Week 4 Opals home learning plan

Week 3 summer 2 2020

Topic-What can you see in the summer?

Play/creative ideas for home-

Creative: 1. Make a spider.

2. Look at some photographs of mini beasts and carefully paint or draw a picture of one.

Imaginative play- Create this and play with it- make a mini beast world with toy mini beasts or make one outside!


Day 1– Introduce weekly theme- Minibeasts for What Can I See in the Summer? topic work.

Look at MB and their habitats PowerPoint from Twinkl.

Discuss the information for each MB and encourage chn to answer questions about what we’ve read to check their understanding. Which is their favourite MB so far and why?

Task- – Mini beast fact investigation sheets. Twinkl.

Day 2- Look at MB information cards from Twinkl

and read some information together. Question chn again about the information and find out what they have remembered. Find out what their interests are and which their favourite MBs are.

Model how to write a simple fact sheet about a MB of their choice.

Writing task- Chn create own MB fact sheets based on own interests.

Day 3, 4, 5.

Handwriting- Uu formation. Practise writing in upper case, U and lower case u.

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

This week children will rehearse comparing numbers to 10 and 20 and identifying the largest and smallest set. They will relate this to the numerals. They will also rehearse ordering numbers to 10 and 20 using the pegged number line. They will identify the larger and the smaller of two numbers using position on the line as a guide. Then they move onto using a 1-20 number track to say the next number and the number before any number. They will relate this to one more and one less. They begin to write addition and subtraction sentences to match one more/less.

KEY LANGUAGE : numbers 1−20; larger; smaller; bigger; lower; lesser; greater; order; further along, one more; next number; the number after; add one; plus one; equals, ; number before; one less.


  • order numbers to 20 and identify the larger and smaller of two numbers
  • count to 20
  • count to 20 and back
  • begin to identify the largest and smallest of three numbers
  • identify the number one more than any number on the 1−20 number track
  • understand that the ʻnext numberʼ is one more than the number
  • relate ʻone moreʼ to an addition sentence
  • identify the number one less than any number on the 1−20 number track
  • understand that the number before is the number one less
  • begin to relate the number one less to a subtraction sentence

Day 1- Order numbers to 20, identify the larger and smaller of two numbers.

Play a game with two people. You will need a pack of 1-20 cards. Each player reveals a card. Child identifies the smaller and larger number each time.

Show two piles of lego 1-20. Which has the larger amount and which has the smaller. Write how many in each pile each time to practice number formation.

Day 2- Count on and back from 20 and order numbers to 20.

  • Count to 20 and back with the class, doing a blast off when you get back to 1. Give any children who want to model counting on and back to and from 20 individually the chance to show the class, supporting them where needed.
  • Peg number cards 1−20 along a washing line with the order of the numbers mixed up.
  • Tell children that an elf has come in the night and mixed up the order of the numbers. Usually the numbers 1 to 20 are in order from the smallest, 1, to the largest, 20.
  • Choose a child to come and find the smallest number; the number that usually goes first. They come out and clarify 1 is the smallest number and peg it at the beginning of the washing line.
  • Invite other children to come out and help order the numbers until they are all in order. For each number, discuss the numbers it comes between on the line, e.g. Eight is bigger than seven but smaller than nine; it is nearly halfway to twenty. Sixteen is nearly at the end of the line; it is after fifteen and it comes before seventeen.
  • When the numbers are in order choose two children to each remove a number. Ask the class to identify the larger number and the smaller number. Discuss how the place on the line helps us to know which is greater. The further along the line it is, the larger the number. Remind the class that 18 sweets is more than 12 sweets, etc.

Task- Pack of 1-20 cards. Can you order them correctly with no help? Can you order them backwards from 20-1? Extra challenge – can you write the next 10 numbers 21, 22, 23 etc all the way to 30.

Day 3 Count on and back from 20. Identify the larger and smaller of two numbers and begin to identify the largest and smallest of three numbers.

