103 

Environmental Awareness – Conserving Our Resources.........................104 

Science and the Environment – Good or Bad?........................................105 


The Lost Village of Llanwddyn – 1 

Text 

Read the narrative text. 

Cerys and Huw live in Liverpool, but every holiday they 

spend time with their grandparents who live in mid- 

Wales. As keen birdwatchers, one of their favourite 

places to visit is Lake Vyrnwy. It is a mecca for twitchers 

from all over the country. In the magnificent woodland 

surrounding the lake, there are a number of nature trails 

and bird hides. The twins and their grandparents have 

spent many happy hours huddled together on a hide 

bench, peering through their binoculars, and watching the 

comings and goings of the reserve’s avian wildlife. 

‘I just love this place’, sighed Huw wistfully, trying not to 

remember that tomorrow, his parents would be travelling 

down from Liverpool to collect them and take them back 

to the dreaded city. This would be their last visit until the 

next holidays. ‘It’s so peaceful and majestic. I’ll bet it hasn’t 

changed in a thousand years.’ 

‘Ah, now that would be where you’re wrong, young 

man, very wrong.’ John Evans put his hands on Huw’s 

shoulders as they all gazed across the lake, marvelling at 

the reflection of the hillside in the crystal-clear water. 

‘The connection we have with Liverpool didn’t just begin 

when your dad, Robert, married our Alice. Oh no, it 

began well over a hundred years ago with the building of 

the first stonework dam in the country.’ 

Sensing a ‘Grandpa story’ coming on, the twins and 

Grandma Megan made themselves comfortable on a 

bench. 

‘You know that my family has always lived in Llanwddyn’, 

began Grandpa John, ‘well, while that’s true, it’s not 

absolutely true. You see, the Llanwddyn of today is not 

the Llanwddyn of yesteryear. That was just up the valley.’ 

‘Er ... sorry Grandpa but you’ve lost us’, said Cerys slowly, 

a crinkled expression of confusion decorating her face. 

‘How can that be? That would be where the lake is.’ 

‘Exactly!’ replied Grandpa, delighted at his granddaughter’s 

interest. ‘My family moved into the house 

I live in today, in 1888. They didn’t want to move but 

their old house, along with the rest of the village, was 

to be demolished. Yes, fifty families were rehoused, and 

the shops, inns, church and chapel were rebuilt; and even 

those lying in peace in the cemetery were dug up and 

taken to a new place of rest.’ 

‘Why, Grandpa? Were the buildings falling down?’ Huw’s 

innocent question made John smile. 

‘No lad, it was all about water. The population of Liverpool 

was expanding rapidly with all the industry and factories, 

and they needed a source of pure, fresh water. Where 

better to find it than here in the rivers of Wales? 

Amid endless interruptions and indignant questions, John 

managed to explain to the children how the last years 

of old Llanwyddyn continued under the shadow of the 

rising dam wall that would stem the river’s flow; and how 

the village was finally abandoned then demolished, so the 

Vyrnwy could rise to form a lake. 

‘Well!’ cried Huw in utter dismay. ‘I hope nowhere else 

had to suffer in the same way.’ 

Megan Evans had been quiet for a long time. ‘It happened 

in many places, Huw: the Elan Valley and Capel Celyn 

are just two others. Someone, somewhere, always has 

to pay the price for something that benefits others, and 

people are always resistant to change. But don’t dwell on 

it. There are plenty of events that have occurred in the 

past that were much worse than this.’ 

‘Your grandmother’s right, as always!’ laughed John, 

coming out of his reverie. ‘And don’t forget, you love this 

place. Its history shouldn’t change that. Come on, who’s 

up for a cycle around the lake in this glorious evening 

sunshine?’ 


My learning log When I read this narrative text, I could read: all of it. most of it. parts of it. 



Comprehension 

1. The setting of this narrative is in the past present . 

2. (a) In terms of non-fiction and fiction, how would you describe The Lost Village of Llanwddyn? 

(b) 

Do you think this method is a good way to learn about events of the past? Explain your answer. 

3. Draw a family tree to show the relationship 

between the people named in the text. 

5. Answer True or False. 

(a) A natural disaster destroyed the original village of Llanwddyn. True False 

(b) John Evans has always lived in the same house. True False 

(c) Cerys and Huw live in England. True False 


(a) Lake Vyrnwy is a popular place among nature lovers. Fact Opinion 

(b) The lake and its surrounding woodland are magnificent. Fact Opinion 

(c) Cerys and Huw are twins. Fact Opinion 

7. (a) What practice of land use has this narrative described? 

4. Use evidence from the text to describe 

Huw’s feelings towards the place where his 

grandparents live. 


