Aut3.7.2 – Add 2-digit and 3-digit numbers – crossing 10 or 100 from White Rose Maths on Vimeo.
Cheeky challenge
HINT:Remember to explain your reasoning and problem solving by using the STEM sentence openers
Hawkstone
Aut4.11.2 – Multiply and divide by 3 from White Rose Maths on Vimeo.
There is no worksheet today this a recap of all of last week’s work. Please answer the questions in the video.
HINT: Remember to explain your reasoning and problem solving by using the STEM sentence openers
Here is a video of Miss Jones reading the story Noah’s Ark.
Noah and his family took two of every type of animal and travelled all around the world on their ark.
This reminds me of another story about animals who travel the world. It is one of my favourite stories. It is called ‘The Snail and the Whale’ and it was written by Julia Donaldson. The snail crawls onto the tail of the whale and they travel together around the world seeing amazing sights and having great adventures. Here is the story.
Today I’d like you to imagine that you are going on a journey around the world. Think about where you would like to visit. Do you have a favourite place? Would you like to visit hot countries like this?
Would you visit a cold country like this?
Ask your grown up to help you explore some of these places, either by looking at books or researching them on the internet.
Here is a link to an online atlas.
https://kids.britannica.com/kids/browse/atlas
Draw a map, showing the places you will visit and the route you will travel. It might look a little bit like these maps.
Ask your grown up to take a photo of your work and send it to me on dojo, so that I can see your travel map.
Swans/Year 1 – I’d like you to extend this activity by writing a list of things you will need to remember to pack and take with you on your epic journey around the world! You will need clothes, food and drinks, soap, toothpaste and more. What things will you need to pack?
If you are visiting a cold country, you will need to pack some extra things – what might they be?
If you are visiting a hot country, you will also need to pack some extra things – what might they be?
Use your Fred Talk to carefully sound out and write your packing list. Send me a picture so that I can see your amazing work!
Last week we looked at making 2 digit numbers using tens and ones. We used our tens frames and counters to make 2 digit numbers.
We also watched these videos. Here they are again, along with the accompanying worksheet, if you and your child want to revise the content again.
These slides show us how we can use cubes to make 2 digit numbers too. Let’s count together.
Can you see what happened to the ten cubes? They have joined together to make a ten. 10 ones is equal to 1 ten. Now we have 1 ‘ten’ lets make another. Let’s carry on counting. Grown ups please emphasise how the 2digit numbers are made up. I have written what to say under the next few slides.
1 ten and 1 one equals 11
1 ten and 2 ones equals 12
1 ten and 3 ones equals 13
2 tens equals 20.
10 + 10 = 20
We can count in tens, Each time adding on ten more
10,20,
This video will also help to explain the concept to your child.
Here are some interactive games for your child to play to reinforce the concept of 2 digit numbers being made of tens and ones.
IXL – Count tens and ones – up to 20 (Year 1 maths practice)
IXL – Show numbers on ten frames – up to 20 (Year 1 maths practice)
This game is about counting up to 100.
You will need the board which you can download here, an ordinary dice and a pair of matching counters for each player.
How to play the game:
To start put both your counters on “0” – which is the snail’s eye!
The first player throws the dice and moves one of their counters that number along the snail’s body. Take turns at throwing the dice.
After you get to “9” the first counter goes back to “0” and the second counter goes onto “1 ten”.
Go on moving the first counter along the snail’s body and moving the second counter to the next “ten” every time you get to the end and go from 9 to 0.
The winner is the first to reach “100”.
Our literacy this week is again based on the story ‘What We’ll Build’ by Oliver Jeffers.
Here is the story if you want to watch it again.
We have already done quite a bit of work linked to this story. I have been so impressed with you all. I have loved seeing where you think the door leads to. Such beautiful places, that I would love to visit!
Today we are going to look at this page from the book. I think it is one of may favourite pictures from the story. What do you think?
The picture is full of lovely things to look at. What can you see in the picture? Tell your grown up. Remember to speak in full sentences, starting with ‘I can see…..’
Now I’d like you to watch this video I have made. You will need some paper (you can use the green book that was in your pack) and a pencil to join in.
I’d like you to have a go now at writing some more sentences about what you can see in the picture.
Extension work – Look out of the window. What can you see? Can you write some ‘I can see’ sentences about what you can see outside. Remember to add adjectives (describing words) to make your sentences more exciting. I wonder if any of you can use the connective word ‘and’ in your sentences?
Send me pictures of your work on dojo please – It makes me so happy to see what you have been doing and I can award dojo points too!
Please also look at the spellings for this week. Even though you are not in school to have a spelling test, it is really important that you learn how to spell these words. Spelling them correctly will make your writing even more fantastic!
Please also read a Bug Club Book. If you practise your reading everyday, you will continue to improve and you will become a superstar reader!
This week the work is all linked to the story ‘The Gingerbread Man’. Here is an animated version for you to enjoy.
