Opals home learning 29.6.20.

Week 5 summer 2 2020

Topic-What can you see in the summer?

Play/creative ideas for home-

Creative: 1. Draw a picture of your real picnic or imaginary picnic. Who was there? Label all the people/toys. 2. Make some salt dough food. When it has dried, paint it and use it for pretend play.

Imaginative play- Pack a picnic of your own with play food. Take a blanket outside and ‘eat’ it with your toys.

Technology- Listen to different versions of ‘Teddy Bear’s Picnic’ and learn the words.

If you have the Orchard Toys- Lunch box game, you could play it at home.

Do some baking for your picnic.

Can you make some ice cubes for your picnic drinks?

Literacy- This is the Bear and the Picnic Lunch by Sarah Hayes and Helen Craig.

Day 1– Watch video of the story as told by Mrs M on the website. Listen for all the rhyming words and talk to an adult about them. What would you pack in your picnic? What did the dog do? Has anything like this ever happened to you? Do you prefer an outdoor or indoor picnic? Why?

Writing task- write and draw what you would put in your picnic basket, make sure you include a drink, main course and pudding.

Day 2- Adult packs a secret picnic basket and reveals to child. What do you think will be in it? Slowly ask child to take one thing out at a time. Talk about whether they like it or not and why. Remember to reinforce that everyone is different and not everyone likes the same things. As each thing is revealed, write a matching label for the item. When everything is revealed, lay all items out with labels. Take turns to choose a label and read it and match it to the item.

Writing task- Write a list of the items from the basket you would not put in your picnic and a list of items you would.

Day 3, 4, 5.

Handwriting- Vv formation. Practise writing in upper case, V and lower case v.

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

Children count to 100 as a whole class and begin to count further independently. They write numbers to make the longest counting snake ever! Children rehearse the fact that teen numbers are made of 10 and some more and write addition sentences to show this. They also blast off to space to explore planets and rehearse counting back from 20, reinforcing the order of numbers to 20.

KEY LANGUAGE : numbers to 100, estimate; more than; less than; number names to 30, less than; more than; greater; lesser; bigger; smaller; biggest; smallest; least; greatest; order; number names to 20, teen; teen number names; addition; number sentence; more; add; plus; addition sign; equals, numbers 0 to 20; backwards; back; Space; planet; star; sun; moon; Earth.

Outcomes-

Children can:

  • count to 100
  • estimate a number of objects choosing a sensible range (e.g. more than 10)
  • begin to reason and explain answers
  • identify the larger and the smaller (greater and lesser) of two numbers (to 20)
  • place three numbers (to 20) in order from smallest to largest
  • understand that teen numbers are 10 and some more
  • write an addition sentence for teen numbers, e.g. 13 = 10 + 3
  • count back from 20
  • count back from any number up to 20
  • count back from 10 (if not from 20).

Day 1- Count to 100 independently and recognise the pattern of 10s in the counting chant.

  • Tell children that today they will be counting to 100. We have practised this before, but today we will make sure we are really good at it!
  • Ask children to stand up and explain you are going on a counting walk. You will walk 100 steps together, counting each step. Describe the route to the class first, e.g. walk around the carpet, past the art area outside and around the outdoor area, etc.
  • Put children in pairs and arrange them in a ʻsnakeʼ or line.
  • As you walk with children in a line, model counting the steps, slowly moving each foot with each number counted.
  • Continue your walk around, counting from 1 to 100.
  • If children are enjoying it, and counting sensibly, repeat the count, this time asking a child to lead the count (and the walk).

Task-Fill in a blank 100 square. Go as far as you can! Don’t expect chn to sit and fill in all the numbers to 100 in one go! Let them go as far as they want and then come back to it whenever they feel like it!

Day 2- Estimate a set of objects saying whether there are more or less than a given number.

  • Show children a pile of 18 stones but do not tell them how many stones there are. Tell children they will be estimating − making a clever, careful guess − how many stones there are.
  • Remind children they should not count but guess! Do you think there are more than 10 or less than 10? More than 20 or less than 20? Encourage children to explain why they think there are that many. More than 15, less than 15?
  • Write some estimates on the whiteboard before counting the stones as a class in unison. Agree the total.
  • Look at how close the estimates were. Are there more or less than 20? 15? Add stones to the pile to show what 20 looks like.
  • Finally ask the class to make a big estimate. Show them a big pile of stones/shells (about 25).
  • Encourage children to make suggestions for the range, e.g. more than 10, more or less than 20? Tell children we often use tens numbers as a guide to help us estimate.

Record some estimates before counting in unison to check. Agree the total. Praise comparisons with the other piles of stones and shells they have used this lesson. Praise other logical thinking and approximation techniques.

