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Wednesday 3rd



L/O: Fractions S/C: Number Sequences

Whole Class input: Children will count up and down in a given fraction. They will continue to use visual representations to help them explore number sequences. They will also find missing fractions in a sequence and determine whether the sequence is increasing or decreasing and by how much.

Discuss what happens when we go over 1 6/6? What does the fraction become? Can we look at it in another way? Link to mixed numbers and improper fractions. 1 and 7/6 = 7 divided by 6 = 1 and 1/6. Add this to the other whole number and you have 2 and 1/6 which also is 13/6 as an improper fraction. Do other examples from the chart.

Fractions & Sequences


Focus poem: Coral Reef (Clare Bevan)

Look at some photos of coral reefs. A coral reef is a large underwater structure composed of marine life called coral. They are home to all kinds of fish and other sea creatures. Watch the following video to help explain how coral reefs work. 


Read the poem two or three times.

  1. Select words and phrases that are effective in describing the coral reef.
  2. Identify vocabulary that puzzles you or is new to you.
  3. Explore their meaning in the context of the poem.
  4. Use dictionaries and discussion to define this new vocabulary.

Create a magpie page in skills books listing language discussed and researched. Record definitions of unfamiliar vocabulary

Exploring the Coral Reef: Learn about Oceans for Kids - FreeSchool - Help support more content like this!Come learn about the amazing creatures that inhabit the coral reefs and how to protect t...

Coral Reef Poem

Guided Reading


Complete the comprehension questions that you started yesterday. It may take longer to complete than just these two days so please take more time if you need it J As long as the reading chapters and the comprehension are completed by next week, then that is absolutely fine.



Voyager: Practise work from last week on voyager and the different methods of travel. Then have a go at the next worksheet (comment tu viens a l’ecole? – how to you come to school?) which focuses on travelling to school in various forms of transportation. It also begins to look at the verb ‘venir’ (to come) and the different ways in which it is written. Please look at the clues in the box and complete the sentences. Practise verbally saying the sentences aloud.



Success Criteria: To describe the dreams and goals of young people in a culture different to mine. To reflect on how these relate to my own dreams and goals.

Watch the following video of Evangeline She is a child living on a farm in rural Kenya.

Look at the photos of some children, then consider the following questions:

  1. What might Evangeline’s dreams and goals be?
  2. How might they differ from yours?
  3. How are the lives of these children the same as yours?
  4. How are the lives of these children different from yours?
  5. What aspirations/dreams might the children in these clips have?

How are their dreams the same or different to yours?

Peterbrook Primary School, High Street, Solihull Lodge, Shirley, Solihull, West Midlands, B90 1HR

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