(b) 

Write a question to ask about this practice that would help you to understand it better. 

(c) 

In the penultimate paragraph, what message is Megan Evans giving? 






Word Reading 

1. From paragraph 1, write the word that means birdwatchers. 

2. Write the meaning of each word. 

(a) mecca (paragraph 1) 

(b) yesteryear (paragraph 5) 

(c) stem (paragraph 10) 

(d) reverie (paragraph 13) 

3. Separate binoculars into its: 

(a) morphemes. (b) syllables. 

4. In the word binoculars, what do you think is the meaning of: 

(a) 

(b) 

bi 

ocular 

5. Separate each word into its free and bound morphemes. 

(a) rehoused (b) travelling 

(c) peaceful (d) majestic 

(e) dreaded (f) rebuilt 

6. Explain each phrase. 

(a) 

(b) 

(c) 

the reserve’s avian wildlife 

resistant to change 

under the shadow of the rising dam 

7. Write examples of evaluative language that describe the family’s opinions of the Lake Vyrnwy region. 

8. Write the phrase that describes: 


(a) the look Cerys gave to show she didn’t fully understand what Grandpa had said in paragraph 6. 

(b) 

how Grandpa’s explanation of the last years of old Llanwddyn was received by Cerys and Huw in 

paragraph 10. 


Colour: 

I can / can’t write definitions for words. 

I know / don’t know how to separate words into their morphemes. 

I understand / need more practice on evaluative language. 


The Digestive System – 1 

Text 

Read the play script. 

A digestive chain reaction is set off when a banana is raised to a person’s mouth. 

Nose: 

Brain: 

A bite is taken from the banana. 

Hey Brain, wake up! I can smell something! 

(sleepily) Er, what? Oh, yeah! I’m on to it. Hey, Mouth Nerves! 

Get moving! We need spit, and lots of it! 

Salivary glands: (excitedly) Oh this is such fun! Spit! Spit! Spit! Get that 

enzyme working! Yes, another successful mutation; 

Banana is now Bolus! (cheers) 

Bolus is swallowed. 

Pharynx: Now Bolus, when you get to the fork in the road, be sure to 

take Oesophagus Street. Trachea Avenue will take you to 

the lungs and the mastership will start to cough and splutter; 

though by rights, Epiglottis should have it covered. 

Bolus is passed into the oesophagus ... 

Oesophagus: Welcome Bolus! Enjoy the swift-action peristaltic roller-coaster ride! 

... and on to the stomach. 

Stomach: Glands, get ready with those enzymes and acid, but please, coat my lining with mucous 

first; I don’t want any more ulcers. This is the end for you, Bolus. I’m turning on the mixer 

... there, a nice sloppy goo, and a new identity. Every organ, please welcome … Chyme! 

(applause) Ready down there Duo? I’m about to squirt. 

Chyme is squirted into the duodenum, the first part of the small intestine. 

Duodenum: (theatrically) And now, with a little help from enzymes produced by my dear friend Pancreas 

(drum roll); and bile, produced by Liver and stored by his partner, Gall Bladder (more drum 

rolling), we shall contribute further to dear old Chyme’s breakdown. And when we’re done, 

we’ll move him along. 

Chyme is moved to the next part of the small intestine, the jejunum. 

Jejunum: Come on Ileum, let’s squeeze this chyme like a sponge; watch those nutrients and water 

flow! 

Ileum: OK, pass some over. Have you got all your villi and microvilli working on it? We don’t want 

any slackers! Let Blood see the super-nutritious juice we produce! 

Nutrients are passed into the bloodstream. 

Blood: Thanks guys. I can see this is really top-quality merchandise. High five! This mastership 

wants premium fuel so it always uses five-star ingredients. 

Ileum: Well, that was ‘Goodbye’ to the good stuff and all we have left here is the dried-out waste. 

My job is done so one good push and it’s on to the large intestine. 

The waste is pushed into the caecum, the first part of the large intestine. 

Caecum: Thanks Ileum, I guess it can just sit here for a bit, then I’ll pass it on to the big fellow. 

Colon: I heard that! Come on then, pass it down. You’re obviously not going to do anything with it. 

The waste is pushed into the first section of the colon. 

Colon: Oh dear, I’m having a little trouble. The bacteria in my ascending and transverse sections 

are on a bit of a ‘go-slow’. They’re not producing enough mucous to help the waste on its 

way. The mastership is not taking enough fluid on board. The waste may have to stay here 

for a day or two ... 

Time passes. 

Colon: (suddenly waking up) Oh, I can feel a movement! Looks like my descending section is full 

and all the pressure’s on Rectum. 

