Go through all phase 2 and phase 3 sounds

Have a go at reading some phase 4 words

Lisa to try and do some LW assessments if there is time. :)

Play fast fingers to 10. Draw the number on the board and get them to show on their fingers

Go through the PPT.

Show the interactive 10s frame Ten Frame Modeller (ictgames.com). Can they say the stem sentence with 3 different coloured counters - 3 green, 3 white and 4 red make 10 altogether.

If chn can still concerntrate. in pairs can they find ways to make 10 using numicon? (They may like to have a 10 and 'build' the number on top)

Simplify: Print three copies of the 2 part catepillars. Can they do this first?

Extend: Show three examples. Find the wrong one. Show the dice pattern using numicon pieces.

Display and read slide 9.

Some more kittens have come to play! How many kittens can you see today?

Generate some discussion about possible numbers of kittens, e.g. say:

I wonder if there will be a lot more than 5 or just a few more? If there are only a few more, how many MIGHT there be?

Could you show me, using your fingers, how many kittens there might be?

I notice that you are using all of the fingers on 1 hand, and some more to show me numbers that are more than 5!

Agree some numbers of kittens that there might be, and agree that each number suggested is ‘more than 5’.

[This discussion is intended to draw attention to the fact that when a number is more than 5, it can have 5 as a part. This will help the children develop their understanding of the numbers 6 to 9 using the ‘5 and a bit’ structure. Identify any children who are not yet able to show and name numbers that are ‘more than’ 5.]

Display slide 10.

How many kittens can you see? Can you say how many without counting? (e.g. “Six! It’s like a die pattern of 6.”)

Can you see the children’s 5 kittens ‘inside’ 6? It could be any 5 kittens because they all look the same!

Encourage the children to explain how they can ‘see’ 5 inside the arrangement of 6, then display and animate slide .

Look, now we can see the children’s 5 kittens! And we can easily see it’s 6 because we know 6 is made of… (5) and (1).

Can you show 6 on your fingers, using the ‘5 and a bit’ way?

Use the stem sentence: ____ is made of 5 and ____; 5 and ____ make ____.

Talk to the children about primary and secondary colours.

What do they know about colour mixing? Refer to colourblocks and what they know from there.

Tell the children that they are going to make their own colour wheels today by mixing colours.

Model on the board.

Enhancements - put powder paint and water out for children to explore mixing and making their own paints. (use the colour sums sheets for them to explore)

Have food coloured water (primary colours) for children to drop onto tissue with a pipette on tuff tray. What colours can they create?