bramley church of england primary
TRANSCRIPT
Bramley Church of England Primary
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Remote Learning Grid – Year 2 – Week 5 w/c 1/02/21
Engl
ish
Monday Task 1: Tuesday Task 1: Wednesday Task 1: Thursday Task 1: Friday Task 1:
Reading comprehension
This week we are learning
about The Day The Crayons
Quit. Use Rex Retriever to help
you answer questions about
the text.
Synonyms
Explore the different emotions
of the crayons to create
synonym vocabulary charts.
Features of persuasive writing
Find the features of a persuasive
letter.
Create an advert
Using your knowledge of
persuasive writing create a
video or written advert for your
favourite toy.
Write a persuasive letter
Help us persuade the Lego to
come back to the classroom by
writing them a persuasive
letter.
Mat
hs
Monday Task 2: Tuesday Task 2: Wednesday Task 2: Thursday Task 2: Friday Task 2:
Number bonds and using
known facts
Lesson 1: Number bonds to 10
Lesson 2: Number bonds to 20
Lesson 3: Number bonds to
100
Adding and subtracting tens. Adding ones
Lesson 1 – not crossing tens
Lesson 2 – crossing tens
Adding two digit numbers
Lesson 1 – not crossing tens
Lesson 2 – crossing tens (you
must have complete lesson 2
yesterday to complete it today)
Adding 2 digit numbers
Lesson 1 – not crossing tens
Lesson 2 – crossing tens (you
must have complete lesson 2
yesterday to complete it today)
Top
ic
Monday Task 3: Tuesday Task 3: Wednesday Task 3: Thursday Task 3: Friday Task 3:
P.E
Throwing Practice
Science
Human Survival – Needs vs
Wants
Science
The Soap Experiment!
Computing
Poster around importance of
exercise
Science
Stages of growth in humans
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Monday Extra Tasks: Tuesday Extra Tasks: Wednesday Extra Tasks: Thursday Extra Tasks: Friday Extra Tasks:
15 minutes of reading – books
can be found on the Oxford
Owl website, Hampshire library
website and for some children
on Bug Club Phonics.
Bug Club Phonics Games/books
– please use your log in details
Handwriting
Please practise writing out this
week’s spellings in your
neatest handwriting.
15 minutes of reading – books
can be found on the Oxford Owl
website, Hampshire library
website and for some children
on Bug Club Phonics.
Bug Club Phonics Games/books –
please use your log in details
Gross Motor Skills – see ideas
below
15 minutes of reading – books can be
found on the Oxford Owl website,
Hampshire library website and for
some children on Bug Club Phonics.
Hit the Button
https://www.topmarks.co.uk/maths-
games/hit-the-button
Spelling Shed website – please use
your log in details
15 minutes of reading – books
can be found on the Oxford Owl
website, Hampshire library
website and for some children
on Bug Club Phonics.
Times Table Rockstars (website)
– please use your log in details
Handwriting
Please practise writing out this
week’s spellings in your neatest
handwriting.
15 minutes of reading – books
can be found on the Oxford Owl
website, Hampshire library
website and for some children
on Bug Club Phonics.
Bug Club Phonics Games/ books
– please use your log in details
Fine Motor Skills – see ideas
below.
Gross Motor Skills (these help balance, strength and coordination) Fine Motor Skills (these help with finger strength)
Pick things up with tweezers.
Dot to dots
Colouring
Construction play
Draw lines on paper and cut them out, thinking about the direction of the paper and the
scissors.
Spellings:
busy, improve, pretty, prove, move
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Monday Task 1: Reading Comprehension
LO: Can I retrieve information from a text?
I can make a prediction about a text.
I can use my knowledge of Rex Retriever to find information in a text.
I can give my opinions.
First, watch the video on Seesaw to guide you with today’s task.
Today, you are going to answer some retrieval questions about our book this week; The Day the Crayons Quit.
Use the extracts from the book below to help answer the questions. If you would like a challenge and were
confident answering the retrieval questions, then move onto the challenge questions.
1) Duncan wanted his crayons, but what did he find instead?
2) What is Beige crayon tired of?
3) Who is Beige crayon second place to, why?
4) Which crayon is used to draw the ‘outline of things’, why is this?
5) How is Green crayon feeling? How is this different to the other crayons?
6) What kind of animals does Green crayon draw?
7) How is Peach crayon feeling, and why?
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Challenge Questions
If you were confident answering the retrieval questions, complete these challenge questions. Please
write your answers in full sentences and give reasons for your opinions.
1) How do you think Duncan was feeling when he saw all of the letters? What makes you think this?