Rectum: (panicking) Anus! Are you awake? Can you hear me? Time to open up ... 


My learning log When I read this play script, I could read: all of it. most of it. parts of it. 



Comprehension 

1. (a) Where is the setting for the play? 

(b) 

What is the purpose of the stage directions? 

2. The text refers to the mastership on three occasions. Who or what is the mastership? 

3. Draw a labelled flow chart to show the process of digestion. 

4. Without using too much technical language, write a simple explanation of digestion that a younger child 

might understand. 


5. Would you recommend this text to someone trying to understand the process of digestion? Give 

reasons for your answer. 






Word Reading 

1. What is the collective term for the body parts mentioned? 

2. (a) Circle the part of each word that identifies its Latin origin. 

duodenum jejunum ileum caecum rectum 

(b) 

Circle the two letters in each word, of Greek origin, that give the ‘ee’ sound. 

oesophagus 

trachaea 

3. What word, spoken by the salivary glands, means change? 

4. Write a simpler term for: (a) ascending 

(b) transverse (c) decending 

5. (a) What do the phrases, swift-action and roller-coaster ride, tell you about the journey of the food 

from the pharynx to the stomach? 

(b) 

Look up the word peristalsis in a dictionary. Use the meaning to describe in your own words how 

the muscles in the oesophagus work to push the food towards the stomach. 

6. The lining of the small intestine is covered in villi that stick out like the hairs on your arm when you are 

cold. 

(a) 

(b) 

Do you think microvilli are bigger or smaller than villi? 


7. What has the author done to make the sentence, ‘Let Blood see the super-nutritious juice we produce!’, 

sound like a slogan? 

8. Write two meanings of each word – the text’s meaning and an alternative meaning. 

(a) 

‘... fork in the road’ 


(b) ‘Every organ, please welcome, ...’ 

9. Separate each word into its morphemes. 

(a) removed (b) obviously 

(c) breakdown (d) mutation 


Colour: 

I can / can’t identify the origins of words. 

I can / can’t recognise slogans. 

I know / don’t know how to separate words into morphemes. 


Adverbial phrases and clauses 

An adverbial phrase is a group of words which can be used like an adverb to 

add information to a verb. A phrase does not contain a verb with a subject. 

1. Underline the adverbial phrase in each sentence and write if it is of time, place, 

manner or frequency. The verb has been written in bold. 

(a) 

The pilot flew above the tall trees. 

(b) 

(c) 

(d) 

Our aircraft arrived at exactly eight o’clock. 

One passenger boarded the aircraft at the last minute. 

The experimental plane took off like a rocket. 

(e) Two morning flights are scheduled on Mondays and Fridays. 

2. Add a suitable adverbial phrase telling how, when or where about the verb. 

(a) The aerobatic aircraft rolled . 

(b) My grandfather flew . 

An adverbial clause is a group of words, including a verb with a subject, which can be used like an 

adverb to add information to a verb. 

3. Underline the adverbial clause in each sentence and circle the verb that is included in it. 

(a) 

(b) 

(c) 

(d) 

(e) 

(f) 

The aircraft lurched as violent turbulence threw it around the sky. 

Some anxious passengers screamed when the aircraft lost height. 

The crew remained calm while the storm continued. 

An airline attendant dropped a tray as he was thrown against the trolley. 

The tray clattered to the ground as the attendant struggled for balance. 

Fortunately, the aircraft emerged without sustaining any serious damage. 

4. Add a suitable adverbial clause to each sentence. Don’t forget the verbs. 

(a) The aircraft circled the airport . 


(b) The damaged aircraft finally landed . 

5. Circle the correct word. 

(a) 

(b) 

(c) 

(d) 

(e) 

The pupil pilot flew good/well. He is a good/well pilot. 

This aircraft can fly as quickly/quick as that one. It is a quick/quickly aircraft. 

She scored very poor/poorly in her test. Her test results were poor/poorly. 

Our team won easy/easily. We had an easily/easy victory. 

Is that real/really yours? Is that real/really or a copy? 


Pronouns 

A pronoun is a word substituted for a noun. 

1. Read the text and choose a pronoun for each space. 

The four boys had been playing football in the park. As 

(a) 

collected their bags, James 

noticed another one by the bench. 

‘It’s not one of 

(b) 

’, he said. ‘ 

(c) 

could it be, I wonder? There doesn’t 

seem to be 

The boys checked again to make sure 

walking off. 

(d) 

about. What should we do?’ 

‘ 

(f) 

have we here then, lads?’ inquired the police officer 

as he took the bag and peered inside. 

‘We just found 

The police officer eyed 

(g) 

… in the park’, stammered Tom. 

