GL Assessment 11+ Course Week 9 - Parent Guide. Teaching Points

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Pauline Ryan
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1 GL Assessment 11+ Course Week 9 - Parent Guide Day/Topic(s) Covered Page Number(s) Suggested Time Taken* Teaching Points Day 1: Comprehension: Multiple Choice Format 3 and 4 20 minutes Multiple choice style comprehension exercises are very common in exams like the 11+, so it's a really good idea for students to get comfortable with answering questions in this format. Students have a short practice exercise to put their skills in motion. Day 2: Non-Verbal Reasoning: Counting 5 and minutes This week's NVR work is centred around the importance of counting in these questions, as this can often unveil patterns and sequences needed to solve questions of this nature. Each question style comes with detailed instructions as well as an example, so students should read this carefully before completing the exercises themselves. Day 3: Decimals 6, 7, 8 and 9 25 minutes Even just the word 'decimals' strikes fear into the hearts of many children, so we've tried to break them down this week in the hope of making them slightly less scary to deal with! We find that many students understand the basic concept of decimals in Year 5 (if your child needs revision of this, they should read the support sheet included to help) but really struggle to solve sums containing them. We've provided detailed explanations and examples of how to solve addition, subtraction, multiplication and division sums containing decimals, so these should be studied carefully before students have a go at the practice questions on page 9. Day 4: Revision Sheets 10, 11 and minutes These revision sheets cover the topics studied in this week's work, and students should use them to help highlight and strengthen any weaker areas before they attempt the Mini Test. If they come across any questions they don't understand in the revision sheets, students should take care to refer back to previous worksheets to help them figure out the right method to use to come up with their answer. Day 5: Mini Test 4 pages 25 minutes We would suggest that Mini Test 9 should take 25 minutes. Corrections can be done straight away (fresh in the student's mind). Week 9 Extra Activities! The extra activities below are designed to help students further strengthen skills needed in Year 5. They can be completed at any time that is convenient during the week's schedule. 1. Complete Vocab List 9 (2 words per day is a good way to break it down). 2. 'How Many Questions?' game. Can be played as a family or with friends. Instructions are on a sheet included with this week's pack of work. * Please Note: these timings are based on what we'd expect from an average Year 5 student. These should not be viewed as limits - please allow for extensions where students may be struggling, and be aware that some students may be capable of completing the work in a faster time. 1

2 Week 9 - Schedule for Students Remember to fill in your school work and any other activities you have planned for the week! Day Date Fraser Stevens Work School Work Monday Day 1, pages 3 and 4 (Comprehension: Multiple Choice) (homework, projects, reading etc...) Activities (sports, after school clubs etc.. ) Tuesday Day 2, pages 4 and 5 in the CGP NVR book (Counting) Wednesday Day 3, page 6, 7, 8 and 9 (Decimals) Thursday Day 4, weekly revision sheets x 3 Friday Mini Test Saturday REST! Sunday REST! Week 9 - Blank Schedule for Students Here, you can organise the work as you want to do it! Day Date Fraser Stevens Work School Work (homework, projects, reading etc...) Activities (sports, after school clubs etc.. ) Monday Tuesday Wednesday Thursday Friday Saturday Sunday 2

3 Multiple Choice Comprehension Practice You might be asked to complete a comprehension on any number of topics, so it s important that you practise with lots of different types of text. Quite often, the language used in the passage can be quite hard to understand. Sometimes that s because the text was written many years ago, and sometimes it s because it uses difficult vocabulary. Have a go at the exercise below to start getting used to more complicated comprehension tasks. Emma by Jane Austen 1 5 Emma Woodhouse, handsome, clever, and rich, with a comfortable home and happy disposition, seemed to unite some of the best blessings of existence; and had lived nearly twenty-one years in the world with very little to distress or vex her. She was the youngest of the two daughters of a most affectionate, indulgent father; and had, in consequence of her sister's marriage, been mistress of his house from a very early period. Her mother had died too long ago for her to have more than an indistinct remembrance of her caresses; and her place had been supplied by an excellent woman as governess, who had fallen little short of a mother in affection Sixteen years had Miss Taylor been in Mr. Woodhouse's family, less as a governess than a friend, very fond of both daughters, but particularly of Emma. Between them it was more the intimacy of sisters. Even before Miss Taylor had ceased to hold the nominal office of governess, the mildness of her temper had hardly allowed her to impose any restraint; and the shadow of authority being now long passed away, they had been living together as friend and friend very mutually attached, and Emma doing just what she liked; highly esteeming Miss Taylor's judgment, but directed chiefly by her own. The real evils, indeed, of Emma's situation were the power of having rather too much her own way, and a disposition to think a little too well of herself; these were the disadvantages which threatened alloy to her many enjoyments. The danger, however, was at present so unperceived, that they did not by any means rank as misfortunes with her. Sorrow came a gentle sorrow but not at all in the shape of any disagreeable consciousness. Miss Taylor married. It was Miss Taylor's loss which first brought grief. It was on the wedding-day of this beloved friend that Emma first sat in mournful thought of any continuance. The wedding over, and the bride-people gone, her father and herself were left to dine together, with no prospect of a third to cheer a long evening. Her father composed himself to sleep after dinner, as usual, and she had then only to sit and think of what she had lost. Continue over the page for some questions 3

