Skip to content ↓
Seal Church Of England Primary School

Seal Church Of England Primary School

Tuesday 2nd June

Timetable Tuesday 2nd June




9:00 – 9:30

Exercise with Joe Wicks – Please see link on exercise page

9:30 – 10:00

Guided Reading – See attachment below

RWI - Oxford Owl have made available for parents all the ebooks linked to each RWI level. This means you no longer need to upload the books to the webpage. 

Go onto the webpage below:

Then click on ebooks 

Register yourself - this is completely free.

Once registered you can then open all the ebooks and choose the correct banded level for your child.


Maths – Multiplication and Division

Lesson 10 – Multiplication and Division Fact Families

LO: To use multiplication facts to find fact families

SC1. I can discuss the inverse relationship between multiplication and division.

SC2. I can complete fact families from a given multiplication fact.

SC3. I can solve multiplication problems and find fact families.

Over the last few terms we have been developing multiplication and division strategies for solving problems. Today, we are going to use this knowledge to help find some simple fact families for the 2, 3, 4, 5, and 8 times tables.

Fact families show the relationship between mathematical operations. In this case we are looking at multiplication and division. Fact families always have 4 facts – 2 are multiplication and 2 are division. We use fact families to help us see the relationship between multiplication and division and to help us check our answers.

The first type of problem is where we know the solution to one problem we can find the rest of the fact family e.g.


Fact 1

4 x 5 = 20 (in multiplication the largest number is always at the end of the number sentence)


The next part of the family is also multiplication:

Fact 2

5 x 4 = 20 (we can simply swap the numbers 5 and 4 because of the “law of commutativity”)


Now we know the multiplication part of the family. So we now need to find the division part:


Fact 3

20 ÷ 5 = 4 (in division the largest number is always at the start of the number sentence)


The next part of the family is also division but unlike multiplication we cannot just swap numbers around. In a division problem the largest number must stay at the start of the number sentence:


Fact 4

20 ÷ 4 = 5 (here we see that we have the same numbers but the divisor has swapped places and become the answer)


If you are presented with part of a fact family then it is fairly easy to find the rest of the family. However, you may find questions where you have to calculate the first part and then complete the family e.g.



7 x 2 =


Then complete the other 3 parts of the fact family:

7 x 2 = 14

2 x 7 = 14

14 ÷ 2 = 7

14 ÷ 7 = 2


This is now a complete fact family for multiplication and division. As you are going through the fact family you should be using it to check that you got the original part of the problem correct i.e. if you found that 7 x 2 = 16 and then that 16 ÷ 2 = 8 you know that you have made a mistake somewhere and you need to start again.


REMEMBER: Fact families always contain the same numbers for both the multiplication and division problems.


Today, I have put together a video and PowerPoint to support your learning. You will find two sets of questions to answer. The first set you are given the first part of the fact family and the second set you need to solve the problem and then complete the family.





Break/Snack Time



LO: To use the features of a script

SC1) I can discuss the features of a script

SC2) I can identify the parts of the story that need to be turned into a script

SC3) I can turn a story into a script


Today we are going to be using our knowledge of scripts to write our own simple script. Before we start, discuss with an adult the features of a script. You might need to look back to yesterday’s work to refresh your memory. For us to practise using the script features, we would like you to watch the following youtube video from 1:10 – 1:55. We would like you to turn this section into a script. In this story, it says “said little red riding hood”, but remember we do not need to write this in the script. You should only have 2 characters – Granny and Red Riding Hood.

Remember your stage directions and the way the characters are saying their lines! Use the checklist from yesterday to help you.








LO:  To design a product

SC1) I can choose a type of design to base my puppets on

SC2) I can draw what I would like my puppets to look like

SC3) I can plan what my backdrop will look like


Today we are going to be using our character list from yesterday to design the puppets for our show. First of all, you will need to decide what type of puppet you will be using. Look at the word document below for some examples of puppets you could make. We would like your puppets to be home made, rather than existing toys you already own.

After you have decided the type of puppets you are using, it’s time to design what they are going to look like. In order for you to do this, you will need to draw what you hope your puppet to look like.

As well as the puppets themselves, you will need to design what your background is going to look like. All puppet shows have a backdrop. This may be made e.g. using a shoebox, or it could just be a picture of the scene.

If you have finished the design of your puppets with time to spare, you could make a start on creating your puppets.


TTRockstars, Mathletics or Mental Maths Times Tables Challenge


For this week’s Times Tables challenge we would like you to focus on the 8x tables. Please refer to Monday’s videos and links.


Remember to challenge yourself by beating your score and time on the “Times Tables Generator”.



Story Time – if you wish to read along to the story please open the attachment below.




Inspire FederationUnicef Rights Respecting Schoolswoodland trust awardChildlineCEOP