(h) 

suspiciously. 

‘Come on now boys, make it easy for 

(i) 

. 

‘ 

(j) 

do you mean?’ blurted Jo. 

‘You know what I’m talking about. Don’t tell 

know what’s in this bag!’ scoffed the man. 

(e) 

was around before picking up the bag and 

(k) 

you don’t 

‘I’d like to call my dad’, said Tom. ‘He’ll believe us, even if you don’t.’ 

Thomas Betts arrived. ‘ 

(l) 

seems to be the problem, officer?’ 

‘No problem, sir. We’re just discussing the contents of their bag,’ replied the police officer politely. 

‘It’s not 

‘We don’t know 

(m) 

!’ stormed James. 

(n) 

about it. We didn’t even look inside.’ 

(o) 

‘All right, James’, soothed Mr Betts. ‘I’ll deal with this. 

is in the bag, officer?’ 

The officer emptied the bag on to his desk. The jewels sparkled brightly. 


‘Not 

(p) 

then, boys?’ 

(q) 

asked, one more time. 

2. Write each pronoun and the letter next to it in the correct box. 

Subjective Objective Emphatic/Reflexive 

Possessive Indefinite pronouns Interrogative pronouns 


Report 1 

Problems with plastic 

It is estimated that 500 billion to 1 trillion plastic bags are now made and used each year. Waste plastic, 

particularly in the form of used plastic shopping bags, causes immense problems worldwide for both land and 

marine environments. 

The problems they cause in the environment include blocking drainage systems, creating litter, adding to landfill 

waste, choking marine life and consuming energy during the manufacturing process. 

Most plastic bags are made from high density 

polyethylene (HDPE). HDPE is made from liquefied 

petroleum gas (LPG). The amount of LPG needed 

to make one plastic bag would drive a car about 

100 metres. An enormous amount of LPG is used 

to make the amount of plastic bags the world 

requires. 

On land, plastic bags block drains and gutters, 

stopping the flow of rainwater and sewage, resulting 

in pollution and threatening natural environments. 

Land animals can eat or become trapped in plastic 

bags. When the animals die, their bodies naturally 

decompose at a much quicker rate than the bag. 

The plastic the animal swallowed remains in the 

environment to be swallowed by another animal. 

Scientists believe more than 100 000 marine 

mammals such as seals, whales and dolphins 

die each year after being tangled in waste plastic. 

The plastic becomes twisted around the animals’ 

limbs or fins, cutting into their flesh. This slows 

them down so they find it difficult to catch or eat 

food and makes them easy prey. Turtles are thought 

to mistake floating plastic bags for jellyfish, their 

favourite food. The plastic can choke the turtle or 

block its stomach so it cannot eat. 

Birds are attracted to the bright colour of some 

plastics and eat them. This can choke or poison the 

birds. Dead chicks have been found to have plastic 

in their stomachs. The parents had been feeding 

Plastic bags decompose at a very slow rate, ranging 

them what they thought was food. 

from 20 to 1000 years. This means that plastic 

bags are continuing to accumulate. They may be People can help solve this problem in the following 

reused or recycled, but are not being destroyed. ways. They can reduce the use of plastic bags by 

using paper or cloth bags, and reuse and recycle 

plastic bags as much as possible. People also 

need to remember that plastic bags put in bins will 

eventually end up in landfill, potentially at large in 

the environment. 



Examining report 1 

Use the report on page 39 to complete the page. 

1. Title 

(a) The title of this information report is 

2. Classification 

List two facts from this section. 

(b) Why do you think this title was chosen? 

3. Description 

(a) What technical words do these letters stand for? 

(i) HDPE 

(ii) LPG 

(b) What is the main idea of each of these paragraphs in the description section? 

Paragraph 3 Paragraph 5 

(c) Highlight the present tense verbs in this 

sentence. 

On land, plastic bags block drains and 

gutters, stopping the flow of rainwater 

and sewage, resulting in pollution and 

threatening natural environments. 

(d) Name an animal and use pronouns such as ‘it’ 

or ‘they’ to change this sentence from the first 

person to the third person. 

We are attracted to the bright colours of some 

plastics and if we eat them we can choke or be 

poisoned. 


4. Conclusion 

What important point does the writer want people to remember? 


Report plan 1 

1. Plan an information report on an issue you have learnt about in geography, science or health. 

Remember to include accurate facts and use vocabulary suited to your subject. 

Title 

Classification 

A general statement about the subject. 

Description 

Divide the description into sections. 


Conclusion 

It may contain a personal opinion. 

2. Write your report. 3. Edit your work. 


Annie the witch 

Read this narrative. 


