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Thursday

Spellings

*Please conduct a spelling test of the spellings given out on the Friday before Easter if you haven't already. New spellings to learn will be available on Friday's page. Please test these next Thursday!*

Phonics
Today we are continuing with the /igh/ family. Watch a few of the videos below that will help you to revise some of the alternative spellings of the /igh/ sound.
Have a go at the game below. We hope you enjoy it!

English

Today we are going to look at the use of a capital letter for names of people, places, the days of the week and the personal pronoun ‘I’.

Ask your child to recall when we MUST use a capital letter at the start of a word. Give them a challenge! In 60 seconds, write down as many words as you can think of that NEED to start with a capital letter, wherever they are in a sentence.

From your child’s answers, group these into people, places, days of the week/ months of the year etc. Has anyone written down the word ‘I’?

Give each group a heading – names of people, places, days and months. Can you think of another one or two words to go in each section?

Now watch this catchy little video...

You can then run through this short teaching PowerPoint, or use the pdf version, which explains all about proper nouns and when we need to use a capital letter in our writing. 

Finally, complete the worksheet below and then write five sentences of your own using capital letters for proper nouns where you need to. Don't forget to email your completed work to us, or post it in Seesaw for us to see.

Maths

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

Today we will learning to represent numbers to 100 as number bonds.

 

First thing's first, lets show the adults how we warm up for our Maths in class! Yes everyone, we are going to do The Digit Dance (including all adults!!).

Give children a cut up version of the activity below. Can children match the numbers with their part-whole model and number line representations? Discuss similarities and differences between the different representations.

Show children the below representation of 59.

Ask: Ismail says he has made the number 95. Is he correct? Why/why not?

 

Show children the number 95 using Dienes.

 

Ask them to correct this to 59 using Dienes, drawing attention to the parallels between the pack of 10 bricks and the Dienes ten block being made of ten ones.

Repeat the following sentences:

50 and 9 make 59.

59 is 50 and 9.

59 is five groups of ten and nine ones.

 

Show the below expressions:

59 = 50 and 9

59 = 50 + 9

Show the part-whole number bond representation:

Represent the 59 on the part whole model below using Dienes. Put 5 tens in one part and 9 ones in the other (you could always draw them in if you have not cut out your Dienes). 

Complete the activity below.

Children count in groups of tens and then ones to find the number represented.

They make the same number using Dienes blocks.

Children to use this to fill in the missing numbers on the part-whole model and place value chart.

The below activity has part of the number bond already filled in and children can fill in the missing number bond. 
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