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2c. Week Eleven Monday 22nd June

Home Learning Plans

Willow Class

Week Beginning: Monday 22nd June 2020


Dear Willow Class parents/carers and children,

The core learning for this week is set out below.


  • Remember to sign up for this year’s Summer Reading Challenge.  It started on Friday 5 June and runs throughout the summer holidays, finishing at the end of September. It is aimed at children aged 4 – 11 and is completely free! The challenge features games, quizzes and downloadable activities to incentivise and encourage children and their families to take part in reading related activities at home. Children can choose their own reading goals, create book reviews, play games and collect virtual rewards. Parents and guardians can register their children online at


  • All children should read an age appropriate text for a minimum of 20 minutes per day. This can be a reading book or sharing a picture book with an adult. When completing guided or supported reading of an age appropriate text, focus on analytical questioning. Use the analytical section of this questioning tool to generate questions that challenge your child to analyse what has happened in the story.



For example:

-Why did they do that?

-How can you tell that…?


You can also visit the Oxford Owl website.  

Username: willow101

Password: pupil

Or you can use reading resources via

Click on the Teacher Portal and enter:


Password:  Parents20!            And click Login


I have included a reading comprehension (The Curse of the Black Shell) for you to complete.



 This week’s phonics work will concentrates on alternative spellings for the ‘igh’sounds.


This week please feel free to complete more activities from the Talk for Writing pack about Sayeeda the pirate. Alternatively you can:

  • Look at information on pirate ships and galleons and write a description of a pirate ship. There is a Powerpoint and activity with this week’s pack about the different parts of a pirate ship.
  • Look at the story of ‘Pirates Love Underpants’  and write a book review about it. What is your favourite part of the story? Why do you like it?
  • Look at the treasure map enclosed in this week’s pack and write instructions for someone to follow to find the buried treasure.
  • Make up your own pirate story and act it out using the puppets included in this week’s pack.
  • Write your own pirate adventure. Who is in your pirate crew? Where are there going? What are they looking for? What happens during their adventure?



This week we are learning about counting to 100, finding the tens and ones in 2 digit numbers and comparing numbers using mathematical vocabulary (greater than, less than and equal to). There are video links below for the White Rose Videos and sheets for a range of activities.


Counting to 100

Children need to build on their previous learning of numbers to 50 and now extend by counting in 1s to 100. They can use a hundred square to count forwards and backwards within 100. Using dot-to-dot activities, both forwards and backwards, with a range of numbers is a fun way to explore counting to 100 Key questions: What is the most efficient way to count the objects? What do you notice about the layout of the hundred square? Can you tell someone an efficient way to find the number 57? Will I count the number ___ if I am counting from ____ to ____? There are two activity sheets you can complete.


Partitioning numbers

Children need to use grouping in 10s to identify how many tens and ones are within a number. Children will use concrete resources (pencils, straws, plastic cubes) to group objects into tens and ones. Place value charts can be introduced to read and record tens and ones within a number. Can you make groups? How many could we put in each group? What happens when we have 10 ones? How many groups of 10 are there? How many ones are there? There are two activity sheets you can complete.


Comparing numbers 1

Children use their partitioning knowledge to begin comparing numbers within 100. It is important for children to work with a range of concrete resources (pencils, straws, plastic cubes) to make comparisons more visual. Children use the language ‘more than’, ‘less than’ and ‘equal to’. Which number has the most/fewest tens? Which number has the most/fewest ones? Why is it important to look at the tens before the ones? If the number is greater/less which direction will we move on the number line? How can we count efficiently? There are two activity sheets you can complete.


Comparing numbers 2

Children compare numbers and amounts using comparison language, more than, less than, equal to as well as the symbols <, > and =.  Children should be able to demonstrate their understanding of the value of the digits in a 2-digit number. They represent this using concrete resources before ordering numbers. Children should be aware when comparing three or more numbers .Which number is the biggest/smallest? How do you know? When ordering, which digit should you consider first? Is there more than one number that could complete the statement? What is the largest/smallest number that could complete the statement? There are two activity sheets you can complete. There are two activity sheets you can complete.

Ordering Numbers

Children order sets of objects and numbers from smallest to largest and largest to smallest. Children use the language ‘most’, ‘bigger’, ‘biggest’, ‘larger’, ‘largest’, ‘smaller’, ‘smallest’ and ‘least’. Children need to revisit and practise position and ordinal numbers (first, second, third etc.) How are we ordering these objects/numbers? Which should we start with? Which is the biggest/has the most? Which is the smallest/has the least? Which number/group comes next? How do you know? How many more/less objects are in group A than group B? There is an activity sheet you can complete.


Wider Curriculum.

Please pick activities of your choice from the wider curriculum matrix which was included in last week’s pack. Don’t forget to share pictures of your completed work with me, or any other activities you have been doing. The class email is:


Best wishes.


Mrs Pring