Youre crazy, mike Old annies a witch—everyone knows that 

Rubbish, ian My mum and dad say shes just a lonley old lady. 

Im telling you shes a witch 

ian shook his head, his eyes behind the thick lenses opened 

wide and round. He dropped his voice to a wisper. 

And she killed her husband—she served him poisned cookies and milk. Homemade 

choc-chip cookies. And you want to go there by yourself—youre a nutcase 

But nothing could shake mike. 

Im going to weed her garden for her—and shes going to pay me cash. And when I 

have that cash, Ill have saved enugh for a new engine for my model aeroplane. And if 

youre very lucky, I might let you play with it sometimes. 

Yeah, if you’re alive, you mean … 

1 Punctuation 

Speech marks are put at the beginning and 

end of what has been spoken. 

(a) There are 6 separate speeches in the 

text. Add the missing speech marks. 

(b) Write in 5 missing exclamation marks 

where the sentence suggests strong 

feelings. 

(c) Find 5 capital letters needed for proper 

nouns. 

A hyphen (-) is used in some compound 

words to connect smaller words; for example, 

choc-chip. 

(d) Use a dictionary to find three other words 

associated with food that also use a 

hyphen. 

(f) Write the 5 different contractions used in 

the text in full below. 

2 Spelling 

(a) Underline 4 spelling mistakes in the text 

and write them correctly below. 


3 Grammar 

(a) Indicate the tense of these verbs from 

the text by writing ‘past’, ‘future’ or 

‘present’ after each. 

Apostrophes are used in grammatical contractions. 

They show that letters have been left out. 

(e) In the text, add the missing apostrophes 

in 11 contractions. 

(i) knows 

(ii) shook 

(iii) dropped 

(iv) am going to weed 


School concert 

Read the diary entry. 


Dear diary 

Today was the big day I felt so nervos about 

playing my guitar in front of the hole school. 

There were twentytwo of us from different clases 

waiting offstage to perform all with diferent instruments. 

When my name was called I slow walked on I had 

a heartstopping moment wen I almost dropped my 

gitar. But once I’d sat down and started playing, I felt 

much better. I made a few mistaks but I managed to 

keep going, so I hop noone noticed! When I’d finished 

the audience began to applaud loud It felt great I 

haven’t stopped smilling yet I can’t wait to play again. 

1 Punctuation 

(a) Find the 2 missing commas and 3 full 

stops. 

(b) Find the 3 missing hyphens and 2 

exclamation marks. 

2 Grammar 

Adverbs are words that describe verbs, telling 

‘how’, ‘when’ or ‘why’ something happens. 

They often end in ‘ly’; for example, ‘happily’, 

‘quickly’. 

(a) Write the 2 adverbs that are missing the 

‘ly’ ending in the space at the end of the 

line. 

(b) Add adverbs to describe the verbs in 

these sentences. They do not have to 

end in ‘ly’. 

(i) Her hands shook . 

(ii) The audience listened . 

(iii) Although I don’t practise , 

I am improving. 

3 Spelling 

(a) Two plural 

words from the 

text are spelt 

incorrectly. Write 

the correct spelling 

in the space at the end 

of the line. 

(b) Write the 7 other misspelt words 

correctly in the space at the end of the 

line. 


4 Vocabulary 

(a) List as many musical instruments with 

strings as you can. Use a dictionary to 

make sure your spelling is correct. 

guitar, 


Glow-worm grotto 

Read the description. 


The glow-worm groto in the Te Ana-au caves in the 

South Island of new zealand is well werth visiting. 

After you walk with care into the caves, you are 

aksed to get into a small boat to enter the grotto 

when you get there, it is absolutely quite and 

pitch-black. The only light you can sees is from the 

glow-worms, which is dotted above you. They look 

like tiny blue stars. It feels eerie to be in silence gliding 

under them with no other lite or sound you can’t 

evin see your own hand in front of your face by the 

time you leaves the grotto, you feel disoriented—it is 

dificult to say which way is up or down 

1 Punctuation 

(a) Find the 5 missing capital letters, 3 full 

stops and 1 exclamation mark. 

A hyphen (-) is used in some compound 

words to connect smaller words together; for 

example, happy-go-lucky, self-pity. 

(b) Write two hyphenated compound words 

used in this text. 

In any sentence, the subject and the verb 

have to agree in person and in number; for 

example, ‘He sees’ but ‘They see’. 

(b) Three verbs in the text do not agree with 

their subjects. Write the correct form of 

each verb in the space at the end of the line. 

Prepositions are positional words placed 

before nouns and pronouns to indicate their 

relation to other words; for example, ‘caves in 

the South Island’. 

