Week 15
29th June-3rd July
Starter activities
Counting in 2s, 5s and 10s to 100.
Number bonds song.
Mental Maths Number bond bingo. (Children should be able to recall number bonds to 10 and 20 without having to work them out. Please focus on these and then extend to any number depending on ability)
- Split page into 9 (noughts and crosses grid)
-Pick 9 numbers and write them on paper into each section of grid.
-Grown up says a number.
-If the child has the corresponding number bond they can cross it off. E.g. Grown up says 3, child crosses 7 if they have it (number bonds to 10)
How many ways can you make...? Children to write as many calculations as they can including addition and subtraction.
Guess the number- Children to ask a range of questions to guess grown ups number, then swap roles.
Activities
In school this week we are recapping multiplication. In year one we need to know our 2, 5 and 10 times tables but it is great to look at the others too.
Below are a range of online activities and videos to work through this week. Follow the Links below for interactive activities and games:
Here are some additional PowerPoints and activities to complete in your homework books. (Please don't worry about printing everything)
Week 14
22nd-26th June
Starter activities
Counting in 2s, 5s and 10s to 100.
Number bonds song.
Mental Maths Number bond bingo. (Children should be able to recall number bonds to 10 and 20 without having to work them out. Please focus on these and then extend to any number depending on ability)
- Split page into 9 (noughts and crosses grid)
-Pick 9 numbers and write them on paper into each section of grid.
-Grown up says a number.
-If the child has the corresponding number bond they can cross it off. E.g. Grown up says 3, child crosses 7 if they have it (number bonds to 10)
How many ways can you make...? Children to write as many calculations as they can including addition and subtraction.
Guess the number- Children to ask a range of questions to guess grown ups number, then swap roles.
Daily Activities
Day 1
Remind children that there are 24 hours in a day, 60 minutes in an hour, 60 seconds in a minute.
Using stopwatch online, measure how long it takes children to do certain activities in so many seconds- Was this a long time?
Share problem with children: Sam took 40 seconds to tie his shoe. Tom took 15 seconds less? How many seconds did Tom take?
Model solving.
Jim took 12 seconds more than Sam? How long did Sam take?
Model solving again.
Use the words faster/slower to describe how long it took each child.
Activities
Bronze- Use the words faster/slower to describe times.
Silver- Use longer than, shorter than/equal to to describe times.
Gold- To compare times using appropriate language and work out timings based on clues given.
Day 2
Hours, minutes, seconds
Remind children that each day is split into 24 hours, each hour is split into 60 minutes and each minute is made up of 60 seconds. Using the clock face on the Lesson Presentation, and referring to real clocks that you can see, explain how the the movement of the clock hands marks the hours, minutes and seconds.
Hours, Minutes or Seconds: Look at the activities on the Lesson Presentation. Children work with a talk partner to decide which of these activities will take hours, which will take minutes and which will take seconds.
Activities
Bronze- Children match each activity to the time in seconds, minutes or hours that it takes.
Silver-Children use ‘earlier’ and ‘later’ to complete sentences about the start and end times of films.
Gold-Children spot and correct mistakes in sentences written about the time that each horse took to finish a race.
Day 3
Introduce the dinosaurs on the Lesson Presentation. The dinosaurs are going to help the children learn about the days of the week. Do children know what day of the week it is today?
Days of the Week: Work as a class to sort the dinosaur days into order.
The Dinosaur Dance: Read through the slides explaining what the dinosaurs did on each day of the week, asking children questions using the vocabulary ‘yesterday’, ‘tomorrow’, ‘before’ and ‘after’.
Activities
Bronze- Children fill in the missing days of the week in a list. They use their understanding of ‘tomorrow’ and ‘yesterday’ to fill in the missing days in some sentences.
Silver- Children are given a table with the headings ‘Yesterday’, ‘Today’ and ‘Tomorrow’. One day has been filled in in each row; children must fill in the missing days.
Gold-Children solve a problem to work out the days on which a character did certain activities.
Day 4
Seasons: Can children remember the seasons of the year? Read through the slides on the Lesson Presentation to remind children about the four seasons and how the natural world changes throughout the year.
Months: Explain that, within the seasons, we break time down further into months. Give the children chance to think about the months that they already know. Read through the names of the months on the Lesson Presentation. On the following slides, identify the months in each season and discuss the events that happen during these months.
Birthdays: Do children know which month their birthday is in? If they don’t, prompt them to think about what time of year their birthday happens and tell them if they cannot work it out. What month comes before their birthday? What month is after? Do they know anything else about the month of their birthdays?
Activities
Bronze-Children fill in the missing months of the year and complete sentences about their birthday and another special day.
Silver-Children fill in the missing months of the year and complete sentences to describe which months are before and after each other and which months are in which seasons.