________________________________________________________
________________________________________________________
___________________________________
2) What different emotions were the crayons feeling in the book?
________________________________________________________
________________________________________________________
___________________________________
3) Where do you think the crayons have gone?
________________________________________________________
________________________________________________________
___________________________________
4) What kind of language do you notice in each of the letters, which makes you know the crayons
are angry?
________________________________________________________
________________________________________________________
___________________________________
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Monday Task 2: Number bonds and using known facts
Can I apply known number facts?
I can use commutativity to find other facts.
I can use fact families to find other facts.
I can apply my knowledge to larger numbers.
Watch the video and select one of the lessons (you will be directed to these on the video).
Lesson 1: Number bonds to 10.
Lesson 2: Number bonds to 20.
Lesson 3: Using number bonds to make 50 and 100.
Lesson 1: Number bonds to 10
1) Using your fingers to help you, write the addition number sentences which equal 10 e.g. 1 + 9 = 10. Try to write
these in order.
2) Complete the number sentences below. Count the orange counters to find out the first number. Can you work
out the second number before you count the blue counters?
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3) If we know 6 + 4 = 10, we also know 4 + 6 = 10. We can also use them to know 10 – 6 = 4 and 10 – 4 = 6. Watch
the video on Seesaw to help you understand this.
Look at the pictures below and write the 2 addition and 2 subtraction number sentences.
_______ + _______ = 10
_______ + ________ = 10
10 - __________ = __________
10 - __________ = __________
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_______ + _______ = 10
_______ + ________ = 10
10 - __________ = __________
10 - __________ = __________
Green challenge:
Lesson 2 – Number bonds to 20:
1) Write down your number bonds to 10 – this will help you with the rest of the lesson.
2) Find the missing number in the number sentences below.
13 + __________ = 20
16 + __________ = 20
12 + __________ = 20
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9 + __________ = 20
5 + __________ = 20
3) Write the 4 number sentences which match the part – part whole model.
4) You have 20p to spend at the shop; you must spend it exactly. What items could you buy? You can buy more
than one as long as the total is less than 20p.
Can you find more than 5 ways of spending it?
______ + ______ = 20
______ + ______ = 20
20 - ______ = ______
20 - ______ = ______
______ + ______ = 20
______ + ______ = 20
20 - ______ = ______
20 - ______ = ______
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Lesson 3 – Number bonds to 100
1) To help with this session, please write down your number bonds to 10.
2) Complete these questions.
50 + ________ = 100
60 + ________ = 100
30 + ________ = 100
80 + ________ = 100
20 + ________ = 100
What do you notice?
3) What is the next ten? How many would you add to get there?
12 + ______ = ________ This will be the next number ending in 0. In this case, 20.
24 + ______ = ________
27 + ______ = ________
35 + ______ = ________
43 + ______ = ________
4) Complete the 2 number sentences to find the number bond to 100. You could use the hundred square to
help you.
34 + _________ = 40
40 + _________ = 100
so
34 + _________ = 100
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66 + ________ = 70
70 + ________ = 100
so
66 + ________ = 100
48 + ________ = _________
__________ + __________ = 100
so
48 + _____________ = 100
23 + _________ = ___________
___________ + ____________ = 100
so
23 + _____________ = 100
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5) Complete the problems and explain your thinking.
Which ones numbers could be covered up?
Can you find different ways to solve the number sentence?
5 + 4 = 100
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Throwing a ball
Practice different ways to throw a ball (this may be
a cricket throw like we learnt with Coach Neil,
underarm throw, chest throw etc..). Measure how
far you can throw a ball and which throw gets the
ball the furthest.
Can you teach someone at home the cricket bowler
throw?
Monday Task 3: P.E - Throwing Practice
LO: Can I throw a ball to hit a target?
I can find objects to use as a target.
I can explain and show someone a specific throw.
I can create my own throwing game.
This term our P.E topic is ball skills.
Rolling a ball
Today’s first activity is practicing rolling a ball.
Either find some empty bottles or items around
the house you can use as a target to practice
rolling a ball to hit the target. Can you roll the ball
in different ways to hit the target?
Create your own ball game
Using some of the throwing techniques from
today’s lesson, create your own game which involves
throwing a ball.
Upload a video or picture of you playing the game!
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Tuesday Task 1: Synonyms
LO: Can I use different strategies to build my vocabulary?
I can describe different characters emotions.
I can say what a synonym is.
I can identify synonyms for different words.
First, watch the video on Seesaw to guide you with today’s task.
Think about the different emotions of the crayons to create a vocabulary chart of different synonyms. Remember the word at the bottom of the chart (the
lightest colour) is the most common word and the word at the top (darkest colour) is your most imaginative word.
