Each one of you is working hard, both in school and at home.
You clearly are all superstars and WOW, our minds are blown!
You have all worked so hard this week we want to give you a bit of a break now it is Friday. Have a go at the Phonics, Reading and Maths tasks then the rest of the activities are optional. This afternoon we want you to relax, snuggle up on the sofa and watch your favourite film! You have deserved a treat!
These tasks are optional:
Fun Friday Activities
Now chill out and watch your favourite film!
Have a go at this game on Phonics Bloom. Read the question and answer yes or no to let the penguin cross the bridge.
Remember to use your phonic sounds to help you read the questions!
Once you have read it there is a quiz to complete at the end of it.
You have all been doing a great job in Maths this week, so today we would like you to play a board game. Lots of board games help you to develop your counting skills. As we have been looking at numbers to 100, Snakes and Ladders might be a good one to choose. If you do not have this game, you could make your own snakes and ladders and stick them onto the 100 square with a bit of Sellotape. It’s always good to have a big snake that goes right from the top back down to the bottom!!
Just like we do in school on a Friday, you can have a go at doing some independent writing using a picture stimulus.
This is an independent task so the children can get on with it on their own and you can see what they can do!
You can choose which picture you want to write about then choose to write a story, a letter, a postcard, an information text or a set of instructions about it! Remember to write in clear sentences and add lots of detail with some super vocabulary.
Fun Friday Task(Optional)
Spell your name through exercises!
Use the different activities for each letter to spell out your name!
Story time! (Optional)
We thought you might like to hear a story to finish off your week!
Another amazing day of learning yesterday Class 1, you make us so proud!
Sebby’s film trailer:
Watch this video to help you practice some of your tricky words.
The first time you watch it keep the sound on and see if you can say the word before they do, then watch it again with the sound off and see how many you get right!
Pick 5 of the tricky words from the video.
Write each word out 3 times, as neat as you can.
Now put each word into a sentence and write it out making sure you form each letter correctly and use finger spaces!
The little boy experiences lots of different feelings and emotions through this film / story.
Today I want you to draw / make a feelings graph to show the how boy’s feelings change throughout the story.
Think about what happens to the boy through the story, how that makes him feel then how those feelings change.
Keep pausing the film as you watch it to record the changes in his feelings.
Here are a few examples and templates you could use to give you an idea.
Counting/Practical– Based on what I am seeing in school and feedback, it would appear that although the children are confident at counting in tens they are finding it hard to switch between tens and ones.
Today I would like you to continue to practise using the 100 square and the base 10 equipment to count up to a number.
Moving from tens to ones
You may want to spend some time helping your child to go from the tens number to the next number and helping them to recognise where they are on the 100 square.
20 – 21 or 30 – 31 or 50 – 51
Counting to 25
You could use 2 different colour objects to cover the tens and ones as you count.
When counting 10, 20 cover the numbers with a blue counter. When counting 21, 22, 23, 24, 25 cover the number with a red counter. This will help your child to see the switch from counting in tens to counting in ones.
Encourage them to recognise that when you count in tens you move down the 100 square and when you count in ones you move across.
Write the numbers
If you child mistakenly counts 10, 20, 30, 40, 50 because they do not change to counting in ones, ask them to write the numbers as the place each block.
If they write 30 when you they get to 21, ask them to make 30 using just the ten rods. Look at the difference between the 3 tens (30) and 21. Hopefully they should begin to recognise their mistake.
Thank you for a great idea!
Why not make your own abacus. Put your tens on one stick and your ones on another to make a number.
Roll a dice to decide how many Cheerios to add to the tens and then the ones.
It looks like the number 24 (10, 20,21, 22, 23, 24) has been made so far. What number will it be when another ten is added?
Task – I would like you to show me these numbers in as many different ways as you can.
15 23 32 46
We have used tens grids, a 100 square and base 10 equipment this week, but there are lots of other ways to show numbers. I look forward to seeing all your ideas on Seesaw or through the Class 1 email.
Last week we looked at ordering instructions and using code to tell a computer what to do. Many of you had a try at the activity on Purple Mash and were able to get your fish to move up, down, left and right. Some of you even managed to get your fish to move ‘when clicked’.
When you write a code, it is easy to make mistakes. The steps might be in the wrong order, a step might be missing or it might need more detail. These mistakes are called Bugs.
Watch the clip from BBC bitesize to find out more.