(c) Underline the prepositions in each 

sentence. 


(i) 

You can walk into the caves. 

(ii) The light is from the glow-worms. 

(iii) We were gliding under them. 

2 Grammar 

Adverbs are words that describe verbs; for 

example, ‘happily’, ‘slowly’, ‘often’. 

(a) Look at the words in bold type in the text. 

Replace each group of words with one 

adverb with the same meaning and write 

it in the space at the end of the line. 

(iv) The grotto is in the caves. 

(v) The glow-worms are dotted above you. 

(vi) They enjoyed their visit to the caves. 

3 Spelling 

(a) Write the correct spelling for the misspelt 

words in the space at the end of the line. 


PRIME NUMBERS 

N 

Number 

A prime number can only be divided by itself and one; i.e. it has exactly two factors. 

1. Circle the prime numbers. 

Prime 

e.g. 5 can only be divided by itself and 1. 

7 15 36 13 41 8 42 19 35 5 18 23 

2. (a) Write the prime numbers between 1 and 10: , , and . 

(b) Write the prime numbers between 11 and 20: , , and . 

(c) Write the prime numbers between 21 and 40: , , and . 

A composite number can be divided by itself, one and other numbers; 

i.e. it has more than two factors. 

3. (a) On the hundreds chart, colour the prime 

numbers yellow and the composite 

numbers green. 

(b) List the prime numbers between 1 and 50. 

4. Are there more prime or composite numbers? 

e.g. 8 can be divided by itself, 1, 2 and 4. 

5. Sort this mixed group of numbers into prime or composite. 

11, 15, 56, 97, 48, 61, 24, 47, 79, 31, 6, 77, 53, 90, 39, 83 

Composite 


CHALLENGE 

Write the first five prime numbers after 100. 

, , , and 

Objective Identifies and records prime numbers. 


NUMBER SENTENCES WITH BRACKETS 

N 

Number 

When there are brackets in a number sentence, they must be completed first, followed by x and ÷, 

then + and –, working left to right, for example, 21 – (16 – 8) = 21 – (8) = 13 

1. Complete the number sentences below. 

(a) 12 – (36 ÷ 9) = (b) (7 x 4) – 8 = 

(c) 80 ÷ (3 + 5) = (d) (42 + 6) ÷ 8 = 

(e) 45 – (3 x 5) = (f) (8 x 9) ÷ 12 = 

(g) 17 + (7 x 2) = (h) (50 ÷ 5) + 31 = 

(i) 142 – (144 ÷ 12) = (j) (7 x 8) – (3 x 10) = 

(k) (11 x 3) – (36 ÷ 4) = (l) (7 x 4) + (3 x 4) = 

2. Complete these number sentences with and 

without brackets. Remember the order of 

operations when brackets are missing. 

(a) (64 ÷ 2) – 5 + 15 = 

(b) 6 x 5 + (18 – 9) = 

(c) 81 ÷ 9 + (25 – 8) = 

(d) 7 + 5 + (15 ÷ 3) = 

(e) 19 + (10 x 2) – 5 = 

(f) 28 + 2 – 4 x 4 = 

(g) 64 + 9 + 6 x 5 = 

(h) (7 x 6) – (60 ÷ 6) = 

(i) 41 + 9 + 6 x 5 = 

(j) 5 x 8 ÷ 4 + 7 = 

4. Create your own number sentences, with brackets, for each answer given. Use at least two different 

operations for each—more if you can! 

(a) 50 = (b) 22 = 

(c) 91 = (d) 47 = 

(e) 7 = (f) 101 = 

(g) 333 = (h) 1 = 

CHALLENGE 

Insert the brackets and signs (+, -, x) in the correct place to make this number sentence correct. 

10 10 10 10 = 100 

3. Fill in the missing number in the bracket to 

complete the number sentence. 

(a) 20 – (7 x ) = 6 

(b) 100 – (9 x ) = 19 

(c) (6 x ) ÷ 8 = 3 

(d) 70 ÷ (6 + ) = 7 

(e) 18 + ( x 3) = 30 

(f) (15 – ) ÷ 3 = 3 

(g) 45 ÷ ( + 3) = 5 

(h) ( – 7) x 7 = 35 


Objective 

Completes a variety of number sentences using the four operations and brackets. 


CHECKING CALCULATIONS 

N 

Number 

1. Estimate answers by rounding 

to the nearest 10. 