Here is a familiar face reading the story to you. Mrs Kenning is missing you all very much!
Here is another version of the story.
And finally, here is our favourite Mr Tumble reading ‘The Gingerbread Man’
Communication, Language and Literacy
Cut out the story sequencing pictures from your resource pack. Ask your child to put them in the correct order. They will need lots of verbal prompts. Ask them what happens at the start of the story? What happens next? What is next? What happens at the end of the story?
Man (as in gingerbread man) starts with ‘m’. When teaching phonics, we say a long mmm sound rather than the capital ’em’ letter name. This is the picture and phrase we use to teach the sound in school.
When we are writing a ‘m’ we tell the children to start at Maisie’s head, go down Maisie and the over the mountain and over the mountain (Maisie mountain mountain)
This video will help explain.
Encourage your child to have a go at forming a ‘m’. Perhaps they could use their finger in a plate of flour/sand/glitter/salt. They could use their magic pointy finger and write a ‘m’ in the air or on the floor. They will enjoy trying to form it. They might enjoy writing ‘m’ in water. They could dip their finger, a cotton bud or a paintbrush into water and try to write a ‘m’ on a piece of paper or card. If you can go outside, they could try writing with water on the floor outside and then watch it disappear. Or encourage them to hold a pencil correctly and have a go at writing it on paper.
Here are the Alphablocks on CBeebies learning about the gingerbread man and practising the ‘m’ sound.
https://www.bbc.co.uk/cbeebies/watch/alphablocks-man
Gather a selection of items that begin with a ‘m’ (monkey, mat, mirror, man, milk, moon, map, mop, mouse). Place them on the table or floor in front of you and play I spy. Emphasise the ‘mmm’ sound at the start of the word.
Here is Mrs Allcock playing I Spy with ‘m’ objects.
Practise name writing with your child.
Here is a link to access some listening game activities with your child. Learning to listen and hear specific sounds is part of the crucial Phase 1 level of teaching phonics.
T-L-5619-General-Sound-Discrimination-Environmental-Sounds-Home-Learning-Challenge-Sheet-FS1
Here are two online games that support listening skills. Your child will have to listen carefully and identify the sounds they can hear.
https://www.phonicsbloom.com/uk/game/match-sounds?phase=1
https://www.phonicsbloom.com/uk/game/whats-behind-the-door?phase=1
Maths
Use a sheet of paper, card or cardboard box and cut out a gingerbread man shape (a cereal box is perfect for this). If your child would like a brown gingerbread man like the one in the story they could colour or paint their gingerbread man. Using bottle lids, ask your child to give their gingerbread man 2 eyes. Can they give him a nose? How about some buttons? Can they count how many buttons they have put on the gingerbread man? Can they count the eyes? Nose?
If your child is confident at recognising numbers, you could use the number cards from your resource pack. Show your child a number and ask them to put that many buttons on the gingerbread man. You could extend them further by asking them to try and write the number too. Or find it on their number tracing mat and trace over it.
Here is the link to an online maths game. Your child will be asked to give the gingerbread man a certain number of buttons.
https://www.topmarks.co.uk/learning-to-count/gingerbread-man-game
Expressive Art and Design
Melody listens to a piece of Greek music in this clip which makes her imagine the story of the gingerbread man.
https://www.bbc.co.uk/cbeebies/stories/melody-gingerbread-man
Encourage your child to move slowly and then faster to the music as it changes.
Make a shaker by using the cardboard tube from a kitchen or toilet roll. Cover one end with paper or foil and sellotape it in place. Put some pieces of dry pasta or some rice into the tube and cover and tape the other end securely. Ask your child to use the shaker as they listen to the music again. Can they shake it quickly? Can they shake it slowly? Can they make a loud sound? Can they make a quiet sound?
Your child might enjoy decorating their shaker with crayons, paints or stickers.
Cut out the story character stick puppets from your resource pack. Sellotape them to a pencil, lolly stick, paintbrush or spoon and encourage your child to retell the story using puppets.
Physical Development
Follow this link to work with Duggee and Rebecca and practise some yoga moves.
https://www.bbc.co.uk/cbeebies/watch/yoga-with-rebecca-and-duggee
Here is a dance and freeze song for your child to join in with.
This video combines yoga poses, movement and the gingerbread man story.
Understanding the World.
Here is a simple playdough recipe. Perhaps you could make some with your child? If you add a little chocolate powder it will make a brown dough. If you add some ground ginger spice, your dough will smell like the gingerbread man!
You need:
Method:
Make a real gingerbread man! If you don’t have a gingerbread man shaped cutter you could use a plastic cup to cut out circle shapes and make gingerbread man faces.
Jojo and Gran gran bake together in this Cbeebies programme. They bake banana bread.
https://www.bbc.co.uk/iplayer/episode/m000gqjy/jojo-gran-gran-spring-6-its-time-to-bake
Crossing the river activity.
This is an activity you could do with your child at bath time! Or if you’d rather, use a washing up bowl with some water. The bath, or bowl of water are your river.
