## The Tyrrells School

Aspire, Care, Learn for Life

# Monday

English and Phonics

Today we are going to revise spelling words which contain split digraphs. Watch the video below to refresh your memory on how this sound works.

Now have a go at reading words containing split digraphs below. Did you get them all correct?
Now time for a quiz!

Children to practise spelling real and pseudo or 'alien' words using split diagraphs.

Parents to read out the words in the below document. Children to listen to the words and apply the correct split digraph sound to spell each word. Children to correct their own spellings at the end of the test.

Complete the below activities to continue to explore the split digraph phonics rule. Children can choose their own challenge.

Maths

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

Warm up:

Play ‘one more’ and ‘one less’ tennis. Adult says a number and swings an imaginary tennis racket ‘batting’ the number to the child. Child says ‘one more’ than the number and bats it back. Repeat the game but change the rules to ‘one less’. Challenge with ‘ten more’ and ‘ten less’ rules.

Today we are learning to compare numbers within 100 on a number line.

Using either of the the number lines below, begin skip counting in tens on the number line, and emphasise that each number is greater than the previous one.

Then count backwards in tens, emphasising that each number is ten less than the one before.

Skip count in tens starting at five to show children that when we count in tens, the numbers do not need to be multiples of ten. Again, emphasise that the numbers are getting greater.

Ask children to repeat: The further a number is from zero, the greater its value. The closer a number is to zero, the less its value.

Say: I have the numbers 23 and 73.

Ask: Which number is further from zero?

Which number has a greater value? How do you know?

Plot the numbers on the number line together. Children justify their answers using the sentences practised; ‘The closer a number is to zero, the less its value. The further a number is from zero, the greater ts value.’.

Work through each example in the activity below.

Adult makes the first number using Dienes or by pointing on a number line.

Child makes the second number on Dienes or points to the number on the number line.

Child says which number is greater and explains why.

Child says which number is less and explains why.

Show children the below image which presents a money problem. Read the problem with children and ask them to pick out the key information.

Ask: How could we compare Antonio, Bella and Carlos’s money?

Ask children to mark where each number lies on the number line.

Ask: Who has the most money? Who has the least money? How do you know?

Show children problem 2 which compares sticks and bricks, two of which are equal in value.

Ask: Who has the most sticks or bricks? Who has the least?

Children to repeat: The pig with blue trousers has thirty five sticks and the pig with purple trousers has 35 bricks. The number of sticks is equal to the number of bricks.

Complete the activity below.

Children to mark each of the three numbers on the number line. In each case, they decide who has the most or least of the given items. They check their answers using Dienes by making the smallest number, then adding Dienes to make the middle value, then finally the greatest value.

In question 3, children roll a die to generate five digits. They then investigate the greatest and smallest numbers they can make, as well as being provided other constraints, such as number greater than 50. You can access a 10-sided die on Google by typing in the information as shown below:

*If further support is needed, adults can add arrows to show the position of the numbers on the number line and children use this to compare the numbers.

Alternatively, an adult makes the numbers on Dienes in advance and the child matches each Dienes representation to a picture and uses this to compare the numbers.

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