Hello!

Today can you warm up with some jumping? Ask your grown up to hold up one of your 1-20 number cards. Shout out the number as loud as you can and then do that many star jumps, counting them carefully!

Today we are going to work on identifying numbers that are one more or one less.

We are going to join Hedwig and watch another video from the Oak National Academy. Please stop the video once the teacher starts explaining the independent task however, as I would like you to complete the task I have set instead.

https://classroom.thenational.academy/lessons/to-identify-one-more-and-one-less-than-a-number-within-20-ccvkae?activity=video&step=2&view=1

Watch the first part of the video, but do not complete the independent task. Please complete the following task instead. It is very similar, but a bit less confusing!

You will need to draw out a table similar to this on a piece of paper. The middle column on the table says ‘My Number’. The left hand column says ‘One Less’ and the right hand column on the table says ‘One More’.

Here is a link to a PDF of the table, you can print  it off, or click on the link to make it easier for you to see the table and copy it.

One More One Less table to complete

You will also need your number line, and the number word mat from your resource pack.

There are two options for finding the number to go in the middle column.

You can either close your eyes and pick a number card, or you can put all your counters into a dish, grab a handful and count them.

When you have got your number, write the number digit and number word in the middle column of the table, like this.

Now find the number you have put on the table on your number line. Draw a circle around it.  I picked  the number 14, so I have found and circled the number 14 on the number  line. Use your jumps to work out what number is one less than the number you have written, in my case, the number 14. (Remember less means the number will be smaller) .

Now fill in that number digit and number word in the left hand column of the table, the ‘one less’ column.

one less than 14 is 13

13 is one less than 14.

Go back to your original number on the number line, use your jumps to work out, what is one more. Remember your number will get bigger.

Now write that number digit and number word into the ‘more than’ column of your table.

one more than 14 is 15

15 is one more than 14

Repeat this activity, using a different number. Either pick a different number card with your eyes closed or put the counters back into the dish and grab another handful.

Repeat this activity at least 8 times, filling in the table each time. Please send me a picture on Dojo.

Follow this link to play an interactive game to practise your one more and one less counting skills. Select the ‘1 more 1 less’ option and then click on numbers to 20.

https://www.topmarks.co.uk/learning-to-count/chopper-squad

Good morning everyone. Well done with your work yesterday, you all sound very well prepared for a trip to the South Pole!

Today we are going to think about something new in the story. Here is the story if you need reminding.

In the story the waves are described as being ‘as big as mountains.’

Can you say that? “As big as mountains”.

Mountains are very big aren’t they?!

When something is described as being ‘as’ or ‘like’ something else, it is called a simile.

We  use a simile when we are saying that something is like something else.

Here are some examples to explain this idea.

• If a little boy does not say very much, he is a quiet boy. We might say, ‘the boy was as quiet as a mouse’.
• Some cars are really fast, especially racing cars! We might say, ‘the car was as fast as a cheetah.’ 

Using similes  in your work can make your speaking and writing more interesting.

Here is a video I have made with my friend Monkey, explaining a little more about similes.

Today I would like you to have a go at writing some similes. Can you finish saying and then write out this sentence that I have started for you?

The plane was as loud as a…………

The girl was strong like ……..

Now try writing some sentences of your own, using these pictures:

Remember your capital letter, full stops and finger spaces. Once you have finished, send me a picture of your work on Dojo.

After you have written your sentences, have a go at this game.

https://www.ictgames.com/mobilePage/helpAHedgehog/index.html

Ask your grownup to select ‘Phase 3 ch, sh, th, ng’ and see how many words you can read. See if you can beat your high score!

Once you have played that game, ask your grownup to select ‘Phase 3 ccvc/cvcc words’ and have a go at that level too.

Can you read a Big Club book today too please.

Well done everyone, you are working really hard.

Hello everyone.

Well done on your work yesterday. I may use some of your tips to help me get to sleep! They were such great ideas!

Today we are going to look at another part of the story. Here is the full story to remind you:

In the story, the boy and the penguin travel to the South Pole.

They pack everything they need, and take it on their boat.

Today I would like to you think of what you would need if you were going to the South Pole.

The South Pole is covered in ice – it is very cold. Here is a video clip all about the South Pole.

Think about what you would need to take with you to the South Pole and why you would need it.

Here is my bag for the South Pole. Tell your grown up what I have packed. Use the conjunction ‘because’ to explain why I have packed these things.

Can you pack your own bag or draw a picture of what you would put in your bag, if you were travelling to the South Pole?

Please use the conjunction ‘because’ to explain why you would take those items.

For example, ‘I would take some gloves because my hands might get cold.’

Or ‘I will take some snacks because I might get hungry.’

Write a list, using the conjunction ‘because’ to explain why you have chosen to pack those items in your bag.

Send me some pictures of your work on Dojo.

Try this game to do with packing with your grownup.

Start with the sentence “When I went to the South Pole, I packed…” and start with one item, like this: “When I went to the South Pole, I packed a scarf.”

Then it is your grownup’s turn, and they must add an item to your list. They might say, “When I went to the South Pole, I packed a scarf and a hat.”

Then it is your turn again. You might say, “When I went to the South Pole, I packed a scarf, a hat and some shoes.”

Keep adding more items to your list until one of you forgets something on the list! How many can you remember?

Please also read a Bug Club book to your grown up, Miss Jones and I are really impressed with your reading so far. Well done everyone!

We are going to warm up using some big numbers in this song today!

Start by playing a jumping game with your grown up.

Place all your cards from 1 – 20 in order on the floor.  How fast can you get them in the right order? Space them out a bit so you have some space in between each number.

Stand at number 1. Ask your grown up to say a number, jump along the number line  saying the numbers as you go. Stop when you get to the number your grown up said.

Repeat a few times.

Now gather up all your number cards to 20. Get your number line from your resource pack. Pick a number card, find the number on your number line and draw a circle around it.

Now you are going to join Hedwig to watch another Oak National Academy Maths video.

Today you are going to be looking at number lines and where numbers to 20 fit on a number line.

You will need some paper and a pencil to join in with the activity.

https://classroom.thenational.academy/lessons/to-position-numbers-to-20-on-a-number-line-6mw6ac?activity=video&step=2&view=1

There is a quiz to do at the end of the video.

Here is the link to an interactive game, so you can practise filling in the missing numbers on a number line.

https://www.math4childrenplus.com/missing-number-penalty-shooter-game/