The Tyrrells School

Aspire, Care, Learn for Life



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



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


/or/ as in 'al':



/or/ as in 'a'



/or/ as in 'ore'



Now, can you have a go at correcting the spellings of these words containing the /or/ sound?


Today we are going to write sentences, sequencing them to form the start of a short narrative.

Last week you created your very own scarecrow character, who will now be the main character in your story. They know Harry O'Hay and Betty O'Barley and in your story they get invited to their wedding. The problem in the story (which creates a mini adventure) is that they need to think of and then create a great present to take to the wedding. 


Using the plan that you made last week, we'd like you to start to write your story today. There is no need to rush as you have two days to make this an amazing piece of work. You will remember that we broke the plan into five sections, today we are going to write ONLY the first three parts:  

Introduction - introduce your character and describe the setting. What do they look like? Where do they live? Think very carefully about how a story starts and choose a great way to begin...

Beginning - an invitation arrives! How does it get there? How does your character feel? How do they reply to the invitation?

Problem - your character has got to take a gift to the wedding. What are they going to take? How will your scarecrow character make it? 


As you will now be writing a story, you need to write in full sentences. As you write, try to remember our Year One writing objectives:

  • Start each new sentence with a capital letter and end it with a full stop.
  • Leave clear finger spaces.
  • Use neat handwriting, forming all of the letters correctly.
  • Remember to spell all of the Common Exception Words and High Frequency words correctly, use the word cards below to help you with this.
  • Use adjectives (describing words) to describe nouns (things).
  • Remember to use a capital letter for a name, place or time – Harry O’Hay, Barrow Farm, Saturday.
  • Choose some WOW words – instead of walked, could you try trotted, strolled or crept?
  • Can you include a question with a question mark in your story?
  • Can you include an exclamation sentence with an exclamation mark? (These should start with the words ‘how’ or ‘what’ and need to include a verb e.g. ‘What a wonderful wedding it was going to be!’)


We have included a lined page that you might like to use for your story (we think you’ll probably use more than one page, looking at your wonderful plans) – or you could write it all out neatly in your exercise book.


Don’t solve the problem of getting the present in your writing today, we are going to save that job for tomorrow!


The picture below and the pdf version of our story so far should help you to create a great piece of work. Look very carefully at all of the skills that we have used to write our sentences so far and try to include them in your writing.


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

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


Set up a shop again (or you could use the below picture as an online shop)! Explain that you need a new button for your coat. You only need one button and you have a 50 pence coin to pay for the new button.

Show the different buttons for sale priced at 30 pence, 20 pence, ten pence, five pence.



Ask: The red button costs ten pence. What will happen when I pay for the button with the 50 pence coin?

Recap that when we do not have the exact amount of money to pay for an item the shop keeper gives us change. Change is the amount of money left over when the shop keeper has taken away the value of the item being bought.


Children say: I give the shop keeper 50 pence. The shopkeeper takes away ten pence from the 50 pence for the button and gives the rest of the money back.


Express the problem using the ’first, then, now’ structure in order to identify the abstract equation: 50p - 10p = c



Represent this mental calculation using Dienes, describing it in terms of tens (five tens subtract one ten is equal to four tens).


Represent the calculation on a part-whole model.

Ask: How much change do I need? What coins could the shopkeeper give back as change?



Discuss the different options for 40 pence, e.g. four ten pence coins or two 20 pence coins.


Task 1

Adults have a 50 pence piece to spend in the button shop.

Adult selects a button from the button shop and hands over 50 pence.

Child states the price of the button and works out how much change is needed, representing the mental calculation using the Dienes.

Child gives adult their change and states the equation.

Adult checks they have the right change.


Use the example below to help you.



Now, explain that now we are going to shopping with a £1 coin.


Ask: How many pence are there in one pound?

Remind children that one pound is equal to 100 pence. Demonstrate this using Dienes.



Ask: I have £1. I buy a gold button, which costs 40 pence. How much change will I get?

What equation expresses my maths story?

100p - 40p = ?



Refer to children's knowledge of number bonds within ten. 10 subtract 4 is equal to 6. 100 subtract 40 is equal to 60. Model representing this using Dienes.

Represent the calculation on a part-whole model.

Children say: 100 pence subtract 40 pence is equal to 60 pence.

Ask: What coins could the shopkeeper give back as change?


Now, have a go at task 2 below. Use your Dienes to help you with giving the correct change.

If you wanted to, you could now have a go at Task 3!
The below video if a fun way to revise ways to make £1.