P3M Learning Together At Home – Tuesday 31 March

Good afternoon.

I hope you all had a good day yesterday.

It’s been lovely to see photos of some of you working away on your activities.  Parents; our lovely admin team have been in touch with the teaching staff to say that it is helpful if a child’s name and class is in the title of e-mails so that they can quickly and easily forward them to us.   If you are e-mailing a “Hello from Buckstone Primary School” picture and want it to be sent to the Church for their newsletter, please title your e-mail “Picture for Church newsletter” or something similar.

Here are today’s activities:



Choose an activity from your spelling grid to help you learn your words.


Lions: ‘The Emergency’ by Mike Poulton

Read up to p15 again with someone at home.  Now you are more familiar with the story and the words, work on your fluency and expression.  Remember to use the punctuation to help you.

Discuss with someone at home (you do not need to write these down today):






Read to the end of the book for tomorrow.

Dolphins: ‘Snooty Prune’ by Pippa Goodhart

You should have read to the end of your book before completing the following.  If you have not managed to do this yet, focus on completing your book and come back to this activity later.

What did you predict might happen in the last chapter of the story?  Were you right?  Were you surprised?

Write the answers (in full sentences) to the following questions in your jotter.

  1. What was Prunella’s plan in chapter 5?
  2. On p36, why do you think ‘it felt magical and exciting’ to Prunella?
  3. Write three adjectives to describe Beth.
  4. Why had Beth been horrible to Prunella before?
  5. Imagine you are the author.  What do you think might happen next in this story?  Write your answer and then draw a picture to show what is happening.

Tigers: ‘The Foggy Day’

Read the story aloud today with help from someone at home.

Discuss the following:

  1. How did the children know it was foggy when they looked out of the window?  What did they see?
  2. Look at p2-3.  What are the children doing?   Why do you think they said, ‘Oh no!’ when Dad said he wanted to go shopping?

Draw a picture of page 2-3 but add yourself in as an extra child.  Think about what you would be doing.  Would your television look like the one in the book?  Why do you think it looks a bit funny?   

Keep playing games with your words from yesterday.  You could add in the words from your word wall if you are feeling confident with the words from ‘The Foggy Day’.

Cheetahs: ‘Flat Stanley’

Today, your task is to have a closer look at some of the vocabulary in ‘Museum Thieves’. 

In your jotter, write down the following words and then find out their meanings.  Write the meaning beside the word.

Don’t forget to write today’s date in your jotter as well as a title.

  • director (p35)
  • ordinarily (p35)
  • suspect (p36)
  • permission (p38)
  • disguise (p40)
  • bandanna (p40)
  • closet (p42)
  • disgusted (p42)
  • sensational (p49)
  • furious (p50)
  • arrested (p51)

Read to the end of your book for tomorrow.

Kittens: ‘The Scarf’

Read the story again with someone at home.   Work on any words you are finding tricky.

Discuss the following with someone at home:

  1. Who are the main characters in the story?
  2. Who made a scarf?
  3. How did she make the scarf?
  4. What time of year do you think it is?  Why do you think that?
  5. Look at the picture on p8-9 and imagine there was no writing underneath.  What does the picture tell you about the story?

In your jotter, draw a new picture for pages 8-9.  What else could the children be doing?

Keep playing games with the cards you made yesterday.

Lizards: ‘The Motorway’

Discuss with someone at home (you do not need to write these down today):

  1. What is the story about?
  2. Who are the main characters?
  3. Who are the less important characters?
  4. Why was gran so upset?
  5. What would you like to happen in the rest of the story?
  6. Look at the illustration (the picture) on p12 and imagine you hadn’t read the text (words).  What information does the picture give you about what’s happening?

In your jotter, design your own kite.  Make it lovely and colourful.  Around the outside, write all the words you can think of related to flying a kite.

Read to the end of your book for tomorrow.

BEAR time

Don’t forget about BEAR time!


Mental Maths

Place Value

In the example above, 28 has been partitioned into 2 tens and 8 units (or ones). We can also say that 28 has partitioned into 20 + 8.