4 Emma by Jane Austen 1. Based on the first paragraph, which of the words below could not be used to describe Emma? A Fortunate B Distressed C Intelligent D Wealthy 2. According to the first paragraph, what has Emma s life been like so far? A A lot of stressful things have happened B She has had a very eventful life C Many things have vexed her D Nothing very troublesome has ever happened to her 3. Which of the following best describes Miss Taylor s relationship to the family? A She is the family s governess but does not like them B She is Emma s sister C She is more like a friend to them than a member of staff D She is very authoritative towards them 4. What is Mr Woodhouse like as a father? A He is cold and distant B He is barely ever around C He is very loving towards his daughters D He seldom gives his children want they want 5. Which of the following statements is true? A Emma is a little spoiled B Emma misses her mother greatly C Emma s father is quite controlling D Miss Taylor s wedding was not a success 6. Why is Emma sad when Miss Taylor gets married? A Because she doesn t like her husband B Because she will no longer live with her C Because she wanted to get married first D Because she will have to do all the housework 4 Well done. Check your answers by referring back to the text.

NV R - Counting One important part of Non Verbal Reasoning questions is

This might seem like a strange thing to ask as counting is easy, but you

Take a look at the questions below, which all test this skill.

Number of Points: Number of Points: Number of Points: Number of Points:

5 NV R - Counting One important part of Non Verbal Reasoning questions is making sure you count carefully! This might seem like a strange thing to ask as counting is easy, but you need to make sure you re really careful when you do so. Take a look at the questions below, which all test this skill. How many points on each star? Number of Points: Number of Points: Number of Points: Number of Points: Work out the total number of sides when you add the sides of all of the shapes together. 5. Total number of sides: 6. Total number of sides: 7. Total number of sides: 5

6 NV R - Counting Continued Which figure on the right is the most similar to the three on the left? Circle your answer. Think carefully about what to count! 8. A B C D 9. A B C D 10. A B C D 11. A B C D 6

Ensure you keep your decimal points in the same place for the whole sum! For example: 7.8 + 1.34 9.62-4.35 7. 8 0 9. 6 2 + 1. 3 4-4. 3 5 9. 1 4 5.

7 Solving Sums Using Decimals If you are asked to add or subtract decimal numbers, you can use the column method which we use for whole numbers. You just have to make sure that you line up your decimal points, filling in zeros where necessary to make your numbers the same length. Ensure you keep your decimal points in the same place for the whole sum! For example: If you need to multiply or divide a decimal number by a whole number, you can use the normal short multiplication and division methods. Again, you must just make sure that you keep the decimal point in the same place in your answer. For example: 2.72 x x Using the four main operations with decimals isn't as hard as you might think! It's mainly a case of keeping your work neat, making sure that all of your digits are correctly lined up with their appropriate columns, and ensuring the decimal point doesn't magically appear somewhere it shouldn't! These are all processes that you've seen before... Don't be afraid of it just because it has a decimal! 7

Solving Sums Using Decimals (Continued) Multiplying two decimal numbers together This is a bit trickier than the simple short multiplications that we've already had a look at today.