Challenge:
As a challenge pick some of the synonyms you have come up with to
put into a sentence to describe how the crayon is feeling and why.
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Tuesday Task 2:
LO: Can I add and subtract multiples of ten?
I can add ten to a number.
I can spot patterns to add multiples of ten.
I can solve problems involving multiples of ten.
Please watch the lesson on Seesaw to help with today’s lesson. Everyone is going to start with the
warm up and then task 1 today, but choosing which colour within it. You might be able work them
out in your head or you might need to draw pictures using dienes.
Warm up:
1) Please count in 10s.
2) How many tens and ones are in these numbers?
12 ______ tens ______ ones 18 ______ tens ______ ones
24 ______ tens ______ ones 36 ______ tens ______ ones
63 ______ tens ______ ones 52 ______ tens ______ ones
81 ______ tens ______ ones 95 ______ tens ______ ones
Addition:
1) Add tens to these numbers.
20 + 10 = 20 + 30 =
40 + 10 = 40 + 20 =
70 + 10 = 70 + 30 =
90 + 10 = 90 + 20 =
2) Now add tens to these numbers. What do you notice? Can you explain why this is?
23 + 10 = 32 + 20 =
51 + 10 = 26 + 30 =
74 + 10 = 48 + 40 =
86 + 10 = 37 + 80 =
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3) What do you predict will happen when we take away (-) tens?
Now have a go at these questions. Was your prediction right?
4) Now solve these problems. You can either work them out mentally or by drawing dienes.
Problem 1:
30 – 10 = 40 – 20 =
50 – 10 = 60 – 30 =
80 – 10 = 80 – 50 =
23 - 10 = 32 - 20 =
51 - 10 = 56 - 30 =
74 - 10 = 48 - 40 =
86 - 10 = 97 - 30 =
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Problem 2: (It might help you to draw the extra boxes of pencils before answering the problem).
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Tuesday Task 3: Human survival – needs and wants
LO: Can I identify what humans need to survive?
I can differentiate what is a need and what is a want.
I can say what the basic needs for humans to survive are.
I can explain why humans have certain needs to survive.
Just like animals, humans have a few basic needs in order to survive. First, can you think about what
these needs might be and write them down below?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Next, sort the following items into needs (essential for humans to survive) and wants (not essential
for humans to survive).
Need
(essential to survive)
Want
(not essential to survive)
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Finally, once you have sorted the items into needs and wants, explain why the items you have
chosen as ‘needs’ are essential for humans to survive and why the items you have chosen as ‘wants’
are not essential for humans to survive.
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Wednesday Task 1: Features of a persuasive letter.
LO: Can I find features of a persuasive letter?
I can say what the word persuasion means.
I can identify what a persuasive letter is.
I can label persuasive features in a letter.
First, watch the video on Seesaw to guide you with today’s task.
When Miss Mursell and Mrs Hadlow walked into their classroom this morning, all of the Lego had
quit and instead there was a letter left on their desks. We need your help to get the Lego to come
back!
Read through the letter below and label the features you can find in this letter. Then you are going
to highlight the persuasive language that has been used in this letter (how has Chad persuaded
Father Christmas to give him all those toys?).
If you would like a challenge, write two or three persuasive sentences to the Lego explaining why
you would like them to come back.
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Wednesday Task 2: Adding 2 digit numbers and ones.
LO: Can I add 2-digit numbers and ones?
I can partition a 2-digit number.
I can use pictures or objects to help.
I can use number bonds to help.
Warm up:
1) Please finish the patterns:
21, 31, 41, _________ , _________, ________ , ________
25, 35, 45, _________, __________, _________, __________
56, 66, 76, __________ , __________ , _________ , _________
71, 81, 91, __________, __________ , _________ , _________
2) Partition these numbers into tens and ones.
16 ______ tens ______ ones 19 ______ tens ______ ones
24 ______ tens ______ ones 35 ______ tens ______ ones
58 ______ tens ______ ones 71 ______ tens ______ ones
95 ______ tens ______ ones 104 ________ hundreds ______ tens ______ ones
Please watch the Seesaw video and complete the first couple of questions. Then decide if you
should complete lesson 1 or lesson 2.
Lesson 1: Adding 1s which do not cross a ten
1) Answer the questions. You may be able to answer them in your head or you may need to draw
them.
21 + 3 = 25 + 4 =
26 + 2 = 31 + 3 =
34 + 5 = 32 + 7 =
41 + 5 = 54 + 4 =
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2) Now answer these word problems. Write the number sentence before answering.
Jen had 23 chicks in her farm. 4 more chicks hatched. How many chicks does she now have?
