P1 Tigers Learning Together at home 14/1/21

Please remember, that our priority at the moment is the mental and physical well being of the children and parents so there is no expectation for you to do all the home learning ideas that we are posting every day, it is guidance. As I said before this is a challenging time for us all.


Focused tasks

Learning Intention

  • We are learning to write in sentences.

Success Criteria

  • I can put capital letters in the right place.
  • I can use finger spaces.
  • I can use full stops.
  • I can sound out the words to try to write them.
  • I can write a sentence that makes sense.

Today we are going to write about our family.
First talk to an adult about your family: how many people live in your house, maybe your family lives in two houses (one house with mum and another with dad), do you have a sister or a brother? Do you have any pets? Think about what you would like us to know about your family (we will be your audience).
Draw a detailed picture (you don’t have to colour it in, black pen drawing if you have one), think about one thing that you all like doing together. We would love to see a picture of your family (you could take a photo of your work and upload it on the e-learning journal once you have finished).

Now you can try to write a few sentences:

  • The adult who is helping you can write the sentences starters (written below in cursive) so you can copy them. However if you want a bit of a challenge try to sound out the words and write them without help (Adult, please don’t focus on correcting the spelling to start with if it is phonetically correct).
  • Sentence starters: Then start by: I have … (a Mum, Mummy, Dad, Daddy, Sister, etc). Tell me everything you can about it: She is… Then tell me why you like it: I like it because….
  • Your child should be able to write independently the worked tricky words (such as I, she, he, etc)
    Non-negotiables (adult, you could write a simple sentence and model it for your child)
    • Capital letter at the beginning of a sentence.
    • Full stop at the end of a sentence.
    • Finger spaces between words.
    We would love to see your amazing writing.


Read your reading book to an adult independently.
Book Review:
Please tell an adult what you did/did not like about the story and why.


Please continue to practice your tricky words (Block 1 and 2).
Try to write as many as you can in one minute!

Further suggestions :-

These are ideas to try out throughout the week if you are looking for more ideas:

• Revise single sounds of the alphabet (Jolly Phonics songs are available on YouTube)
• Continue to work on sounding out and blending to read words.
• CVC game: read the word using your knowledge of the initial sounds, blend the sounds together and click on the picture that matches the word.

Play this game without the sound encouraging your child to sound the words out independently.

• These lessons from BBC bitesize could be useful if you want to explore consonants and vowels to secure the learning done previously at school:

Websites which you can use for blending and making words:







Learning Intention:

I can revise my previous learning of subtraction and can confidently take one number away from another.

Success Criteria:

  • To apply my knowledge of subtraction through solving sums.
  • To confidently take one number away from another.
  • To recognise the numbers I need to subtract and use my fingers, number lines or other objects to help me take away.

Watch and join in with this subtraction video!

We are going to practice our subtraction skills which we have already learned how to do in school.

To start, ask your child what does ‘subtraction’ or ‘take away’ mean? What do they need to do/think about when ‘subtracting’?

Now that you have discussed what subtracting means, ask your child this sum, 10- 2 = ? (ten take away two equals…)

  • Put the 10 in your head then count back 2 numbers, where did you stop ?
  • You could use fingers – start with 10 fingers up and put 2 fingers down, How many are left?
  • You could make a number line, point to 10 and move back two jumps.

Try again with other numbers, for example, 8 – 3, 6 – 2, 5 – 3.

Select numbers appropriate for your child’s ability. For a challenge use numbers between 10-20, for example, 20 – 3, and for a harder challenge use numbers beyond 20, for example 36 – 6.

Extension Tasks:

Play this game. Select a number range, suitable for your child’s level and have fun learning!

Watch this episode of numberblocks..

You may wish to use one (or more) of these worksheets for optional extra practice.

STEM Activity

(Science, Technology, Engineering, Mathematics)

Ice cubes investigation.

In advance – make some ice cubes in your freezer.

Take a few ice cubes and put each one on a separate plate/tray/dish. Place the dishes in a variety of safe locations around the house garden. Guess which one you think will melt the quickest and give a reason why you think that. Check the ice cubes regularly and observe what happens.

Do you think the weather is cold enough to make ice outside?

If you do, find a small pot ( remember to check with an adult which pot to use – something like a yoghurt pot from the recycling would be good)

Put some water in the pot and put it on an outside window ledge or somewhere safe in the garden. Leave for a few hours, ideally overnight, then check if has turned to ice.


Each player is given an ice cube of a similar size. The object of the game is to be the first person to make your ice cube melt. You can be as creative as you like in finding a way to make your ice cube melt.

n.b. to avoid mess, the game is best played outdoors.

Have a good Thursday everyone.