8 Solving Sums Using Decimals (Continued) Multiplying two decimal numbers together This is a bit trickier than the simple short multiplications that we've already had a look at today. Have a look at the following example: 5.2 x 3.9 =? The trick to these types of questions is to get rid of the decimal points! We'll deal with these little troublemakers later... but for now let's have a look at the sum without the decimals: 52 x 39 =? Now we hopefully have something that looks a lot more familiar! We can continue with this sum as we would any other long multiplication x We've removed the decimals and trapped them in here! Now we have to release those pesky decimals back into our answer. Where do you think they should go? We removed 2 decimal places, so we need to 'put back' two decimal places in our answer. So in this case, we 'count back' two spaces from the right, which gives us the answer By adding in the 2 decimal places, we have divided the number by 100. Earlier, when we stole away those decimals, we were basically multiplying by x 10 = 100, so the opposite would be

Solving Sums Using Decimals (Continued) We can use the grid method to highlight in more detail how the method on the previous page works. We'll use the example from the previous point. 5.2 x 3.

9 x 10 = 39 Now we have two whole numbers, let's put them into the grid and work them out: x 50 2 30 1500 60 = 1560 1560 + 468 9 450 18 = 468 2028 We end up with 2028. However, we're not finished!

9 Solving Sums Using Decimals (Continued) We can use the grid method to highlight in more detail how the method on the previous page works. We'll use the example from the previous point. 5.2 x 3.9 Firstly, let's multiply both numbers so that we are working with whole numbers. We need to move everything one place to the left. How do we do this? 5.2 x 10 = x 10 = 39 Now we have two whole numbers, let's put them into the grid and work them out: x = = We end up with However, we're not finished! Remember, we multiplied the original numbers by 10 to make them into whole numbers, so now we must divide by 10, to return them to decimals: = We move all the digits one place to the right. We need to divide by 10 once again though, as originally we multiplied by 10 twice = We move all the digits one space to the right. Now we have our answer! Is it the same as the previous answer? The method from before is a much quicker way of doing it, but this way helps us to understand why that method works! 9

10 Solving Sums Using Decimals Practice Questions Working Out Space! 10

11 Revision Sheet 1 - Comprehension Practice Have a go at the comprehension exercise below. Remember to refer back to the text carefully to check your answers to the questions! T he Iceland Sagas by Jenny Hall Iceland is a little country far north in the cold sea. Men found it and went there to live more than a thousand years ago. During the warm season they used to fish and make fish-oil and hunt sea-birds and gather feathers and tend their sheep and make hay. But the winters were long and dark and cold. Men and women and children stayed in the house and carded and spun and wove and knit. A whole family sat for hours around the fire in the middle of the room. That fire gave the only light. Shadows flitted in the dark corners. Smoke curled along the high beams in the ceiling. The children sat on the dirt floor close by the fire. The grown people were on a long narrow bench that they had pulled up to the light and warmth. Everybody's hands were busy with wool. The work left their minds free to think and their lips to talk. What was there to talk about? The summer's fishing, the killing of a fox, a voyage to Norway. But the people grew tired of this little gossip. Fathers looked at their children and thought: "They are not learning much. What will make them brave and wise? What will teach them to love their country and old Norway? Will not the stories of battles, of brave deeds, of mighty men, do this?" So, as the family worked in the red fire-light, the father told of the kings of Norway, of long voyages to strange lands, of good fights. And in farmhouses all through Iceland these old tales were told over and over until everybody knew them and loved them. Some men could sing and play the harp. This made the stories all the more interesting. People called such men "skalds," and they called their songs "sagas." Every midsummer there was a great meeting. Men from all over Iceland came to it and made laws. During the day there were rest times, when no business was going on. Then some skald would take his harp and walk to a large stone or a knoll and stand on it and begin a song of some brave deed of an old Norse hero. At the first sound of the harp and the voice, men came running from all directions, crying out: 25 "The skald! The skald! A saga!" They stood about for hours and listened. They shouted applause. When the skald was tired, some other man would come up from the crowd and sing or tell a story. As the skald stepped down from his high position, some rich man would rush up to him and say: "Come and spend next winter at my house. Our ears are thirsty for song." Continue over the page for some questions 11