Ben has 42 bricks in a tower. He puts 6 more on his tower. How many bricks are now in his tower?
Tom has 35 sheep in his field and 4 cows. How many animals are there in the field altogether?
Liz sees 54 ducks in the pond. Then 5 more come. How many ducks are there now?
3) Find different possibilities to answer the problem below. Use numbers 0-10. Remember the < and
> is always eating the largest number.
Lesson 2: Adding ones which cross a multiple of 10
During this lesson, please try not to use your fingers and instead use your number bonds to 10 to
help.
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1) Partition the second number to show the number bond to 10 and the left over amount (this is
explained in the video).
E.g. 6 + 5
9 + 4 8 + 6
8 + 5 7 + 4
9 + 6 9 + 7
2) Now answer the questions above using the number bonds to 10 to help you.
3) Use the same method to answer the questions below. This time you will be using your number
bonds to 10 to add to the next ten e.g. 34 you would add 6 to get to the next ten which is 40.
28 + 3 = 26 + 5 =
35 + 9 = 36 + 5 =
43 + 8 = 47 + 9 =
4) Answer the word problems below. Write the number sentence first and show the partitioning to
make a number bond.
Jen had 29 chicks in her farm. 4 more chicks hatched. How many chicks does she now have?
Ben has 48 bricks in his tower. He puts 6 more on his tower. How many bricks are now in his tower?
Tom has 36 sheep in his field and 8 cows. How many animals are there in the field altogether?
4 1
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Liz sees 56 ducks in the pond. Then 7 more come. How many ducks are there now?
Next complete the problem below.
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Wednesday Task 3: The Soap Experiment
LO: Can I record my findings?
I can say what I see.
I can explain my findings.
I can say why washing hands is important.
Our personal hygiene is important to keep us healthy. Our hands can carry many germs and bacteria,
which is why it is important to keep our hands clean by washing them with soap.
In the following experiment, you are going to find out how soap works and why it is better than
using just water to wash your hands.
For this experiment you will need:
- A bowl
- Water
- A sprinkle of black pepper (or any other spice)
- Liquid hand soap
- A hand towel
In the experiment, the surface of the water in the bowl represents your hands and the pepper
represents harmful dirt and germs that need to be washed away. This experiment will show you
what happens when you wash your hands with and without soap (there is a sheet on the following
page to record your findings).
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Record Sheet
Task 6:
Test 1
1) What I think will happen when I put my
finger in the bowl the first time:
_________________________________
2) What actually happened?
_________________________________
You can draw a picture or add a photo of what
happened here:
Test 2
3) What I think will happen when I put my
finger in the bowl the first time:
_________________________________
4) What actually happened?
_________________________________
You can draw a picture or add a photo of what
happened here:
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Thursday Task 1: Persuasive writing
LO: Can I use my knowledge of persuasive writing to make an advert?
I can identify what persuasive language is.
I can use persuasive language effectively.
I can make an advert to sell my favourite toy.
First, watch the video on Seesaw to guide you with today’s task.
First, sort the following sentences into the correct column; are they persuasive or not persuasive? Next, using your knowledge of persuasive language to
create a video or written advert to persuade us your favourite toy or object is the best in the world (remember to speak in first person, include a rhetorical
question and use positive adjectives to make your toy sound amazing), there is a word bank below to help you with this.
Persuasive Not persuasive
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1. Homework should be banned because children spend too
much time writing.
2. Come to my amazing, fun birthday party.
4. Last weekend I went out in the snow to play.
6. I have a cat called Ruffles.
3. I went to the café and had a strawberry milkshake.
5. Firstly, everyone knows dogs are the most loyal pets in the
world.
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Thursday Task 2: Adding two 2-digit numbers
LO: Can I add 2-digit numbers?
I can use pictures to help when adding.
I can partition numbers.
I can use number bonds to help when adding numbers.
Please watch the video on Seesaw to guide you through this lesson. Complete either the green or
orange warm up and then complete either lesson 1 or lesson 2. To complete lesson 2, you must have
completed lesson 2 yesterday. If you completed lesson 2 yesterday but found it confusing, please
choose lesson 1 today.
Warm up:
Complete the patterns:
20, 18, 16, _____, _____, _____, _____, _____, _____, _____, _____
46, 44, 42, _____, _____, _____, _____, _____, _____, _____, _____
Complete the number sentences:
21 + 10 = 24 + 30 =
23 + 4 = 37 + 5 =
31 + 5 = 31 + 20 =
36 + 10 = 48 + 7 =
43 + 6 = 76 + 9 =
Addition lesson 1: Adding 2 digit numbers (not crossing tens)
1. Write the number sentence which matches the pictures of dienes.
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Now count up the dienes to answer the number sentences. Remember to count the tens in tens and
then change to ones.