  • Peg the numbers 1−20 along a washing line.
  • As a class, count along the number line to 20 and back blasting off when you get to 1.
  • Tell the class today you are going to be comparing two or three numbers to decide which is the bigger and which is the smaller.
  • Use a shuffled set of 1−20 number cards. Ask a child to come and take one. Choose another child to come and take another. Ask the children to hold up the cards so the class can see. Ask children to think about the size of the numbers. Which one of the two numbers is the bigger/larger/greater? Which one is the smaller/lower/less?
  • Choose a child to say and explain why, using the pegged number line to help them. Agree and emphasise how the larger number comes after the smaller number; it is closer to 20.
  • Help children holding the number cards to make towers of cubes to match the number. Compare the towers to show which number is greater.
  • Repeat, asking another two children to take a number card each. Again compare first using the number line, then using towers of cubes.
  • This time, ask three children to take numbers. Can you say which of these three is the largest? Which is the smallest? Help children to look at the number line and see which of the three numbers is furthest along. Which is nearest the beginning of the line? Create towers to look at their size to confirm the largest and smallest.
  • Repeat. Try to note the children who can quickly and correctly identify the largest number.

Task- using your pack of 1-20 numbers, can you pick three numbers and order them smallest to largest? Can you write them down and get the numerals the right way round? Repeat 8 times.

Day 4- Say the next number, the number one more, for numbers to 20.

  • Lay a large number track 1−20 on the floor. Children sit on either side so they can all see it.
  • Choose a child to come and jump on each number as the class count to 20 and back.
  • Choose another child to come and choose any number from 1 to 19 and to stand on it. Ask the class to say what number are they on. What is one more than this number? What is the next number?
  • Encourage the class to answer before allowing the child on the track to jump on one more to the next number.
  • Say, as a class: One more than 7 is 8, one more than 10 is 11, one more than 14 is 15, etc.
  • Repeat several times, selecting different children to choose a number to stand on. Each time ask the class to identify the next number.
  • Model writing a number sentence on the whiteboard, e.g. 16 + 1 = 16 , explaining that one more than 15 is 16.
  • Tell the class this time you will ask them to say the next number without having anyone stand on the number track. Say a number to the class, e.g. 12, and ask them to put up their hand to say the number one more than 12, or the number that comes after 12. Write the matching number sentence on the whiteboard: 12 + 1 = 13 . Say the number sentence to verify what it written: One more than 12 is 13.

Repeat this, writing matching number sentences for one more than 10, and one more than 17.

Task- Adult write out a sheet with additions on for child to complete. Start with +1 and then make harder if too easy. E.g. 12+1 =     16+1 =      20+1=

Day 5- Say the number before; say the number one less for numbers to 20.

  • Lay a large number track 1−20 on the floor. Children sit on either side so they can all see it.
  • Choose a child to come and jump on each number as the class count to 20 and back.
  • Tell the class we are finding the number one less today; the number before. Model choosing a number on the track, e.g. 9 and then pointing out the number before 9. Together say: the number before 9 is 8, so the number one less than 9 is 8. Emphasise that the number before is one less.
  • Ask a child to come out and choose a number to stand on, e.g. 19. What is the number before 19? What is one less than 19?
  • Encourage children to say the number one less before the child jumps back. Together, rehearse the two ways of saying this. 18 is the number before 19. 18 is one less than 19.
  • Repeat this several times, so children become more confident in saying the number one less.
  • Ask a child to stand on 10. Ask children what the number before 10 is. Agree it is 9. Write on the whiteboard 10 − 1 = 9 . Say that this is a way of writing 10 take away 1, or 10 jump back 1. We know that if we jump back 1 from 10, we get to 9. Ask the child to jump back 1 to confirm.

Repeat this, asking a child to stand on 7 and to jump back 1 to demonstrate that 7 − 1 = 6.

Task-Use pack of 1-20 cards. Show child a number e.g. 7 child says what one less is. Each time keep a pile they know and a pile they don’t know. If they know them all, continue with writing out subtractions taking away 1 to complete e.g. 12-1=   8-1= etc.


  1. Mini beast sorting activity- legs/no legs.

2.Minibeast labelling cut and stick worksheet.

Physical Development/outdoors- gross motor skills-

Find some smooth stones and paint them to look like bugs.

Go on a mini beast hunt and draw and label all the bugs you find.

Make a bug hotel.

Read some books about mini beasts outside in a tent or on a deck chair or blanket.

These are some good ones-

For developing fine motor control or ‘Funky Fingers’ as we call it at school (developing finger muscles and hand-eye co-ordination) – Make a paper plate spider’s web and thread the web over the spider.