I can’t tell you all enough how proud I am of you and how impressed I am with all the work and activities you are completing! It makes me smile when I see how hard you are working and how much you seem to be enjoying doing it all! Give yourselves a big pat on the back and your mums and dads too!! 👏🏻👏🏻👏🏻
I have set a 2do on Purplemash today for you to practice your a-e, e-e and i-e split digraphs
Watch the full story:
Were your predictions of what happened in the story correct?
Did you like this story?
If this story was a book it would have a blurb or if it was a longer film it would have a film trailer or advert.
Can you give a ‘snapshot’ of the story without giving the whole story away?
You could film this like a film trailer or write it like a blurb for the back of the book. Remember to give a summary and to interest the reader or viewer but leave them wanting more!
Counting – Practise counting in 10s using any of the activities from yesterday.
Next you will need your 100 square. If you have not collected yours from school yet, please use the one below on screen or download the one from yesterday.
Today we are going to practise finding numbers on a hundred square, then counting up to check we have found the correct one.
So if I say the number 25, you would circle or place an object on the number you think, then count up the tens and along the ones to check you have the correct one.
10, 20, 21, 22, 23, 24, 25.
For the number 42 you would count 10, 20, 30, 40, 41, 42.
Repeat with different numbers. Talk about how they were able to find the number.
They know it comes after 20. They recognise it is in the row where the numbers with 2 tens are (excluding 10s numbers). They know it is in the column where all the numbers have 5 ones. They know it is closer to 1 than 100 so look nearer the top.
Practical – We are going to practise making numbers using our base 10 equipment.
Don’t worry if you have not got your Maths pack yet. You can use all sorts of things for the tens rods and ones.
Spaghetti (10) and raisins (1)
French fries (10) and frozen peas (1) You may need to work quickly!!
Sticks (10) and stones (1)
or you could build them from Lego or make them from paper.
If I wanted to make 43, I would need 4 tens rods and 3 ones. Encourage your child to count in tens and then ones as they place their equipment down.
10, 20, 30, 40,41, 42, 43
Repeat with different numbers.
You can up the challenge of the task by asking questions like:
Make me a number bigger than 30.
If I added 10 more, how many would I have now?
Make me a number smaller than 50 that has 3 ones.
Make me a number between 30 and 40. How many tens would I need?
Task – Use the tens rods and ones to help answer the questions on the worksheet below. You can print the worksheet or display on screen and talk through the answers with your child. Do not feel you have to copy out the worksheet. A comment through Seesaw is enough to explain how your child is getting along.
Don’t worry about printing, just write the words down, 1-12.
e.g. 1. snake
Look at the picture below with the boy climbing shelves in the garage.
What feelings do you get from the garage?
Is it creepy/ dusty and old/ exciting etc?
What can you see on the shelves?
What kind of things do you think might be inside the boxes in Grandpa’s garage?
Try to use descriptive language and lots of adjectives.
There are boxes with ‘photographs’ and ‘memories’ written on them – what could the things inside show?
What could the trophies be for?
·Look at the shelf you can see in the garage. Can you think of some descriptive sentences to describe where things are what they are:
E.g. ‘On the dusty shelf, there are piles of old newspapers’ Have a go with other objects that you can see.
Try and make them as descriptive and interesting as possible!
Well done everyone for all your work yesterday. We all work at different levels, so please help your child to access the work according to their ability. Again on Purple Mash you will find a talking book which will allow you to access the counting part of the lesson in a more interactive way.
Apologises Class 1 my voice recording has an echo on and it is not working properly. I will try again in the morning and send a message through Seesaw as soon as I am successful.
Counting – Practise counting forwards and backwards from any number to 50. When using larger numbers you may wish to still give your child a few numbers to help them sequence. For example, if you want them to count on from 35 start by saying 33, 34, 35,… before going straight to ‘Count forward from 35.’ Counting backwards is also more difficult and may need a lead in. If you have managed to collect your 100 square from school, see if your child can point to the corresponding numbers as they count.
Task – Practise counting and recording larger numbers by grouping objects into groups of 10 and counting on to answer the questions. I recognise that some children are finding it difficult to record on Seesaw so I have just done a PDF worksheet for you to print or display on screen and talk through the answers with your child.
All the things that surround us are made from different materials.
Get your thinking cap on!
How many materials can you name?
I wonder how many you managed to come up with? Have a look at the picture below. The objects are made from different materials. What do you think they are made from?
We use a wide range of different materials daily; these might include:
Choose a material that you know. Go on a hunt around your house. How many things can you find made from that material? If you know lots of different materials you could try and find an object made from each type.