Partition (or split) these numbers into tens and units:






Now see if you can split these numbers into hundreds, tens and units:






Write down the value of the underlined digits:







Numeracy group work:


Yesterday was about making links / recognising patterns to help you add with larger numbers.  Today, we are going to look at the same thing but with subtraction.

You can tell me that 5 – 2 = 3

We can use this same fact to help us subtract within different decades.

What patterns do you notice?  Think back to what you did yesterday when adding amounts.

5 – 2 = 3

25 – 2 = 23

35 – 2 = 33

45 – 2 = 43

55 – 2 = ?

65 – 2 = ?

Now complete these in your jotter.   Ask someone at home to check them over. 

  1. 6 – 3 =                                          2.  36 – 3 =

3. 7 – 5 =                                          4. 67 – 5 =

5. 9 – 2 =                                           6. 89 – 2 =

7. 8 – 7 =                                           8. 88 – 7 =

9. 9 – 5 =                                          10. 99 – 5 =

Once you have finished, if you have access to a device, follow the link to play ‘Subtraction Grids’ on Topmarks.  Choose ‘two numbers up to 10’ to help you become really familiar with the subtraction facts in that category.


If you don’t have access to a device, don’t worry.  Try solving a problem from Nrich maths (link given yesterday).

Human Beans

Today, you are going to work on your skills counting in tens.

Start off with a bit of revision:

With someone at home, practise counting forwards and backwards in 10s from different starting points.  Once you feel confident doing this, continue to the activity below:

Use your skills counting in 10s to complete the following in your jotter:

  • 20 + 10 =
  • 30 + 10 =
  • 40 + 10 =
  • 50 + 10 =

This time, count on more than one ten.  Use the same skills as before:

  • 30 + 20 =

(you know that 20 is the same as two tens, so count on in tens from 30 two times)

  • 40 + 30 =
  • 20 + 40 =
  • 40 + 50 =

What do you notice about all your answers?  Think about tens and units (or ones).

That’s right; the ones (or units) column stays the same and it’s only the tens column that changes.  Have a look at this pattern and make sure you understand it.

This time, you are going to subtract in 10s:

  • 80 – 10 =
  • 70 – 20 =
  • 90 – 40 =
  • 50 – 30 =
  • 60 – 50 =
  • 30 – 30 =

For extra practice and a bit of a challenge, follow the link and select ‘One number, Up to 100 (tens)’.  The calculations are slightly different but you have the skills to work out the answers. (Think about our mental maths from yesterday).



Sequencing numerals

You are learning to sequence numbers in the 1-100 range.

Keep working on your skills in sequencing numbers using the cards you made last week. 

Ask someone at home to put some of the cards in the wrong order (e.g. 23,21,24,22) and see if you can sequence them correctly.

Once you are confident working within the decades, ask someone to give you numbers that cross the decades (e.g. 32, 29, 31, 30)

Follow this link for additional practice sequencing numbers to 100:


Combining numbers to make 5

Today, you are also learning to add numbers together to make 5.

How many numbers can you think of that combine to make 5?

Prepare and play the following game to help you remember all the combinations.


If you have access to a device, continue working on your typing skills:


Work at level 1.

Alternatively, open a new Word document and type a paragraph about anything you like.  Remember not to press enter at the end of the line and to use both hands to type.  Ask someone at home to help you save the document.  Can you remember how to do this?


Check out activities posted on the NYCoS website.  Have a go at some of the songs with someone at home.


During our sessions with Mary, we have been learning to sing using ‘mi’ and ‘soh’ along with the hand actions for these.

We have been singing songs using these notes and have been jumping along either side of a line to help us think about whether we are singing the higher note (soh) or the lower note (mi).

I had a go at trying to recreate one of the songs we have been listening to by filling different amounts of water into different-sized jars and bottles. I managed to get them almost to the right pitch! Do you recognise the tune?

With permission from someone at home, see if you can recreate the tune in the same way.

Try jumping on either side of a line (it might be imaginary or you could use a piece of string or some pens lined up) in the pattern of the tune. What would your jumps look like if we drew them above and below the line? I have started it off for you.

What other tunes can you create on your glass jars? Perhaps you can add other jars for different notes and compose some tunes of your own.

For an additional challenge, you could try and find out why different amounts of water result in different pitches.