Gold- Children answer true or false questions to name and order the months of the year and match them to seasons and special occasions.
Day 5
Show the slides on the Lesson Presentation to model how to read dates. Children to identify the parts of dates that show the day, month and year and then to write today’s date on a whiteboard.
Calendars: Read the information on the Lesson Presentation to model how to find dates on the calendar by looking for the month, then finding the number of the day. Show children how to read the day of the week from a calendar, reminding them about weekdays and weekends.
Calendar Hunt: children identify the significant dates on the 2020 Calendar and the days of the week. Share answers and address misconceptions.
Activities
Bronze-Children use a page from a monthly calendar to find out which day of the week certain dates fall on.
Silver- Children answer true or false statements about a rhyme for the months of the year.
Gold- Children use a page from a monthly calendar and solve the clues given to work out the dates on which a character is not busy.
Week 13
15th-19th June
Starter activities
Counting in 2s, 5s and 10s to 100.
Number bonds song.
Mental Maths Number bond bingo. (Children should be able to recall number bonds to 10 and 20 without having to work them out. Please focus on these and then extend to any number depending on ability)
- Split page into 9 (noughts and crosses grid)
-Pick 9 numbers and write them on paper into each section of grid.
-Grown up says a number.
-If the child has the corresponding number bond they can cross it off. E.g. Grown up says 3, child crosses 7 if they have it (number bonds to 10)
How many ways can you make...? Children to write as many calculations as they can including addition and subtraction.
Guess the number- Children to ask a range of questions to guess grown ups number, then swap roles.
Daily Activities
In school last week we realised that the concept of time is tricky. This week we are continuing with o'clock and half past times to secure our knowledge. Below are a range of resources to use throughout the week in addition to the teaching presentations used last week.
Once children are secure with o'clock and half past they can complete activities using the white rose home learning page available at
Week 12
8th-12th June
Starter activities
Counting in 2s, 5s and 10s to 100.
Number bonds song.
Mental Maths Number bond bingo. (Children should be able to recall number bonds to 10 and 20 without having to work them out. Please focus on these and then extend to any number depending on ability)
- Split page into 9 (noughts and crosses grid)
-Pick 9 numbers and write them on paper into each section of grid.
-Grown up says a number.
-If the child has the corresponding number bond they can cross it off. E.g. Grown up says 3, child crosses 7 if they have it (number bonds to 10)
How many ways can you make...? Children to write as many calculations as they can including addition and subtraction.
Guess the number- Children to ask a range of questions to guess grown ups number, then swap roles.
Daily Activities
Day 1
Show images of different clocks and clocks at home.
What do you notice?
Discuss the features of a clock with children
Model making a clock using card and split pins. Make sure the hands are different lengths.
Activity- children to make a clock. They can use the template provided.
Day 2
Work together to label the parts of a clock face, discussing the vocabulary. Model how to tell the time to the hour by looking at the position of the minute hand and the hour hand. Watch the clock travel through the hours on the Lesson Presentation, counting the time in hours together.
Looking at the clock faces on the Lesson Presentation, children identify the o’clock time displayed. Work through the quiz, giving children time to discuss the questions with a talk partner, before revealing the answers to the class.
Activity-
Bronze- Children match the times to the hour given in words to the clocks that show that time. They write the time shown on different clock faces that show times to the hour.
Silver- Children are given times in words that are to the hour or to half past and must draw each time on a clock face.
Gold- Children spot the mistakes on some clocks that show times to the hour. They explain why these mistakes might have been made.
Day 3
Looking at the clock faces on the Lesson Presentation, children identify the half past time displayed. Work through the quiz, giving children time to discuss the questions before revealing the answers.
Read the slides on the Lesson Presentation to model telling time to half past the hour on an analogue clock.
Activity-
Bronze- Children match the half past times given in words to the clocks that show that time. They write the time shown on different clock faces that show times to half past.
Silver-Children spot the mistakes on some clocks that show times to half past. They explain why these mistakes might have been made.
Gold- Children solve problems to find half past times that have been given with some missing information.
Day 4
Looking at the times on the Lesson Presentation, children calculate what the time will be one hour later.
Read through the slides on the Lesson Presentation to remind children of the parts of a clock face and how to tell time to the hour and half past the hour.
Read the times given on the Lesson Presentation and identify which of three clock faces shows the correct time. Work through the quiz giving children time to discuss the questions with a talk partner before revealing the answers to the class.
Activity-
Bronze- Children are given a selection of clocks with missing minute hands. They must draw in the missing minute hand on each clock to show o’clock or half past, depending on the position of the hour hand.