(a) 192 + 268 = 

+ = 

(b) 514 - 287 = 

- = 

(c) 53 x 9 = 

x = 

(d) 96 ÷ 8 = 

÷ = 

(e) 623 + 376 = 

+ = 

(f) 959 – 212 = 

- = 

(g) 62 x 8 = 

x = 

(h) 126 ÷ 9 = 

÷ = 



(a) 321 + 867 = 

+ = 

(b) 974 – 218 = 

- = 

(c) 208 x 75 = 

x = 

(d) 630 ÷ 90 = 

÷ = 

(e) 684 + 822 = 

+ = 

(f) 2516 – 1381 = 

- = 

(g) 185 x 59 = 

x = 

(h) 1120 ÷ 80 = 

÷ = 

4. Colour the most appropriate approximation for each sum. 



(a) 5284 + 7727 = 

+ = 

(b) 9240 + 3973 = 

+ = 

(c) 8402 + 2694 = 

+ = 

(d) 12 590 + 10 841 = 

+ = 

(e) 9276 – 6825 = 

- = 

(f) 8651 - 2634 = 

- = 

(g) 12 263 - 8541 = 

- = 

(h) 15 395 - 12 906 = 

- = 

(a) 9.2 + 5.8 9 + 5 9 + 6 10 + 6 (b) 7.8 – 2.3 7 – 2 7 – 3 8 – 2 

(c) 8.9 x 4.1 8 x 5 8 x 4 9 x 4 (d) 9.8 ÷ 3.7 9 ÷ 4 10 ÷ 4 10 ÷ 3 

(e) 2.7 + 12.3 2 + 12 3 + 13 3 + 12 (f) 8.4 – 3.9 8 – 3 9 – 4 8 – 4 


(g) 5.1 x 6.8 5 x 7 5 x 6 6 x 7 (h) 6.9 ÷ 1.7 7 ÷ 2 6 ÷ 1 7 ÷ 1 

CHALLENGE 

Investigate the following. 

(a) odd number + odd number = always odd/even 

(b) even number + even number = always odd/even 

(c) odd number + even number = always odd/even 

(d) even number + odd number = always odd/even 

(e) How can this knowledge help you to check your calculations? 

Objective 

Uses a range of strategies to check calculations. 


AREA OF TRIANGLES 

M 

Measurement 

Look at this 

rectangle. 

Draw a diagonal line. 

Now there are two 

right-angled triangles. 

The two triangles are the same size and therefore 

of equal area. The area of a right-angled triangle 

is equal to half of the rectangle around it. 

+ = 

1. Calculate the area of these rectangles and triangles. 

4 cm 

3 cm 

(a) (b) (c) 

2 cm 2 cm 

rectangle = cm 2 rectangle = cm 2 rectangle = cm 2 

triangle = cm 2 triangle = cm 2 triangle = cm 2 

3 cm 2 cm 5 cm 

(d) (e) (f) 




2. Draw the rest of the rectangle and measure to calculate the areas. 

(a) (b) (c) 



CHALLENGE 

Calculate the area of these equilateral triangles using the formula 

1 

⁄2 b x h (half of the base length, multiplied by the height). 

(a) (b) (c) 

4 cm 


1 cm 

1 

⁄2 b x h = AREA 

1 


1 


cm x cm = cm 2 cm x cm = cm 2 cm x cm = cm 2 

Objective 

Calculates the area of right-angled triangles. 


VOLUME OF SHAPES 

M 

Measurement 

To find the volume of a 

cube, use this formula. 

Volume = a 3 = a x a x a 

a 

1. Calculate the volumes of these cubes. 

(a) (b) (c) 

2 3 = 2 x 2 x 2 = cm 3 3 3 = 3 x 3 x 3 = cm 3 4 3 = 4 x 4 x 4= cm 3 

To find the volume of a cuboid or rectangular prism, 

use this formula. 

l 

w 

Volume = l x w x h (length x width x height) 

2. Calculate the volumes of these rectangular prisms. 

(a) 

(b) 

2 cm 

6 cm 

(c) 


4 cm 

l x w x h = x x = cm 3 l x w x h = x x = cm 3 

h 

4 cm 

5 cm 

3 cm 

(d) 

4 cm 

1 cm 

5 cm 

6 cm 


3 cm 

3 cm 

l x w x h = x x = cm 3 l x w x h = x x = cm 3 

CHALLENGE 

Measure and calculate the volumes of cube and 

cuboid objects in the classroom. 

(a) Box 1 = x x = cm 3 

(b) Box 2 = x x = cm 3 

(c) Box 3 = x x = cm 3 

Objective 

Calculates the volume of shapes. 


CIRCLES 

G 

Geometry 

1. Label the parts of the circle. 

Radius is the distance from the centre of a circle to any point on the edge of the circle. 

Diameter is the distance across the circle, through the centre. 

