The Tyrrells School

Aspire, Care, Learn for Life



Today we will be revising the /oy/ sound and its alternative spellings.


Practise reading the below words out loud. Look out for the two different spelling patterns of /oy/.





Now, have a go at the following activity. Decide which 'oy' sound is missing.



Now, have a go at the following activity on Phonics Play, which helps you to practise identifying alternative spellings for /oy/.


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Spelling Test

*Please conduct a spelling test of the spellings given out last Thursday if you haven't already. New spellings to learn will be available tomorrow. These will be tested after half term!*


For English today we would like you to finish learning the poem that you started to learn yesterday. Can you remember the part that you have already learnt? Say it to someone else in your family. Could they give you a top tip to improve your performance? Have you used actions to help you remember your poem? Can you use a funny voice or even change the volume of your voice to improve your performance?


Rehearse your poem over and over again, just like we do at school, so that you can learn it really well. You could practise in front of a mirror or record yourself saying the poem. Watch it back and see where you can improve. Try to add some super expression and use the actions to help you remember each line. Keep saying the poem over and over again as you go about your daily activities; climbing the stairs, washing your hands, helping with the washing up, while you are out for a walk and as you clear up your toys. You’ll soon have it cracked!


Once you're happy with your performance, please film yourself and send a recording of you saying (not reading) the poem through on Seesaw, complete with actions and LOTS of expression. We are really looking forward to seeing them!


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

Today we will be learning to add equal groups.


Show five pots of pens with three pens in each pot.



Ask: What can you tell me about the pots of pens?

Emphasise that there is an equal number of pens in each group. This means we will be doing repeated addition or multiplication (introduced yesterday).


Ask: How many pens are there in each group?

How many groups are there?

How many pens are there altogether?


Write the abstract equation 3 + 3 + 3 + 3 + 3 = c



Draw a part-whole representation of this, questioning children on the number of parts.



Children say: Five groups of three are equal to 15. Five lots of three are equal to 15.

At this stage, children will still need to count individual items separately, especially for groups of three and four. However, children will be familiar with counting in twos and fives from transitions so refer to this when the repeated addition involves groups of two or five, as was the case in the previous lesson.


Have some empty pots and some pens.

Ask: How many pens are there altogether in five groups of two?


Ask children to set out five pots. Invite them to place two pens in each pot.

Show them how to count each pen to find out how many there are altogether.


Ask: Is there another way to count the pens?

Remind children of the counting in twos they have done throughout the year. Count in twos to find how many pens there are altogether, pointing to each group of two as you count.


Children say: Five groups of two are equal to ten. Five lots of two are equal to ten.


Task 1


Give children access to apparatus to organise their groups, e.g. plates, cake cases, pots, egg boxes, as well as objects to sort into groups, e.g. counters, cubes, pens, straws, buttons.


Child selects a card and reads out the repeated addition, e.g. two groups of three.

Child sets out the number of groups, for example, using the cups and places the correct number of objects in each group.

Child finds how many there are altogether.


Return to the Big Picture of the market scene below.



Ask: Four of the elves went to the biscuit stall and bought two biscuits each. How many biscuits did they buy altogether?


Give child a plate and ask them to represent the problem. 

Ask: What do the counters represent? What do the children represent?

How could we represent this problem on a part-whole model? How many parts will we need? How do you know?



Record the abstract equation below the pictorial representation: 2 + 2 + 2 + 2 = 8


Now, have a go at the below challenges. Draw part whole models to represent the problems for each question. You can use your 'counters' and 'plates' to work on them practically.