Make a little paper gingerbread man, and pop him in a boat (a boat bath toy, empty plastic tub – yoghurt or margarine tub, a boat made from plastic building blocks or even a washing up sponge). Challenge your child to get the gingerbread man from one side of the river to the other without touching him. Encourage them to blow the boat or move the water with their hands or feet. Can they get him across without the gingerbread man falling into the water?
Here are the spellings for the week beginning the 18th January. the test will be on Friday 22nd January.
| high |
| night |
| light |
| bright |
| right |
| fright |
| was |
| his |
| her |
| says |
In this picture the characters are all saying sorry to each other.
Have you ever had to say sorry? How did it make you feel?
There is a tunnel built in the story. Where does it lead?
Today you are going to do some reading. Here are some sentences to read. They describe one of the tunnel pictures below. Can you read the sentences and decide which of the tunnel pictures it is describing?
Well done for matching the sentences to the pictures!
Can you build a tunnel in your house using blankets? Or do you have a construction kit you could use? Or use tubes from the inside of a toilet or kitchen roll to create tunnels for small toys to use…
Here are some links to some phonics games you might enjoy using. Please work within phase 3,4 and 5.
Have a go at spelling your spelling words – how many can you spell by yourself now?
Please can you continue to work in the phonics book and read a Bug Club book.
Start by singing our count to 10 song.
Challenge your child to order the 10s (10,20,30,40,50,60,70,80,90,100) number cards from their resource pack again. Make it a fun game by using the timer on your phone. How long does it take them to order the cards? Can they beat their time? Pretend you are struggling to do it faster than them!
You have worked really hard with your maths home learning this week. Today I’d like you to have a go at some online maths games. You can practise your maths and have fun.
This is the link to the BBC Bitesize Maths game. Please select the number and place value topic. Start with the bronze level.
This link takes you to a website called Splashlearn. It has 3 maths games for children in Year 1.
https://uk.splashlearn.com/place-value-games-for-year-1
Please also complete some maths on your Numbots game – how many gold coins can you win?
Here is Miss Wright reading the story ‘What We’ll Build’ by Oliver Jeffers.
Look at this picture from the book. It is talking about the future. The word future means somethings that is going to happen, it has not happened yet. In the future, you will go into year 2. In the future you will go to secondary school (maybe the Marches school). In the future, you will be a grown up.
What things can you see in the picture? What do you think the future holds for the story characters?
What do you imagine for your future? What will you do when you have finished Holy Trinity? When you have finished secondary school, do you think you will go to college or university? What job will you have when you are a grown up? Where will you live? Do you think you would like to be a mummy or a daddy when you are older? Will you travel to exciting places? The future can be anything you want it to be!
Write about your future for me. You will need to write using full sentences. Follow this link to BBC Bitesize to learn about how sentences work.
https://www.bbc.co.uk/bitesize/articles/zdh2dp3
Start your writing your sentence with this sentence starter – In the future I will… and then tell me your plans. They can be as exciting as you can imagine.
Your sentences might say something like this.
In the future I will be an astronaut. I will visit space in my rocket. In the future I will live with my friends in a big house. We will have lots of fun!
Make sure you use capital letters and full stops. You might even remember to use an exclamation mark if you need to. Don’t forget finger spaces between your words. You have letter and word mats to help you to spell tricky words. Use your Fred Talk to help write as many phonics sounds from the words as you can. Use your letter mat to make sure your letters are formed correctly. Ask your grown up to write the word ‘future’ for you to copy so that you can spell it correctly.
Send me a picture of your work on Dojo!
Don’t forget to read a Bug Club book, and work towards completing the first phonics book that came home.
Sing these songs first and join in with the actions to warm up. I think you will be getting really good at counting in 10s now!
Using the 10s number cards from your pack (10,20,30,40,50,60,70,80,90,100) challenge your child to place them in the correct order. You could play the game I demonstrated yesterday and turn one of the cards over so it is face down. Can your child work out which number card is turned over?
Yesterday we learned about 1 more and 1 less using numbers. Tell your grown ups the answer to these questions.
Tricky Ones!!!
Well Done!
Today we are going to comparing groups of objects. Here is a video for you to watch.
Use the tens frames and counters from your resource pack.
Ask your child to compete question 4 from the accompanying sheet (shown below) practically.
For the first part of question 4 (question a) ask your child to put counters onto two tens frames.
The first tens frame needs a greater amount of counters than the second tens frame.
If your child puts 7 counters on the first tens frame, the second tens frame would need a number of counters that is less than 7, for example 3 counters.
Ask your child to say the sentences, which in the case if the example above would be “7 is greater than 3”.
Ask them to put counters on the tens frames to make the rest of the statements on the sheet correct.
Here is the sheet to accompany the video. If you cannot print it off, read the questions and ask your child to write the answers on some paper.
Middleton Road,
Oswestry,
SY11 2LF