Silver- Children are given a selection of clocks with missing minute hands. They must draw in the missing minute hand on each clock to show o’clock or half past, depending on the position of the hour hand. They must then circle the time that each clock shows.
Gold- Children are given some blank clock faces. For each clock, they must read the clues given and draw the hands on the clock to show the correct time. They must then find all the possible answers to a more open-ended clue.
Day 5
Children to decide which unit of measurement would be used to measure the objects on the Lesson Presentation.
Explain that each day is split into 24 hours, each hour is split into 60 minutes and each minute is made up of 60 seconds.
Using the clock face on the Lesson Presentation and referring to real clocks that you can see, explain how the passage of the clock hands mark the hours, minutes and seconds. Explain the duration of hours, minutes and seconds, referring to familiar activities.
Children to work with a partner/adult using a 1 minute timer- model starting the timer and explain how you will know when one minute has finished. Children to talk about a given topic for one minute. When both partners have had a turn, discuss. Did children find a minute was longer than they expected or shorter? What else do they think they could do in a minute?
Using the slides on the Lesson Presentation, explain how minutes can be measured using sand timers, stopwatches and analogue clocks.
Activity-
What Can You Do in a Minute? Children work in mixed-ability pairs to complete the What Can You Do in a Minute? Activity Sheet.
Bronze- Children decide whether certain activities would be measured in seconds, minutes or hours. They then order the activities from shortest to longest duration and think of other activities that might take a few minutes.
Silver- Children suggest suitable equipment (for example, a stopwatch, clock or sand timer) to measure the time taken to carry out certain activities. They measure and record how many times they can do each activity in one minute.
Gold- Children use ‘seconds’, ‘minutes’ or ‘hours’ to complete the sentences about the durations of different activities. They decide whether sentences about the durations of different activities are true or false.
Week 11
1st-5th June
Starter activities
Counting in 2s, 5s and 10s to 100.
Number bonds song.
Mental Maths Number bond bingo. (Children should be able to recall number bonds to 10 and 20 without having to work them out. Please focus on these and then extend to any number depending on ability)
- Split page into 9 (noughts and crosses grid)
-Pick 9 numbers and write them on paper into each section of grid.
-Grown up says a number.
-If the child has the corresponding number bond they can cross it off. E.g. Grown up says 3, child crosses 7 if they have it (number bonds to 10)
How many ways can you make...? Children to write as many calculations as they can including addition and subtraction.
Guess the number- Children to ask a range of questions to guess grown ups number, then swap roles.
Activities
Watch the lesson clips on the White Rose Home Learning page and complete the daily activities. You can record your answers
in your homework books or print the activities if you have access to a printer.
Follow the link below to access the White Rose Home Learning page. (Summer Term -Week 6 (W/C 1st June)
Week 9
18th May-22nd May
Starter activities
Counting in 2s, 5s and 10s to 100.
Number bonds song.
Mental Maths Number bond bingo. (Children should be able to recall number bonds to 10 and 20 without having to work them out. Please focus on these and then extend to any number depending on ability)
- Split page into 9 (noughts and crosses grid)
-Pick 9 numbers and write them on paper into each section of grid.
-Grown up says a number.
-If the child has the corresponding number bond they can cross it off. E.g. Grown up says 3, child crosses 7 if they have it (number bonds to 10)
How many ways can you make...? Children to write as many calculations as they can including addition and subtraction.
Guess the number- Children to ask a range of questions to guess grown ups number, then swap roles.
Activities
Watch the lesson clips on the White Rose Home Learning page and complete the daily activities. You can record your answers
in your homework books or print the activities if you have access to a printer.
Follow the link below to access the White Rose Home Learning page. (Summer Term -Week 5 (W/C 18th May)
Week 8
11thMay-15th May
Starter activities
Counting in 2s, 5s and 10s to 100.
Number bonds song.
Mental Maths Number bond bingo. (Children should be able to recall number bonds to 10 and 20 without having to work them out. Please focus on these and then extend to any number depending on ability)
- Split page into 9 (noughts and crosses grid)
-Pick 9 numbers and write them on paper into each section of grid.
-Grown up says a number.
-If the child has the corresponding number bond they can cross it off. E.g. Grown up says 3, child crosses 7 if they have it (number bonds to 10)
How many ways can you make...? Children to write as many calculations as they can including addition and subtraction.
Guess the number- Children to ask a range of questions to guess grown ups number, then swap roles.
Activities
Watch the lesson clips on the White Rose Home Learning page and complete the daily activities. You can record your answers
in your homework books or print the activities if you have access to a printer.
Follow the link below to access the White Rose Home Learning page. (Summer Term -Week 4(W/C 11th May)
Week 7
4th May-8th May
Starter activities
Counting in 2s, 5s and 10s to 100.
Number bonds song.
