Write down as many words that you can see containing the /igh/ sound. How many words did you spot?
Today we would like you to closely look at two different types of books – fiction and non-fiction. We have lots of these that you will have enjoyed reading this year in the classroom and we hope that you may have at least a few of each at home. If this is not the case, please look at a few of the fiction and non-fiction books on the Oxford Owl website.
Here are a couple of our favourite choices from Oxford Owl:
Grab a selection of your own books.
Can you sort the books that you have found into two groups – fiction and non-fiction?
How do you know that you are correct?
What do we usually find in a fiction book?
What features might we see in a non-fiction book?
What’s the same about the front covers?
What’s different about these books?
What do we usually find at the front of a non-fiction book? What should we find at the back?
Can you say what a glossary might be for?
Can you list the features that we might find on each page of a non-fiction book?
What do we use non-fiction books for?
What do we use fiction books for?
Now look through one of your own non-fiction books, can you label these features with a sticky note or a piece of paper? If you don't have any non-fiction books at home, there's a document below with one that you can use for this activity.
heading caption photograph glossary index contents title author
Problem of the Day: Can you solve it? Send us your answer on Seesaw or by email.
Today we are learning to represent the number 100 and understand that it is equal to ten groups of ten.
You will need your tens Dienes from yesterday (or from the website below). You will also need to access the 100 Dienes block on the website or cut out this 100 block resource below:
Look at the image below.
Explain to children that, as they talked about yesterday, ten bricks make one pack.
Now we are going to put the packs of bricks into a box.
Ten packs of bricks fit in one box.
Count the packs of bricks in tens to 100, pointing to each image.
Say: Ten bricks make one pack. Ten packs make one box. Ten groups of ten are equal to one group of 100.
Ask: Can you show me ten ‘packs’ of bricks using Dienes? (children show ten rods of tens Dienes)
Introduce the hundred Dienes block and allow children to line up ten rods of ten to see that they are equivalent to 100.
Draw attention to the place value chart in the above image and explain:
Say: In bricks, 100 is one whole box with no spare packs and no single bricks. In numerals, we write a ‘1’ in the hundreds column of our place value chart and a zero in the tens and ones, to show it is one whole hundred with no extra tens or ones.
Explore this idea further by using the below worksheet. Here, children can see 100 objects, grouped in sets of 10. There are 10 of these sets.
Make 70 using 7 tens and line up the tens on the Dienes one hundred block, as in the example picture.
Ask: How many tens do I need to add to 70 to make 100? How do you know?
Say: We need to add three tens to 70 to make 100 because I can see three are missing.
Model lining up the three tens in the missing spaces to complete the 100 block.
Say: Seven tens and three tens are equal to ten tens. Ten tens are equal to 100. 70 and 30 make 100.
Model writing this on a part-whole model, as shown here.
Now complete the below worksheet.
Children to use the 100 bock and the tens Dienes to explore as many different number bonds to 100 that are a multiple of ten and write them in their part-whole model.
*If children are in need of further support, adults can write one of the number bonds in the part whole model for them and represent this on their 100 block using the tens Dienes. Children then work out the 'missing' number bond.
*Extension - can you write all of the addition and subtraction number facts that go with that number bond?
i.e 70 + 30 = 100
30 + 70 = 100
100 - 30 = 70
100 - 70 = 30