Circumference is the distance (perimeter) around the circle. 

2. Measure the radius of each circle. 

(a) (b) (c) 

cm 

3. The diameter is twice the radius. Write the diameters. 

(a) cm (b) cm (c) cm 

4. Measure the diameter of each circle. 

(a) (b) (c) 

cm 

cm 


cm 

cm 

cm 

5. The radius is half the diameter. Write the radii. 

(a) cm (b) cm (c) cm 

CHALLENGE 

On the back of this sheet, use a compass to draw circles with the following diameters. 

(a) 4 cm (b) 7 cm (c) 10 cm 

Objective 

Names the parts of a circle, and knows that diameter is twice the radius. 


COORDINATES 

G 

Geometry 

1. Use the coordinates to draw the shapes. 

2. Locate and plot positions on the map using coordinate points. 

(a) (1, 9), (3, 6), (2, 1), (1, 9) 

(b) (5, 9), (6, 10), (7, 10), 

(8, 9), (8, 8), (7, 7), 

(6, 7), (5, 8), (5, 9) 

(c) (6, 5), (10, 5), (12, 2), 

(4, 2), (6, 5) 

(d) ( , ) 

( , ) 

( , ) 

( , ) 

( , ) 

(a) (8, 3) 

(b) (4, 1) 

(c) (5, 4) 

(d) Dead Man’s Cave 

(e) Landing Bay 

(f) Shipwreck Cove 


(g) Sword’s Creek 

(h) Draw a treasure chest on 

the island. Where did you 

hide it? 

CHALLENGE 

Label grid paper with coordinates and play a game of ‘battleships’ with a partner. 

Objective Reads and plots coordinates. 


Environmental awareness ~ Activity 1 

Natural and built environment 

What natural features do you have in your local environment? Tick the ones you have. 

Write any features that are missing on the lines. 

desert river grassland 

pond beach valley 

cave 

lake 

mountain 

woodland 

Choose one natural feature from your local environment that you enjoy (to look at or to 

play in etc.). In your group, discuss the positive things about the natural feature. List 

them and sketch the natural feature. 

Positive aspect of feature 

Built feature 

Natural feature: 

Walk around and observe your local environment. List some of the built features. 

In your group, think of one positive aspect about each. Write about it. 

Positive aspect 


‘We must stop replacing our natural resources with offices, shopping centres and homes!’ 

Do you agree or disagree? Agree Disagree Give your reasons below. 



Our environment 

The environment is everything around us. 

Draw pictures or write keywords about the things that represent your environment. 

The environment is … 

people animals and plants the air we breathe 

the water we drink and 

play in 

the buildings we live and 

work in 

the countryside 

In your group, look at each of the pictures. 

Write an example of a good and bad way that they affect the environment. 

Good effect 

Bad effect 


Design a poster that shows ways we can help to repair some of the damage to the 

environment; for example, by recycling, conserving water and energy and by riding our 

bikes to school. 



Conserving our resources 

Conservation is the careful use and protection of our natural resources. Our 

environment is our most valuable resource as it holds the key to our survival. 

Some things can reproduce naturally in a short length of time. These are known 

as renewable reources. Non-renewable resources are those that we must 

conserve. 

Put a tick next to the pictures of renewable resources and a cross next 

to those that are non-renewable. 

Read each of the activities below. Discuss with your partner what you would do next to 

help minimise the damage to the natural environment. Record your ideas below. 

(a) When Sarah brushes her teeth, she keeps the 

tap running and watches herself brushing in 

the mirror. 

(b) Simon was about to go shopping with his 

mum. He noticed there was a big container of 

plastic shopping bags in the kitchen already. 

(c) Nicola, Brad and Sally work together in an 

office and live quite close to each other. Sally 

catches the bus to work, Brad drives his 

4WD wagon and Nicola drives to work in her 

hatchback. 

(d) Mrs Thompson hates gardening because she 

says nothing she plants will grow. She does 

love to cook though. Mrs Thompson throws 

all of the plastic wrappings and food scraps 

in the bin. 


What could you and your family do at home to help conserve the environment? 


Science and the environment ~ Activity 2 

Good or bad? 

Choose five changes that have occurred in your local environment over the last 50 

years. Describe them below and complete the table. 

Change to the local environment 

natural 'N' or Good change or 

human-made 'H' bad change 

(a) Choose one change and describe it in the box below. 

(b) In your group, discuss what you think each person would say about the change. 

Write his or her comments in the speech bubbles. 

town mayor 

Change 

environmentalist 


shop owner 

longest town resident 

(c) 

Write a short script and perform it to the class.

W8493PR-Learn from Home Workbook 6

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