Phonics

We continue to revise the /or/ family today with the following three spelling patterns:

Now, read these words aloud with an adult which use different spellings of /or/.

/or/ as 'our'

fourth

court

pour

fourteen

/or/ as 'augh'

naughty

caught

taught

daughter

/or/ as 'ough'

thought

brought

bought

Now you can play 'Which one is correct? - is it A, or is it B? Look carefully at each spelling pattern... which one 'looks' correct?

Finally, can you read the red words below and then group these words according to their spelling under the different /or/ patterns in blue?

English

Spellings

Here are your spellings to practise for next week. How did you get on in your test?

Handwriting

Have a look at the next part of the number formation video below and then complete the handwriting sheet or have a go on your own in your exercise book. Don't forget the golden handwriting rules!

(Can you remember them? Tell someone else what they are!)

****   PLEASE IGNORE the lead up on the number one, it's impossible to create this number correctly on a PC - but we JUST draw a straight line down for the number 1 at school.   ****

Reading

There are three levels to choose from for this activity. Please just complete one sheet and choose the level most appropriate for your child. There's some guidance on how tricky each level is in the image below.

Children should read the text and then answer the questions, giving as much detail as possible. Sometimes they are asked to answer in full sentences, so please encourage them to do this where appropriate. 

The reading task guidance gives you an outline of the type of questions used in these comprehension exercises - and some ideas of the type of questions that you can use when reading at any time with your children at home.

Maths

Problem of the Day: Can you solve it? Send us your answer on Seesaw please.

Today we will be learning how to calculate the amount of change needed. 

Show your child the picture of a toy shop or create your own. Explain that you are going to choose a toy from the toy shop and you have a ten pound note to spend.

Explain that when we do not have the exact amount of money to pay for an item, we give the shopkeeper more and then they give change back. The shopkeeper has extra notes and coins in the till for change. 

Use this example:

Say: To begin with I have £10. Then I buy a trumpet. How much money do I have now?

Ask: How much change will I need from the shop keeper?

Ask: What equation expresses this maths story? 

Explain that the shopkeeper will keep the £10 note but he needs to take away three pounds because that is how much the trumpet costs.

The shop keeper can’t take away from the ten pound note so he will have to exchange it for ten pound coins.  

The shop keeper must then give back the amount that is left over once he has taken away three pounds. Show a representation using Dienes or cubes, making ten and then removing three cubes together. 

Can you write the corresponding equation together? £10 - £3 = £7.

Your child should be encouraged to use the number bond to ten rather than counting back in ones.

The shop keeper must give seven pounds back in change.

Use the following image to repeat this process and then write the corresponding equation:

Task One: 

Using the Toy Shop above, carry out some role play with change.

Child to have a ten pound note and ten pound coins.

Adult selects a toy from the toy shop.

Child states the price of the toy and works out how much change is needed. Child gives adult their change.

Child then states the equation and checks they have given the right change.

Explain that now we are going to the shop with a £20 note.

Ask: I start with a £20 note. Then I buy a jack in the box, which costs £6. How much change will I get?

Ask: What equation expresses the maths story?     £20 - £6 = ?

Model exchanging the twenty pound note for twenty pound coins.

Remove six pounds and explain that this is the value of the jack in the box. The rest of the money will be given back to the customer as change. You can also model a parallel representation using cubes or Dienes, counting two groups of ten and then removing six as a whole block (rather than counting back in ones).

Ask: How much money is left?

There are 14 pounds left. 20 pounds subtract six pounds is equal to 14 pounds.

Ask: Instead of giving the customer 14 one pound coins, what notes or coins could the shop keeper give back as change?

Ask: Is there another way to give 14 pounds as change?

Work with your child and exchange the pound coins accordingly, e.g. exchange ten of the pound coins to one ten pound note to give change as one ten pound note and four pound coins.

Task Two:

Using a £20 note and more than 20 pound coins, ask your child to buy one or two toys from the toy shop and work out how much change they will get from a twenty pound note.

They then select coins or notes to represent the amount of change given and record this on the sheet below. 

Challenge: 

Karina started with £20. She bought two toys from the shop. She received £9 change. Which two items did she buy?