Task- Set up five sets of different everyday objects and cover each set with a different cloth. Each set should have a different number of objects up to 20. Children take turns to feel through the cloth. Explain you want them to estimate how many objects there are under the cloth. (They are not guessing or identifying the type of object.) They must not count. They should all feel the pile of objects through the cloth then write their estimates on a piece of paper. Ask questions, e.g. Are there more than ten or less than ten? When all children have estimates, remove the cloth and allow them to make a new estimate or they can stick to their first estimate. Who wants to change their mind? Choose a child to count the objects to check. Repeat the process with the other piles of objects.

Day 3 Identify the larger and smaller of two numbers and begin to order three numbers from smallest to largest (numbers to 20).

  • Tell the class they will be working out the largest and the smallest of two or three numbers.
  • Make a pegged number line 1 to 20.
  • Count in unison along the line from 1 to 20 and back.
  • Remove all the numbers from the line and shuffle them around on the carpet so they are face down and mixed up.
  • Choose two children to come up and take a number each. They each show their number to the class, standing at the front and holding it up.
  • Ask the class to say who is holding the larger, or bigger, number and who is holding the smaller number.
  • Ask a child to explain how they know. Help them to show that the larger number comes after the smaller number in the count order.
  • Ask two different children to choose a number each and then repeat the process of identifying the larger and the smaller number. Ask children to point at the one they think is greater, then the one they think is the lower number. Again ask children to explain how they know.
  • Next, choose three children to take a number each. Explain to the class that they should put the three numbers in order from smallest to largest. If necessary, use counting equipment to show the correct order, e.g. show that 11 is more than 6 but less than 13.

Task- Place three numbers in order from largest-smallest. You could record this x 6 times.

Day 4- Recognise and write teen numbers; show that these numbers consist of 10 and some more.

  • Hand out whiteboards and pens.
  • Use number cards 1−20.
  • Explain to the class that they are going to be thinking about the teen numbers today.
  • Ask a child to come and point to the teen numbers on the number line. Remove all other numbers so only 11−19 are hanging up for the class to see.
  • Ask a child to choose a teen number from the washing line and hold it up for the class.
  • Tell the class they are going to make the teen number using a 10p coin and as many 1p coins as they need. Ask another child to help and encourage the class to support them. How many 10p coins do we need? Explain that all teen numbers are made from 10 and some more. How many 1p coins do we need?
  • Ask the child to count the correct number of 1p coins by counting on from 10, e.g. 11, 12, 13, 14 then clarify: 14 is 10 and four more.
  • Ask children to write an addition sentence on their whiteboards to match how we have made 14 using 10p and 1p coins. Support the class to write 10 + 4 = 14 . Read it aloud together saying ten add four equals fourteen .
  • Show another teen number, e.g. 17 as one 10p coin and seven 1p coins. Allow pairs the opportunity to write the matching addition sentence and explain their answers.

Task-Continue with the above task, using different teen numbers.

Day 5- Count back from any number up to 20.

  • Set up the pegged number line 1 to 20.
  • Give a toy rocket or space ship, or a picture of a rocket to each child.
  • Explain that they will be launching their rockets into Space and that they need to count down from 20, then blast off.
  • Ask children to stand up with their rocket, then shout, Prepare to launch! Start the count back and as a class count back with the number line in unison from 20 to 0. Then blast off by crouching down and jumping up with arms outstretched holding the rockets in the air. Remind children to space themselves out and watch out for others around them before jumping up.
  • Hold up the picture of the Solar System. Ask a couple of children where their rockets are going. What type of mission are they going on? Encourage children to use the planet names and ask questions.
  • Repeat counting down from 20 and blasting off.
  • Choose a child to take a number more than 10 but less than 20 from the number line. You could ask the class to help identify the numbers that fall into this category.
  • As a class, count back from the selected number and blast off.
  • Repeat asking another child to select a number between 10 and 20 to count back from and blast off.

Task- Children complete the count back to blast off, writing the numbers from 20 to 0 on a number track. They then rehearse saying these numbers once they are written. Extend by : asking children to count back from other numbers up to 20, including 17 and 25, and write them on number tracks. Can children count and write the numbers correctly?

Topic-

Ice writing-

Provide frozen cubes of paint or food colouring and white paper for chn to make marks, patterns etc.

Grow your own lawn-

Sow a variety of grass seeds in different tubs or planters.

What’s the weather?

Display a weather chart with symbols for chn to change daily. You make one easily if you don’t have one.

Physical Development/outdoors- gross motor skills-

Have a picnic outside with your family or favourite toys. Set all the places out for them. You could even make place mats with a picture and name label for each person/toy.

Take some books outside to read in a shady place.

Can you sing and dance to the Teddy Bear’s picnic song outside?

Have a sunflower growing competition!

For developing fine motor control or ‘Funky Fingers’ as we call it at school (developing finger muscles and hand-eye co-ordination) –Help to cut up food for the picnic or push food onto skewers to make kebabs.