Take photographs or draw the things that you find and add labels to show what they are and what they are made from.
I want to start by saying a big well done to you all! You have all had a brilliant start to your home learning. I can see how hard you have all been working and sharing it all on Seesaw. Let’s have another great week this week and remember to keep having fun!
If you don’t remember your log on for epic reading I can resend it via email.
Here is a snapshot of Friday’s fantastic work!
Write out these sentences and fill in the correct missing word using the selection given.
I have set a 2do on Purplemash to practice spelling some compound words, 2 words that go together to make a new word e.g. football and farmyard
You will also get a spelling booklet with your maths pack, you can work on this over the next few weeks and move through it as quickly or slowly as you need to. If you need more practice of words with a specific sound then do this before moving on!
We are going to start some new work today which will take us over the next 2 weeks
The pictures below are all from a story.
The pictures from the story have got a bit jumbled up. Can you put them in the order you think they might go in to tell a story?
Who are the characters in the story?
You can choose now whether you:
Have a go at writing what you think the story is or
Write a sentence to go with each picture describing what you think is happening
Don’t worry about having the pictures printed out, I have assigned this activity on Seesaw so you can number the photographs directly on to the given template or just write a little note for each one to help you remember, e.g. Sitting, photograph, shelves, park as you order them.
I thought this was a fun activity you could try at some point this week.
Make a hot air balloon!
On Purple Mash, in your 2DOs, you will find a talking book which will allow you to access the counting part of the lesson in a more interactive way.
On the interactive lesson I am going to keep between 1-20 today until you get your 100 square, but you can use bigger numbers if you are more confident.
Counting – Practise counting forwards and backwards from any number to 20. It is easier if the children are given a few numbers to help them sequence before giving them just 1. For example, if you want them to count on from 15 start by saying 13, 14, 15,… before going straight to ‘Count on from 15?’
When you only get 1 number it can be a little trickier, but we can do things to help us out. If I didn’t know what number came after 12, I could start counting from 1 to help me out. However you can do it in a quicker way. Now I know you can all count to 10, so instead of starting from 1 we can start by counting from 10.
10, 11, 12, 13.
What numbers come after 15 18 14? Practise counting up from 10 to help you work out the answer or to check if you were right.
Practical – Have 20 objects (Pasta, Cheerios, small toys..) ready. Grab a handful to make a pile of objects. Try to have an amount between 10 – 20.
Can you estimate how many there are?
Place the objects in a ten frame to help count the objects. Encourage your child to start counting from 10 rather than count each individual object once they are in the frame.
Have several turns using different amounts of objects.
You use code to tell a computer what to do. Before you write code you need an algorithm.
An algorithm is a list of rules to follow in order to solve a problem.
Algorithms need to have their steps in the right order. Think about an algorithm for getting dressed in the morning. What if you put on your coat before your jumper? Your jumper would be on top of your coat and that would be silly! When you write an algorithm the order of the instructions is very important.
Copy out the steps onto separate pieces of paper. Can you put them in the correct order again? Put them in the wrong order and discuss what would happen? Take a step away. What would happen? Do you think I have included all the steps?
Now have a go at the Coding activity in your 2DOs on Purple Mash. Click on the videos as they will help you as you go along.
How do you think this picture was created? Was it painted, drawn or collaged?
Now have a go at recreating your favourite image. You could draw it or paint it just remember to use bright colours!
From next week we will begin a more structured sequence of Mathematics activities. These will include daily counting, practical activities and recorded written work. For this we have made a home learning resource pack for each child. This includes a 100 square, number lines, number fans, base 10 equipment and dice. We will contact you tomorrow with arrangements for collection.
This week we will be focusing on positional language activities as it will help with Coding in Computing.
So today we would like to start you off with this image to spark your mathematical imagination.
Can you come up with an activity to help you practise describing where things are?
Here are a few ideas to get you started.
Hide and seek – Choose an object from your house to hide. Finder tells the hider where they must hide it. – ‘Can you hide it under something?’ Give the finder clues using positional language if needed.
Can you find it? – Create/draw your own find it picture. Describe where the objects are found.
Position Map – Create your own map to include several objects. Can you position them in, on, next to, under, behind, in front of or between other objects? You might do a map to space and have an alien on the moon and a rocket behind a shooting star.
Where am I? – Build a structure from objects/construction toys. Use a smaller object to practise positioning it based on instructions given by another member of the family.