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Westwood Primary School

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# 25th November

Below is today's phonics lesson learning the sound 'or'.

## Phonics set 2 - or sound

Today's sound is 'or - shut the door'. If you would like to share your amazing writing, or photos and videos of your hard work, please use the #MrsSuthersPho...

Science and Writing

I would love you to complete this experiment at home, you will need ice and 3 plates. You will need to place 3 pieces of ice in 3 different locations around your home, for example a fridge, on top of a radiator (or somewhere warm) and at room temperature (e.g. a bedroom, kitchen or living room). The children will then observe which location melts the ice the quickest.

Before starting the experiment, I would like the children to write a prediction and an equipment list, this should include everything they are using during the experiment. If you feel your child is able, they may also write a short method for the experiment, explaining each step.

At the end of the experiment, I would like the children to write a conclusion using their results. The conclusion must include 'because' as this will allow the children to explain why that piece of ice melted the quickest.

Below is a video of myself explaining the task to the children.

Maths

## The Counting by Twos Song | Counting Songs | Scratch Garden

Quick Maths starter

The first part of today's Maths is looking at 1 more and 1 less. The children in my class have done this previously with numbers below 10.

Show the children a number line to 20 and point to a number. Ask 'what is 1 more than this number?', the children should then jump to add 1 on the number line. Similarly, when looking at 1 less the children should learn to jump back as 1 less is subtracting 1. This can be shown using items and the children physically taking away or adding 1.

The next part of today's Maths is completing number patterns - finding the missing numbers.

Show the children a series of numbers going forwards and backwards with a missing number.

e.g. 5, 6, 7, _, 8

e.g. 12, 14, 15, __, 17

e.g. 20, 19, 18, __ , 16

The children should then count either forwards or backwards to complete the sequence.