12 Revision Sheet 1 - Comprehension Practice - Questions 1. According to the text, what is a skald? A A gathering of people around a fire B A harp C A tale about brave men of the past D A person who told stories through music 2. Which of the following did the Icelandic people not do during the summer? A Tend to their sheep B Go fishing C Share stories around the fire D Hunt and gather food 3. Why did fathers start telling the tales to their children? A Because they didn t think they were educated enough B To distract them from the cold and dark winter C Because they had run out of interesting gossip D Because it was too dark to do anything else 4. What was the purpose of the great meetings (line 20)? A For men to gather for song and dance B To decide who would be the next skald C For new laws to be passed D To celebrate the midsummer 5. What does the phrase our ears are thirsty for song (line 29) mean? A The rich man wants the skald to play immediately B The rich man s family would like to hear more music C The skalds would drink merrily while they played D No one at the meeting had heard music for a long time 6. What does the word deed mean as used in the text (line 22)? A A conscious act B A misgiving C Immense bravery D A law 12 Well done. Check your answers by referring back to the text.

13 Week 9 Revision Sheet 2 Solving Sums Using Decimals Have a go at the following sums. Remember to show your working out (you can use a separate piece of paper if needed) and feel free to refer back to the weekly worksheets for help = = = = = = x 8 = x 1.9 = x 5.2 = Non-Verbal Reasoning: Counting Say how many total sides there are when you add the sides of all of the shapes together. 10. Total number of sides: 11. Total number of sides: 12. Total number of sides: 13

14 Mini Test I Name: Score % /22 % This week's Mini Test covers a range of topics studied in Week 9. Make sure you have completed this work before attempting the test. This test should be completed under a maximum time limit of 25 minutes. Be sure to check your answers if you have time left over during the test, and complete your corrections shortly after the test has been marked. Good luck! The Curious Chest 1 5 No one intended to leave Martha alone that afternoon, but it happened that everyone was called away, for one reason or another. Mrs. McFarland was attending the weekly card party held by the Women's Anti-Gambling League. Sister Nell's young man had called quite unexpectedly to take her for a long drive. Papa was at the office, as usual. It was Mary Ann's day out. As for Emeline, she certainly should have stayed in the house and looked after the little girl; but Emeline had a restless nature. "Would you mind, miss, if I just crossed the alley to speak a word to Mrs. Carleton's girl?" she asked Martha. 10 "'Course not," replied the child. "You'd better lock the back door, though, and take the key, for I shall be upstairs." "Oh, I'll do that, of course, miss," said the delighted maid, and ran away to spend the afternoon with her friend, leaving Martha quite alone in the big house, and locked in, into the bargain. The little girl read a few pages in her new book, sewed a few stitches in her embroidery and started to "play visiting" with her four favorite dolls. Then she remembered that in the attic was a doll's playhouse that hadn't been used for months, so she decided she would dust it and put it in order. Filled with this idea, the girl climbed the winding stairs to the big room under the roof. It was well lit by three dormer windows and was warm and pleasant. Around the walls were rows of boxes and trunks, piles of old carpeting, pieces of damaged furniture, bundles of discarded clothing and other odds and ends of more or less value. Every well-regulated house has an attic of this sort, so I need not describe it. The doll's house had been moved, but after a search Martha found it away over in a corner near the big chimney. She drew it out and noticed that behind it was a black wooden chest which Uncle Walter had sent over from Italy years and years ago before Martha was born, in fact. Mamma had told her about it one day; how there was no key to it, because Uncle Walter wished it to remain unopened until he returned home; and how this wandering uncle, who was a mighty hunter, had gone into Africa to hunt elephants and had never been heard from afterwards. The little girl looked at the chest curiously, now that it had by accident attracted her attention. It was quite big bigger even than mamma's travelling trunk and was studded all over with tarnished brassheaded nails. It was heavy, too, for when Martha tried to lift one end of it she found she could not stir it a bit. But there was a place in the side of the cover for a key. She stooped to examine the lock, and saw that it would take a rather big key to open it. Continue over the page for some questions 14

15 Mini Test I Name: 1. Why didn t Emeline stay in the house with Martha? A It was her day off B She had a meeting C She went to see her friend D She went on a long drive 2. How does Martha feel about being left alone in the house? A She is annoyed at Emeline B She is very fearful C She is ecstatic D She doesn t seem to mind 3. Which of the following does Martha not do that afternoon? A Clean the attic B Do some sewing C Read her book D Play with her dolls 4. What is the initial reason why Martha goes to the attic? A To find the big box B To look for her dolls C To organise the doll s house D To find out what was in there 5. Which of the following best describes the attic? A Desolate and spooky B Drab and dusty C Mysterious and disordered D Nice and light 6. Why can t Martha open the box? A Her uncle told her to wait until he was home B Her mother has forbidden it C Her mother has lost the key D The key is nowhere to be found 15 Continue over the page for more questions

