# 4th May working from home-Opals.

__Week 3 summer 1 2020__

__Topic-What is a reflection?- linked to symmetry this week.__

__Play/creative ideas for home-__

Creative- symmetrical butterfly paintings or make a junk model caterpillar.

Technology-Have a selection of child-friendly ICT equipment available for children to record themselves retelling what they know about the life cycle of a butterfly.

Construction- Provide a selection of circular objects (beads, bottle tops, wooden rings, bracelets, buttons, etc.) for the children to create their own caterpillars with.

Set up a fancy dress shop with dressing up clothes and a mirror.

Shiny things table- Display a range of shiny objects and materials for chn to handle and explore. Include cds, foils, polished objects, mirrors, reflectors.

__Literacy- Caterpillars and butterflies discovery sack from Twinkl. (if you cannot download this, email me and I will send it you). This is a non-fiction week. Talk with your child about the difference between fiction and non-fiction. We have talked about the differences and they should be able to recall some information!__

**Day 1**– You will need discovery sack fact cards from Twinkl. From this you will need x4 caterpillar fact cards and then x2 lifecycle cards. Explain that this is information or facts about caterpillars, it is not a story. What do you think some of the facts will say? What facts do we know already about caterpillars? Read through the facts together and discuss what we find out. Look carefully at the pictures and talk about what the photos show. Think of a caption for each picture. Does it match what it says on the cards?

Writing task- choose two photographs and write a caption for each one. Send me your facts!

**Day 2-You will need x8 butterfly fact cards from the discovery sack fact cards (These are the 8 straight after the caterpillars and lifecycle cards). Reinforce that this is information, not a story. **What do you think some of the facts will say? What facts do we know already about butterflies? Read through the facts together and discuss what we find out. Look carefully at the pictures and talk about what the photos show.

Activity- Print out ‘butterfly lifecycle sheet’ from Twinkl. Cut and stick the pieces in the correct place. Label them and then write a fact underneath that you have remembered about butterflies. Send me a photo of your work!

Twinkl has a butterfly life-cycle book list with ideas of books to look for at home or online. I cannot copy and paste it to here! I have tried, but here are four of the suggestions: Elmer and the Butterfly by David Mckee, Butterfly (Kipper) by Mick Inkpen, The Crunching, Munching Caterpillar by Sheridan Cain, From Caterpillar to Butterfly by Deborah Heligman. Twinkl also has an e-book called the Cautious Caterpillar on there.

If you cannot access these things on Twinkl, then let me know and I will e-mail you them.

__Day 3, 4, 5.__

** Handwriting-** Nn formation. Practise writing in upper case, N and lower case n.

Extra challenge for the handwriting- can they sit at a desk and use a pencil with correct tripod grip? Can they hold the paper with one hand to stop it moving and write with the other hand? Can they write on lined paper and try to keep their letters an equal size and shape?

- Practise letters and sounds on your sound mat.
- Read to a grown-up.
- Share a story book together and talk about the story.
- Practise your tricky words- reading and writing them. (3 a day).
- Read an e-book on book club.
- Have a go at ‘Phonics Play’ – some games are free.

Phonics plans are on a different download- phonics needs to be done daily for 20-30 minutes.

__Maths- daily plan__

__Counting to and from 20.__

This week, children will focus on counting forwards and backwards to and from 20. Children will explore one more and one less than numbers to 20, as well as comparing numbers. During this unit, children will also have the opportunity to represent numbers within 20.

Mastery Expert tip! “Repeatedly showing teens numbers as 10 plus some more in different representations, including on their fingers as a pair of hands plus some more and on ten frames as a full frame and some more, will help children develop a solid understanding of numbers within 20.”

__You will need a ten frame. You can download one from a search engine, Twinkl has them or you can make one using a ruler and pen. You will need to make two ten frames so that the children can fill one whole ten frame and then put some more on the other to see that a number between 11 and 20 is ten and some more.__

__You will need something to use as counters to fill the ten frames- pasta, small lego, anything like this.__

__Children have used ten frames before so they will be familiar with them and know how to use them.__

KEY LANGUAGE : eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, count, how many, altogether, count on, count back, forwards, backwards Other language to be used by the teacher: represent, show, more, less, fewer, largest, smallest, order, compare

COMMON MISCONCEPTIONS

When counting within 20, children may find the numbers 11, 12 and 13 challenging as they do not follow the obvious pattern of the other teens numbers. Practise counting together, modelling these particular numbers. Ask: • How do you say 11 (or 12 or 13)? What number comes after 10? What is one more than 12? When recording teens numbers, some children may write the numbers backwards, for example: 15 as 51. Model using ten frames and discuss teens numbers being 10 and then some more, always showing the full ten frame on the left and the ‘more’ on the right. Once children understand that the 1 in a teens number represents 10, they should become confident in reading and writing numbers to 20. Ask: • Which number does these ten frames show? Which digit do you need to write first?

