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  • Walsall,
  • WS5 3HF.
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Friday 25th

Friday

English

(1 hour)

LO: To describe a character using Capital Letters and Y2 punctuation (Y2).

WISH 1: I can write about a character.

WISH 2: I can begin sentences with Capital Letters.

WISH 3: I can use Full Stops, Question Marks and Exclamation Marks at the end of sentences.

Handwriting (10mins)

Small letters (k) DO THIS ON THE SHEETS!

Phonics (10mins)

Speed Sounds lesson

Sound – ur (special friends). Use the Youtube link -

https://www.youtube.com/watch?v=6VqTTnhE2LQ

Grammar and Punctuation

Teacher model- use an illustration of a character – Class 3 – use the image of the pixie on p24. Write sentences describing the character. Demonstrate using clues in the text that shows what he is like – shouting at them, slamming the window as well as using their own knowledge about what happens to characters when they have certain feelings, e.g. red face with anger, shaking with fear etc.

The furious pixie shouted at the children with a voice as loud as a giant’s.

His face got redder and redder when he saw the faces peering in through the window.

He slammed the window shut because he didn’t want the children looking at him.

Chn repeat independently.

Use full stops, exclamation marks and question marks correctly

Use capital letters for proper nouns, the personal pronoun I and to begin a sentence

Use subordination (when, if, that or because)

Maths

(1 hour)

L.O: To compare and order numbers up to 1,000 (M3)

Wish 1: I can recognise greater than > and less than < signs
Wish 2: I can
recognise 100s, 10s and 1s in 3-digit numbers and use them to compare numbers.

Wish 3: I can work systematically to find all the possibilities.

 

Teach/Model/Demonstrate

Show the inequality sign >. Big mouths and sharp teeth! Remind children this sign is used in maths to show greater than.

Show < and remind children this sign is used to mean less than.

Remind children the crocodiles are very greedy and they always eat the biggest fish (number) so their mouth is always open facing the biggest number.

Remind the children what the equal sign means (children struggled with this on the test)

Use https://www.ictgames.com/mobilePage/arrowCards/index.html

Interactive place value cards to create a 3-digit number and discuss the 100s, 10s, and 1s it has. Then create another and repeat discussing the value of each digit.

Ask

which number is larger. Discuss how they know. By first comparing the digits with the greatest place value, that is, looking at the 100s digit first and knowing three 100s is greater than two 100s.

Write the two numbers out as a number sentence and decide as a class which inequality sign goes in-between.

Repeat for the other pairs of numbers

Discuss what children do if the 100s digits are the same. Agree that they need to look at and compare the digits with the next biggest place value, i.e. the 10s digit. Which is larger? If the 10s digits are the same then look at the 1s digit. Show that if the numbers are equal then the crocodiles cannot be used; we need to use an equals sign (=).

 

Activity

Children write <, >, or = between each pair of numbers to make the number sentence correct. They should complete as many examples on Question Sheet as they can. Encourage them to check their answers by checking that the ‘crocodile’s mouth’ is open towards the bigger number.

Maths

(1 hour)

L.O:  To compare and order numbers up to 1,000 (M3)

Wish 1: I can recognise greater than > and less than < signs
Wish 2: I can
recognise 100s, 10s and 1s in 3-digit numbers and use them to compare numbers.

Wish 3: I can order numbers.

 

Teach/Model/Demonstrate

Show

458 and 548. Which number is bigger?

the < sign between and remind children what this sign means. Remind them that Crocodile likes to eat the bigger fish!

Ask children to think of a number between these two numbers. Once children have had a go at this, place the two numbers on a 0–1000 landmarked line

Repeat with other pairs of numbers, e.g. 470 and 407, 635 and 653 etc. and click to check the greater than/less than sign.

Show the numbers 874, 748, 847, 748, 478, 487 and explain we are going to put them in order.

Model to the children how to decide which number is the smallest by starting by looking at the 100s and deciding what number is smaller etc. If the digits are the same, move them to the next column.

As a class put them in order from smallest to largest.

  1. numbers in the following: 400 + 50 + 6 > 400 + + and 400 + 50 + 6 < 400 + + .

Activity

Y3 TB2 p5

Art & Design/Design & Technology (1 hour 30 minutes)

LO: to create a simple lever.

WISH 1: I understand what a lever is.

WISH 2: I can use the correct resources.

WISH 3: I can make a functional product.

 

lever can be described as a long rigid body with a fulcrum along its length.

 

See picture 1 below

 

Main Teaching

 

Today, you are creating your own lever. You are going to choose an animal from the North Pole (linked to Geography North and South Pole), cut it out and create something like this:

 

See picture 2 below

 

Task 1:  Chn cut out their animals and glue it to the card strip.

 

Task 2: Chn use their white card to decorate the animal’s habitat e.g. ice caps, water etc.

 

Task 3: support the chn by putting the paper fastener on.

D & T pictures for examples

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