16 Mini Test I Name: 7. Why is Martha curious about the chest? A Because it has treasure in it B Because she has no way of knowing what s inside it C Because she s never seen it before D Because she s been forbidden to touch it 8. What does the word intended mean as used in the text (line 1)? A Planned B Haphazard C Organise D Abandoned 9. What does the word discarded mean as used in the text (line 18)? A Thrown in the air B Distracted C Meticulous D Disposed of 10. What part of speech is the word stooped as used in the text (line 31)? A Adverb B Verb C Abstract noun D Adjective The comprehension is finished. Continue over the page for more test questions 16

Mini Test I Name: Solve the following sums

8 = For each question, say how many total sides

shapes together. 20. 12. 2.4 + 2.7 = 13. 9.7 + 13.

3-11.2 = 21. 16. 32.4-12.1 = 17. 2.3 x 7 = 18. 4.

17 Mini Test I Name: Solve the following sums involving decimals = For each question, say how many total sides there are when you add the sides of all of the shapes together = = = Total number of sides: = = x 7 = x 4.8 = 22. Total number of sides: x 4.7 = Total number of sides: END OF T EST 17

$SUPPORT SHEET Decimals Decimals (or decimal fractions) are a way of writing down numbers that are smaller$ Anything that is smaller than 1 goes into the columns to the right of the decimal point (it looks like a

Anything that is smaller than 1 goes into the columns to the right of the decimal point (it looks like a

Hundreds Tens Units Tenths Hundredths Thousandths That might sound a little tricky, so let's see an

5 into the Place Value table: Tens Units Tenths Hundredths 0 0 5 0 We've put the 5 in the 'tenths'

We put zero {in all the other columns. With decimals, remember that 0.5 is THE SAME as 0.50, or 0.

It doesn't matter how many zeroes we have after the final digit, but to make it quick and easy, we

18 SUPPORT SHEET Decimals Decimals (or decimal fractions) are a way of writing down numbers that are smaller than 1. This means that they are closely linked to fractions. Look at the Place Value table below. Anything that is smaller than 1 goes into the columns to the right of the decimal point (it looks like a full stop between the numbers). Anything to the left is a whole number. Hundreds Tens Units Tenths Hundredths Thousandths That might sound a little tricky, so let's see an example. Let's put the number 0.5 into the Place Value table: Tens Units Tenths Hundredths We've put the 5 in the 'tenths' column, because it's the number closest to the decimal point on the left. We put zero {in all the other columns. With decimals, remember that 0.5 is THE SAME as 0.50, or 0.500, or even ! It doesn't matter how many zeroes we have after the final digit, but to make it quick and easy, we usually just write 0.5. Take a look at the following examples. We won't use the table this time - instead we'll count the digits to the right of the decimal point to tell us what value they have: There's zero in the tenths column here, so it must be 5 hundredths! tenths 2/ hundredths 5/ thousandths 3/ hundredths 67/100 18

GAME How Many Questions? Players: As many as you like! Rules: Get someone who isn't playing to choose a random number. It's best that this number is quite high, so get them to guess over 100!

19 GAME How Many Questions? Players: As many as you like! Rules: Get someone who isn't playing to choose a random number. It's best that this number is quite high, so get them to guess over 100! Each player then has 3 minutes to come up with as many ways as possible to to make the chosen number, using as many different maths operations as they can. For example, if the number chosen was 100, you could write down , 50 x 2, 20 x 5, etc! Depending on how many players there are, you could work in pairs, teams, or individually. Just make sure the other teams don't see or hear your sums! The winning team/player is the one who has the most correct sums that make up the chosen number. You could play a few rounds in a game to find out the overall champion. You can make this game more or less challenging depending on what number is chosen. For example, to make it more difficult you could use higher numbers, or even decimals! 19

Poor Leroy: The Blurry Line Between Indirect and Direct Characterization

Poor Leroy: The Blurry Line Between Indirect and Direct Characterization Common Core Standards Concept: Character Development and Close Text Analysis Primary Subject Area: English Secondary Subject Areas: -- Common Core Standards Addressed: Grades 9-10 Grades 11-12 Key Ideas