Please adapt any wording in the planning to refer to your child rather than a class and any partner work means the person teaching them. Just try your best! I know it is hard!

Please don’t focus on your child writing/forming the numbers 11-20 at this stage. The focus this week is on them understanding that the numbers 11-20 are 10 and some more.

** Day 1-** Counting beyond 10.

Ask children to sit in a circle and encourage them to count forwards to 10 around the circle. When you clap, they start counting backwards. Now prepare them to count down from 10 for the rocket launch. The first child says 10, the second 9, and so on. When they get to blast off they jump up and pretend to be a rocket launching. Repeat, starting with the next child in the circle.

IN FOCUS Counting down to a rocket launch allows children to practise counting down from 10. Chanting aloud provides an opportunity to see how confident children are in counting back from 10, and doing this going round in a circle provides additional challenge as children need to keep track of the numbers the others say. The Ask questions help to recap the key concept of one less.

ASK • What number do you start counting from? • Are you counting forwards or backwards? • How many do you count back each time? • When counting backwards, what number do you say after 6 (or 9 or 3)? • What is one less than 7 (or 2 or 4)? • What number do you end the count on?

IN FOCUS Children throw a ball around the circle in a variety of directions. On your signal (blow a whistle, clap, shake a tambourine) children continue throwing the ball but start counting out loud from 1 to 20. Whichever child is holding the ball at 20 wins a point. Repeat the ball game with children counting out loud back from 20 to 1 at the signal.

ASK • What number do you start counting at? • What number will you say next? • Are you counting forwards or backwards? How do you know? • What number will you stop at? • What number comes after/before …?

GET ACTIVE Play the game from the Stimulus but, instead of gaining a point, children who are holding the ball at 20 or 1 could be given a forfeit such as: star jumps, laps of the circle, balancing on one leg. Another version of the game could include children throwing the ball 20 times in one direction, and 20 times in the opposite direction, counting forwards or backwards as they do so.

** Day 2-** Counting to 20 using ten frames.

IN FOCUS The focus of Discover is to recognise numbers to 20 when represented in the form of two ten frames. Children should be able to draw on their knowledge of previous work with ten frames in order to count on from 10.

ASK • How many trays have stars in the first unit? • How did you know there were 10? • How many trays have stars in the second unit? • How did you count them? • How many trays have stars altogether? • How can you count them? Do you need to start from 1?

STRENGTHEN Practise counting on from 5, and then on from 10. Use two ten frames to show 10 and then 3 more, counting on. Put children into pairs. Ask: Together, can you show 13 on your fingers? Building the numbers like this helps reinforce that a teens number is made up of 10 and some more. Can you show other teens numbers using either ten frames or with a partner using your fingers?

ASK • What do the units look like? [Ten frames.] • Can you represent the star trays with ten frames and counters? • Why are there two ten frames? • How many counters are there in a full ten frame? • Do you need to start counting from 1? • Where could you start counting from? Why? • How will you know when to stop counting? • How many trays are there altogether? • How can you count them?

STRENGTHEN Children can count out counters as they put them onto a ten frame. Emphasise that they have 10 when one frame is full. Children who can identify that one full ten frame is 10 may only need to count one-to-one for the remaining trays. Some children may need a number track to help them count on. Ask: What can you use to help you count on?

DEEPEN Encourage children to find multiple ways of counting the trays with stars. Ask: Which method do you find helpful? Could you use a different method? When would that be helpful? Children could make rules or generalisations about when to count on from 10 and test these methods by counting other items

__Day 3__**–** One more and one less (being flexible with numbers 11–20).

Ask: Question 1 : How many trays are on the shelves? How can you count them? • Question 1 : How many more are being added? • Question 1 : Can you count on to find out how many there are now? • Question 2 : How many trays are on the shelves? How many trays are taken away? • Question 2 : Do you need to count forwards or backwards? • Questions 1 and 2 : Are there more or fewer trays than before?

STRENGTHEN To help children get started, encourage children to use counters on a ten frame to represent the trays. Using ten frames helps to reinforce the idea of 10 and some more and will build confidence in counting on from 10. To help children understand the concept of one less linking to taking away by counting back, encourage them to recreate the picture in the question using counters on a ten frame and then place the counters onto a number track to count back.

