REMOTE WEEK 5

Listen to the Mr Funny story by clicking on the picture!

ANOTHER WONDERFUL WEEK FROM CLASS ONE! GREAT LEARNING EVERYBODY!

This Friday our afternoon fun zoom will be

'bring your favourite teddy'.

MATHS

Monday: Today we will add numbers within 20 by first making 10. Children will use their understanding of the part whole model and numbers bonds within 10 to make 10 first and then add on the remaining ones. In this lesson, children will focus on fluency by using tens frames in a practical context to help them see how number bonds to 10 can be made and how this can help them to add by making 10.

Ask questions such as: How did you count the counters? Do you need to count them all? Which number did you start from? Which number would you start counting from on the number line? How did your number bonds to 10 help you to solve the problem? How can you move the counters to help you find the total?

Tuesday: Building from last lesson, children can build on their knowledge of commutativity and see that it does not matter which number comes first when using this strategy. Children will use tens frames to help them see how number bonds to 10 can help them. In this lesson, children will complete the activities and may use practical equipment to help them.

Ask questions such as: How did you count the counters? Do you need to count them all? Which number did you start from? Which number would you start counting from on the number line? How did your number bonds to 10 help you to solve the problem? How can you move the counters to help you find the total?

Wednesday: Children will build on the language of subtraction, recognising and using the subtraction symbol within 20. The use of zero is important so children know that when nothing is taken away the start number remains the same. In this lesson, children will focus on fluency subtracting (not crossing 10) practically using counters.

Ask questions such as:
How many were first? What happened then? 
How many subtracted? How many taken away? How many now? How did you do this?
What is the calculation?

Thursday: As children will now be familiar with the method of subtraction, they will build on this knowledge to represent subtractions in first, then, now grids and on ten frames and part-whole models.

Ask questions such as: How many were first? What happened then? How many subtracted? How many taken away? How many now? How did you do this? What calculation shows this? What part-whole model shows this? How can we complete the ten frame to show this?

Friday: Children will use knowledge from the small steps taught in the week to complete an addition and subtraction sheet.
Ask questions such as: What method did you use? What methods are you confident with? What did you find challenging?

Below you will find the sheets for the week.  I have also uploaded the presentation slides for this week too, in case you wanted to go back over any of the learning that has taken place.  In the files below there are also extension worksheets and mastery cards for you to extend your child if they are confident.

Name
 Year1-ACTIVITY-Addition-and-subtraction-calculationsFRIDAY.pdfDownload
 Year1-ACTIVITY-Number-frame-subtractionTHURSDAY.pdfDownload
 Year1-ACTIVITY-Subtraction-mix-upWEDNESDAY EXTENSION.pdfDownload
 Year1-MASTERY-CARDS-Subtraction-Not-crossing-10.pdfDownload
 Year1-PRACTICAL-Add-making-10MONDAY.pdfDownload
 Year1-PRACTICAL-First-then-nowWEDNESDAY.pdfDownload
 Year1-PRACTICAL-Number-frame-addition-Match-upTUESDAY EXTENSION.pdfDownload
 Year1-PRESENTATION-Addition-Subtraction-Week2.pptxDownload
 Year1-WORKSHEETS-Add-by-making-10TUESDAY.pdfDownload
Showing 1-9 of 9

ENGLISH

This week in English we will continue with the hunting story.

Monday: We will share the model text again, this time focusing on what makes a good hunting story (using different adjectives and verbs, using repeating words, using alliteration etc). Children will then complete a Hunting Story Toolkit (below) by collecting words and phrases from the text.

Tuesday: Today we will look at writing the beginning part to the story using picture 1 from the story map from last Thursday and our hunting story toolkit (from yesterday).  This is a recount of the hunting story NOT your child's own story (this comes next week!)

Wednesday: We will write the middle part of the story today, using pictures 2 and 3 from the hunting story map.  Check your work against your hunting story toolkit and against the sentence checker.

Thursday: We will continue writing the recount of the hunting story.  We will build on our work from the last 2 days and write sentences for pictures 4 and 5 from the story map.  Use your hunting story toolkit to help you and your sentence checker. 

Friday: Today you might still need time to finish off the recount of the hunting story, that's fine.  Remember to check your sentences using the sentence checker and use the toolkit to help you to finish the story off.  If you have finished the recount writing, I would like you to make a list of all the nouns that you can see in the picture and write into your books I can see sentences using an adjective to describe the noun each time eg I can see a crooked tree.

Name
 Mrs D story plan.PDFDownload
Showing 1-1 of 1
Name
 Hunting story checklist MONDAY.docxDownload
 I can see sentences FRIDAY.docxDownload
 STORY SEQUENCING MAP.PDFDownload
Showing 1-3 of 3

TOPIC

This week we will continue investigating common materials.

Tuesday: Today you will be thinking about words that describe common materials.

Show your child an object on the slides on the screen. What material is this object made from? How do you know? Explain that materials all have different properties. Some materials are hard and some are soft. Some materials are bendy and some are not. Show children the other words used to describe the properties of
materials and check they understand what each means.  Work through the slides and ask your child which word best describes the properties of each material. If possible, have each of the objects for children to feel in front of them.

Provide your child with a variety of materials and objects to explore e.g. foil, felt, stones, corrugated cardboard, elastic bands, marbles, plastic cups, etc. Give your child some time to feel each one and discuss what they are like. Provide children with the Word Mat to help if necessary. On worksheet 3A,3B or 3C your child can tick which materials have which properties. Please stick this into the red book.

 

Thursday: Today you will be learning why some materials suit certain objects better than others.

Introduce your child to the character on the slides (see below). He wants to build a little house for his dog and he wants to make it as soft and comfortable as possible. He has decided he will build it out of rolls of cotton wool so that it is nice and cosy. Do you think this is a good idea? Why or why not? 
Go through the other scenarios like this on the slides.
Explain that materials are chosen for their properties and materials are more suited to some uses than others. Why do you think lots of houses are made out of brick? Why do you think clothes are made out of fabric? Why do you think lots of tables are made out of wood? Children to discuss ideas for each one then go through the explanations on the slides.

On worksheet 4A or 4B children to complete the sentences using the words provided to decide which material or property best fits the sentence. Please stick this sheet into your red book. Then take a look at the statement cards and discuss which statements your child agrees/disagrees with and why?

 

I have uploaded the lesson plans for each lesson if you wish to refer to these.  The slides can be viewed on the screen, so no need to print these.

Name
 Everyday Materials Plan3.pdfDownload
 Everyday Materials Plan4.pdfDownload
 Everyday Materials Slide3.pdfDownload
 Everyday Materials Slide4.pdfDownload
 Everyday Materials Work3.pdfDownload
 Everyday Materials Work4.pdfDownload
Showing 1-6 of 6

PSHE

Today you will be talking about how it feels when you lose something.

1.Discuss the following questions with your child:

  • Why is it upsetting to lose something?
  • Have you ever lost anything but then found it later? How did it feel to find it again?
  • Have you ever lost anything but never found it again? How did that feel? Were you able to replace the item?

Sometimes we lose things and find them again and sometimes we lose things forever. 

2. Read the ‘Harold Loses Geoffrey’ story (below) using the prompts to discuss the questions as indicated on the story sheet.  

3. In your red books, on one half of a page draw a picture of yourself when you have lost something. Draw your face showing your emotions. Most children should also be able to write key words describing those emotions. On the other half of the page draw yourself when you have found something. How does your face show your emotions now? Most children should be able to write key words to describe those emotions.

4. Finish by watching or sharing the story 'Dogger' by Shirley Hughes (see link below).