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Thursday 11th February



One less!

Recite numbers in order to 10 (30-50M)
Find one less from a group of up to five objects, then ten objects (40-60M)
Use the vocabulary involved in subtracting (40-60M)
Say the number that is one less than a given number (ELG)


Warm up
Practise counting to 10 and then 20 in different voices (whisper, shout, deep, squeaky, robot)- Can you show the numbers on your fingers?

Count down from 10


Recap previous lesson
Adding one more
Number got bigger
Jumped forward on the number line


Watch Numberblocks S2:E7 Ten Green Bottles

Discuss the episode

Sing the 'Ten green bottles' use objects or drawing to represent the bottles and take one away watch time.

Discuss how many are left each time.

Can you write the number sentence?

10 - 1 = ?



What do you notice about the number blocks?

Which way do we go on the number line when we take one away?


Follow-up Challenge

Practise taking one away, to find one less.

Choose one or more of the activities below!


  • You could use objects that you have at home.
  • You could try the 'Clothes-Themed One Less' worksheet.
  • For more challenge, practise using the number line to find one less (jump back one space on the number line) for numbers to ten.
  • For further challenge, try find one less for numbers to twenty!


Can you write it as a number sentence?






Play spooky sounds to practise identifying the we have phonemes learned so far

Practise recognising tricky words Tricky word song 1 Tricky word song 2

See the activities in the pdf below



Follow-up challenge

Read the sentences. What should be in the picture? Can you draw the picture?




Describe main story settings, events and principal characters (30-50M).
Hear and say initial sounds (40-60M).
Segment the sounds in simple words and blend them together (40-60M).
Uses some clearly identifiable letters, representing some sounds correctly and in sequence (40-60M).



Retell the story of Cinderella.

How do you think Cinderella was feeling at each part of the story. Can you use different vocabulary such as excited, overjoyed, shocked, alarmed.

discus key vocabulary for the story (Cinderella (name comes from 'cinders' meaning ashes), coach, coachman,  palace, midnight)





What happened in this part of the story?

What did the prince decide to do?
How did he try Cinderella?

Can you think of a better way?
How might you find something or someone you had lost?


Look at and discuss these examples of 'Found posters' 


Follow-up Challenge

Can you make a found poster for the glass slipper, to help the Prince find Cinderella?

  • Consider what adjectives could you use to describe the shoe?
  • Where was it found?
  • When was it found?


Remember to:

  • Rehearse your ideas verbally 
  • Write one word at a time
  • Sound out the words with your robot arms
  • Write the sounds that you hear - words do not have to be spelled correctly, they should be spelled phonetically (as they sound)
  • Use the sound mat to identify the letters and form them correctly
  • Use finger spaces between words (not letters)
  • Tricky words that we have learned should be spelled correctly (these can be found on the sound mat)


* Please encourage children to sound out independently, emphasising sounds to support them but not telling them the spelling. Children should write words phonetically (as they sound).

Some children may make marks and tell you what it says, some may write initial and some final sounds and some children may write three or more sounds.