2. Draw dienes to answer the questions below.
15 + 12 =
17 + 11 =
24 + 15 =
26 + 13 =
34 + 21 =
41 + 26 =
3. Answer the problem on the next page.
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Addition lesson 2 – Adding 2 digit numbers which cross tens (you need to have completed
Wednesday’s lesson 2 to understand this lesson fully)
1. Recap of previous learning. Answer these questions either mentally or by drawing dienes.
36 + 23 = 51 + 32 =
44 + 42 = 62 + 26 =
46 + 33 = 65 + 32 =
2. Partition the ones digit to create a number bond to the next ten. This is the same as you did in
yesterday’s lesson. Then answer the questions.
26 + 5 = 25 + 8 =
37 + 6 = 35 + 9 =
38 + 5 = 34 + 8 =
3. These next questions link to the questions in number 2. Use your answers and workings to help
you.
26 + 15 = 25 + 18 =
37 + 16 = 35 + 29 =
This shows how Asma has partitioned
the numbers. Think about if this is
correct.
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38 + 25 = 34 + 28 =
4. Solve the problems below by spotting the number bonds to 10 to help.
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Thursday Task 3: Computing
Can I explain how a human can stay healthy?
I know what a human must have to survive.
I know what a human should do to stay healthy.
I can give reasons for my ideas.
On Seesaw or using another computer program, create a poster about how to stay healthy. Try to
include the information you have learnt this week as well as anything else you know about healthy
living.
Please include a mixture of pictures and writing.
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Friday Task 1: Persuasive Letter
LO: Can I write a persuasive letter?
I can say what the features of a persuasive letter are.
I can use persuasive language.
I can include a rhetorical question.
First, watch the video on Seesaw to guide you with today’s task.
We need your help to persuade the Lego to come back to school. Today, you are going to help us by
writing a letter to persuade the Lego to come back!
Thinking about everything you have learnt this week about persuasive writing. Use the checklist to
make sure you have included all of these techniques in your letter.
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Friday Task 2: Adding 2-digit numbers
LO: Can I add 2-digit numbers?
I can use pictures to help when adding.
I can partition numbers.
I can use number bonds to help when adding numbers.
Please watch the video on Seesaw to guide you through this lesson. Complete either the green or
orange warm up and then complete either lesson 1 or lesson 2. You must have completed lesson 2
yesterday to be able to complete today’s lesson 2.
Warm up:
Complete the patterns:
5, 10, 15, _____, _____, _____, _____, _____, _____, _____, _____
75, 70, 65, _____, _____, _____, _____, _____, _____, _____, _____
Complete the number sentences:
27 + 10 = 44 + 40 =
34 + 4 = 43 + 6 =
42 + 6 = 42 + 30 =
41 + 10 = 36 + 8 =
32 + 7 = 46 + 5 =
Lesson 1:
1) Please complete the number sentences:
23 + 25 = 31 + 16 = 35 + 24 = 41 + 24 =
22 + 17 = 26 + 22 = 32 + 14 = 43 + 35 =
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2) Now answer these word problems. Write the number sentence before you answer the question.
There are 25 sheep in the field and 22 lambs. How many animals are there altogether?
There are 32 chickens and 26 chicks. How many are there altogether?
Ben has 31 crisps and Jess has 26 crisps. How many do they eat altogether?
Liz has 24 chairs in her room and Bill has 31 chairs in his room. How many chairs are there
altogether?
Green challenge:
Lesson 2:
1) Please complete the number sentences:
26 + 28 = 38 + 26 = 35 + 26 = 47 + 28 =
25 + 17 = 26 + 24 = 39 + 14 = 46 + 37 =
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2) Now answer these word problems. Write the number sentence before you answer the question.
There are 45 sheep in the field and 29 lambs. How many animals are there altogether?
There are 36 chickens and 28 chicks. How many are there altogether?
Ben has 35 crisps and Jess has 25 crisps. How many do they eat altogether?
Liz has 29 chairs in her room and Bill has 38 chairs in his room. How many chairs are there
altogether?
Challenge:
Explain how you can work this out.
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Friday Task 3: Human Growth
Today you are going to think about the different stages in a human’s life and what things a human usually does at this age.
Put the stages of someone’s life into order and draw a picture for each. Write in the box what humans can usually do at this stage in their life or what
changes in their life. If you are working at home, you might be able to talk to an adult about what you learnt to do as a baby or toddler.
adult baby toddler elderly teenager child