## The Tyrrells School

Aspire, Care, Learn for Life

# Friday

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 letter 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!)

## Handwriting video

There are three levels to choose from for this activity. Please 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

Today we are learning to develop understanding of halves and quarters of quantities.

Show children six apples and explain that you want to find half.

Ask:  What will I do to halve them? What does that mean? Explain that when we halve a quantity, we divide it into two equal groups. Find 6 objects from the house and demonstrate sharing the apples unfairly between you and your child, then claim that you have halved the apples because both of you have some apples. Children should disagree.

Ask: Why have I not halved the apples? We both have some!

Children say: Both people must have the same amount for it to be half.

Correct the distribution of apples by taking all the apples back and then sharing them one at a time. Model checking by counting the total for each person at the end.

Children say: Each person has three apples. Three is half of six. When we divide the whole into two equal parts, we find one half.

The picture below shows the different representations of halving six.

Show children the picture below of four apples and another a bag of four apples. Explain that you cannot see how many apples are in the bag. Explain that the apples have been halved.

Ask: How many apples are there in total? Give children time to discuss and reason. Reasoning should be along the lines of:

Children say: Half means the whole has been divided into two equal parts.  The girl has four apples so there must also be four apples in the bag. The whole is eight. Half of eight is four.

Show children more examples of this below:

Exploring halves: Look at worksheet A below:

Ask children to read the speech bubble, e.g. “I have half of the apples. Sally has the other half. Two is one half.” Then ask children to represent each half using cubes (or other objects from around the house) in the ‘parts’ of a part-whole model, then bring them together into the whole.

Children to state the whole, e.g. “Four is the whole.” The final example is open-ended, with no values given for the half. Using cubes, children can make their own examples, using the same language structure.

Understanding of quarters of quantities Show children 12 apples and explain that you want to find one quarter.

Ask: What will I do to find one quarter? What does that mean? How many children will I share my apples between? Remind children that when we find one quarter of a quantity, we divide it into four equal groups.

Children should recognise that these are not quarter as they are not equal.

Ask: Have I divided my apples into quarters? Why? Why not?

Children say: You have not divided the apples into quarters because quarters are four equal parts of one whole.

Ask children to distribute 12 objects by sharing them one at a time.

Children say: Each child has three apples. One quarter of 12 is three. When we divide the whole into four equal parts, we find a quarter.

Below are show different representations of finding a quarter of 12:

Show children the picture below and explain that the child has a quarter of the total amount of apples.

Ask: How many apples are there in total? Give children time to discuss and reason. Reasoning should be along the lines of:

Children say: One quarter is one of four equal parts. I can see one part is two apples. That means the other children all have two apples. Two, four, six, eight. The whole is eight. A quarter of eight is two. Have a go using further examples where only one quarter is visible and children identify the whole using their understanding that a half is one of two equal parts.

Show children worksheet B.

The questions give children a pictorial representation (apples) of one quarter. They must draw the remaining three quarters (as in the first question), then identify the whole and one quarter. Children should represent each question using objects from around the house to support their conceptual understanding and their links between concrete, pictorial and abstract representations.

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