Aspire, Care, Learn for Life
Today we will be revising the /ur/ sound and its alternative spellings.
Practise reading the below words out loud. Look out for the five different spelling patterns of /ur/.
Now have a go at completing the sentences below.
Now, have a go at the following activity on Phonics Play, which helps you to practise identifying alternative spellings for /ur/.
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Here are your spellings to practise for next week. How did you get on in your test?
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!)
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.
Problem of the Day: Can you solve it? Send us your answer on Seesaw please.
Today we are learning to solve problems using repeated addition.
Explain to children that today they will be cracking a secret code.
Show children a large envelope and tell them the code is hidden inside this envelope. The code is made up of 2-D shapes and children will be given clues, such as the shapes in the code have 12 sides in total.
Ask: What names of shapes do you remember? What shapes could be in the code?
Children should be familiar with the shapes circle, rectangle, square and triangle, but should not go beyond these at this point.
Have a look at the picture above.
Ask: How many sides does one square have? Children say: A square has four (equal) sides. Ask: How many sides do two squares have in total? Children say: Two squares have eight sides in total. Extend this to four squares. Children can draw the squares on a piece of paper to help them to work this out.
Record the abstract equation 4 + 4 + 4 + 4 = 16 and input on a part- whole model. Explain that the four ‘parts’ on the part-whole model represent the four squares. The number ‘4’ in each part represents the number of sides each square has.
Now have a go at the task below which focuses on the language ‘lots of’.
Children to pick a representation of a number of shapes and describes the number of sides as ‘lots of’ from the document below.
Return to the envelope.
Tell children that the first code is made up of the same shape repeated in a sequence, e.g. five squares or three triangles. Their task is to use the clue to crack the code.Clue: The shapes have 12 sides in total.
Ask: What could the code be? How many triangles would have 12 sides? How many squares? How many rectangles? Take suggestions from children, then give children 12 lollipop sticks or cut up strips of paper or anything you can find around the house that could represent a side. Model how to form triangles and squares with these to investigate.
Establish that the code could be four triangles, three squares or three rectangles.
This investigation could develop in a number of ways. Once pupils have established that the code for 24 must be either eight triangles or six quadrilaterals, they could look at the relationship between this and the first code (12). Can they see any patterns? Why do they think they occur?
Can they see any patterns? Why do they think they occur? An alternative is to give a third clue: the shapes have 15 sides in total. Could the code be made only from squares or rectangles? Could it be made just from triangles? Could it be made from a combination of shapes? Another clue could be that there are 17 sides in total in the bag and there is more than one type of 2-D shape in the code. What could the code be? Explain that it doesn’t matter what order the shapes are in.
Children could record this investigation by drawing the different possibilities and by representing their solutions on a part-whole model.