Mental Maths Number bond bingo. (Children should be able to recall number bonds to 10 and 20 without having to work them out. Please focus on these and then extend to any number depending on ability)
- Split page into 9 (noughts and crosses grid)
-Pick 9 numbers and write them on paper into each section of grid.
-Grown up says a number.
-If the child has the corresponding number bond they can cross it off. E.g. Grown up says 3, child crosses 7 if they have it (number bonds to 10)
How many ways can you make...? Children to write as many calculations as they can including addition and subtraction.
Guess the number- Children to ask a range of questions to guess grown ups number, then swap roles.
Activities
Watch the lesson clips on the White Rose Home Learning page and complete the daily activities. You can record your answers
in your homework books or print the activities if you have access to a printer.
Follow the link below to access the White Rose Home Learning page. (Summer Term -Week 3 (W/C 4th May)
Week 6
27th April-1st May
Starter activities
Counting in 2s, 5s and 10s to 100.
Number bonds song.
Mental Maths Number bond bingo. (Children should be able to recall number bonds to 10 and 20 without having to work them out. Please focus on these and then extend to any number depending on ability)
- Split page into 9 (noughts and crosses grid)
-Pick 9 numbers and write them on paper into each section of grid.
-Grown up says a number.
-If the child has the corresponding number bond they can cross it off. E.g. Grown up says 3, child crosses 7 if they have it (number bonds to 10)
How many ways can you make...? Children to write as many calculations as they can including addition and subtraction.
Guess the number- Children to ask a range of questions to guess grown ups number, then swap roles.
Activities
Fractions
Day 1-
Take a look at the fractions powerpoint below. With an adult, can you cut different food items into halves/quarters?
Remember that all parts must be equal.
You can also practice this when building construction. Can you half/quarter your model? Can you show your grown up 3 quarters?
Rest of the week-
Watch the lesson clips on the White Rose Home Learning page and complete the daily activities. You can record your answers
in your homework books or print the activities if you have access to a printer.
Follow the link below to access the White Rose Home Learning page. (Summer Term -Week 2 (W/C 27th April)
https://whiterosemaths.com/homelearning/year-1/
Week 5
20th April - 24th April
Starter Activities
- Split page into 9 (noughts and crosses grid)
-Pick 9 numbers and write them on paper into each section of grid.
-Grown up says a number.
-If the child has the corresponding number bond they can cross it off. E.g. Grown up says 3, child crosses 7 if they have it (number bonds to 10)
Activities
Day 1 - Doubling
Recap the definition of doubling with children (adding two numbers that are the same) By the end of year one children should be able to recall doubles to 20.
Children can practice writing all of the doubles to 20 in their homework books. They can use objects, a number line or a hundred square to help them find the answers.
Children that are confident with doubles to 20 can have a go at the challenges to deepen their understanding.
Day 2- Multiplying by 2
Show children multiplication problem 2x4. Explain that this is the same as double 4, 4 add 4 or 2 lots of 4. Repeat with different calculations. Explain to children that the numbers can switch places and the answer will still be the same e.g. 2 x 4 is the same as 4 x 2.
Children to write the correct multiplication calculation next to the doubles that they wrote in their homework books yesterday.
Children that are secure with this can complete the missing number calculations.
Day 3- Repeated addition
Show children a range of multiplication problems focusing on 2s, 5s and 10s. Model writing the calculation as a repeated addition e.g 3 x 10 is the same as 10 + 10 + 10.
Children to write the repeated addition and multiplication calculations to support each pictorial representation in their homework books.
Day 4- Arrays
Explain to children that they can also draw arrays to help them solve multiplication calculations.
Children to solve a variety of multiplication problems by drawing arrays in their homework books.
Day 5- Word problems
Solve the word problems using a method learnt this week. Children could draw an array, write it as a repeated addition calculation or count in multiples.
Week 2
30th March - 3rd April
Starter Activities
- Split page into 9 (noughts and crosses grid)
-Pick 9 numbers and write them on paper into each section of grid.
-Grown up says a number.
-If the child has the corresponding number bond they can cross it off. E.g. Grown up says 3, child crosses 7 if they have it (number bonds to 10)
Activities
Day 1
Addition missing number calculations- Bronze, Silver or Gold challenge. Write calculations in your homework books.
Day 2
Subtraction missing number calculations- Bronze, Silver or Gold challenge. Write calculations in your homework books.
Day 3
Addition and subtraction mixed missing number calculations- Bronze, Silver or Gold challenge. Write calculations in your homework books.
Day 4
Addition and subtraction word problems- Write calculations in books.
Problem solving extension activity
- How much is each shape worth?
Day 5
Problem solving- Toy Problem- How many ways can the children share the toys? Write addition calculations in homework books.