DEEPEN Encourage children to discuss and explore why you count forwards for more and backwards for less. Some children may be able to use this knowledge to explain why they do not need to count again from 1 when adding one more or finding one less. Encourage reasoning why totals get larger or smaller when finding more or less.

** Day 4-** Comparing numbers to 20.

This picture represents two sets of ten trays or drawers. There are twenty altogether.

The challenge question says: There are fewer children than trays.

How many children could there be?

This Challenge poses a problem with multiple solutions. Children could be encouraged to find a variety of solutions, or could compare their answer with a partner. They are introduced to language linked to the concept of comparing.

ASK • How many trays are there? How did you count the trays? • What does ‘fewer’ mean? • If there are fewer children, will the number be more or less than 20? • How could you find numbers less than 20? • How could counting backwards help you find an answer? • Is ____ fewer than 20? How do you know?

STRENGTHEN Model the meaning of the word fewer by putting it into real-life sentences and using it to describe situations children can see and understand. To support children to find numbers fewer than 20, encourage them to transfer counters from ten frames onto a number track so that they can count back.

DEEPEN After children have given an answer, encourage them to share it with a partner. Ask: What’s the same? What’s different? Some children may be able to explain how and why both answers are correct. Encourage children to work systematically to find all the possible answers. Ask: How do you know you have found all the possible answers? How can you check? To encourage reasoning, ask children to explain what is the largest answer possible and why. There may be some children who can find the difference.

GET ACTIVE Ask children to make a number on two ten frames. Their partner should make a number that is more or fewer.

** Day 5-** Representing numbers to 20.

IN FOCUS The Practical activities are designed to give children opportunities to further practise counting to 20 and representing numbers within 20 in a variety of contexts. The activities allow children to represent numbers themselves, but also watch and count other children to see how many times they do something.

GET ACTIVE 20 actions Use number cards 10–20 and action cards showing star jumps, hopping, clapping and skipping. Children take it in turns to pick an action card and a number card and do that action that many times. The rest of the children in the group identify the action and number.

Hunt for 20 Go outside and ask small groups of children to find 20 of something. Children could find natural resources such as leaves or stones. Ask: How many have you got so far? How many more do you need? To help them count, children could place the objects on ten frames (enlarged if necessary).

__Topic-__

**Folding symmetry.** Provide children with a range of simple paper shapes. Show the children how to carefully fold the shape in half along a line of symmetry, and encourage them to observe how each shape meets the opposite side. Once children are confident at folding the symmetrical shapes, provide some asymmetrical shapes to demonstrate the difference. Make links between butterflies being symmetrical and some shapes being symmetrical.

Offer a range of simple symmetrical paper shapes, for children to practise folding independently.

**Where’s your match?** Using the ‘Butterfly matching activity’ on Twinkl, ask your child to choose a card from a basket or bag. Then, challenge them to move around the space to find their ‘other half’. Who can find their partner the fastest? Does everybody have the right pair of cards? How do they know? Encourage the children to describe how they know they have the right partner using vocabulary such as the same, symmetrical and pair.**Practitioner note**

You can use these cards for a range of different activities including drawing the butterflies and moths and sorting the cards according to colour, pattern or size.

Place the ‘Butterfly picture cards’ on a table top for children to match and sort independently.

**Butterflies and caterpillars!** Show children photographs of butterflies using butterflies and caterpillars photo pack, Twinkl and ask them to look carefully at the patterns and colours. Ask questions to prompt children’s scientific thinking, such as ‘Why do you think butterflies have patterns on their wings?’ and ‘How are a butterfly’s wings the same or different to a caterpillars skin? Listen to their explanations and answer any questions they have. Explain that butterflies and caterpillars have these patterns and colours for various reasons, including camouflage. Provide a range of drawing materials, non-fiction books and mini books for children to record their responses.**Practitioner note**

Like other insects, butterflies have three body parts (head, thorax and abdomen) and six legs. Some children might be interested in learning the names of the body parts.

** Physical Development-** gross motor skills-

This week make a den outside! Use old blankets/sheets and play in it when you’ve made it. Can you take it down and redesign it after a few days?

For ** developing fine motor control or ‘Funky Fingers’** as we call it at school (developing finger muscles and hand-eye co-ordination) you could take on the paper clip challenge! How many paperclips can you fasten together in one minute? Send me your times! Try doing a different jigsaw to one you usually do or print off a butterfly outline from Twinkl and try to make it symmetrical (the same on both sides) using pens, pencils or crayons.

__Outdoors-__

- Look for butterflies and caterpillars in your garden or on a walk.
- Can you make a mud kitchen in your garden with pots and pans and some compost?
- If you find a caterpillar can you carefully draw it and copy any patterns on it?