Here you will find all of your maths work that needs completing. Challenges are set at 3 levels; Bronze, silver and gold. Please don't worry about printing anything off. You can just write the answers on plain paper. Please send over all of your completed work to email@example.com
Possible starter activities to choose from:
- 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)
22nd March 2021
There are some extra PowerPoints and activities at the bottom which you might find helpful this week.
Remember that we are only expecting your child to complete one activity each day. Bronze, Silver OR Gold.
This week we will be looking at position and direction. Go through the PowerPoint with your child and make sure they are confident with half turns and full turns.
Children to select an object or shape. Adult is to give the child instructions eg: make your object do a half turn, etc. Photos to be taken and emailed to the teacher.
Children are to have a worksheet which has a shape on. They children have to follow the instructions and draw what the shape would look like after a half turn and a whole turn.
The children are to have a go at describing the turn of a shape. They need to write in the box what turn the shape has made.
Go through the PowerPoint which looks at quarter and three-quarter turns. Have a play on this game to check the children’s understanding. http://www.snappymaths.com/other/shapeandspace/position/interactive/turns/turns.htm
The children are to have a shape or a small object. You could draw a shape and cut it out for them. Try not to pick a square! They need to pick a shape and draw around it. They are to then make that shape do a quarter turn, draw around it and then do a three-quarter turn and draw around it. The children then need to label what turn their shape has done.
Draw what this shape would look like after it has turned. You can either do this on the sheet or draw the shapes onto a piece of paper.
Introduce clockwise and anti-clockwise to the children. Do they remember any of this from when they looked at time? Children need to cut out the pictures of the Gruffalo. They need to read the instructions and turn the Gruffalo according to the instructions. If you don’t have a picture, feel free to change the character to something a little bit easier to draw!
Watch the following video (this will get suck in your head!) https://www.youtube.com/watch?v=idJYhjGyWTU
Ask the children where the monkey is in the video. Re-enact the video by putting a teddy bear in different places and asking the children to say where the teddy bear is.
The children are to have a go at following a set of instructions which tells them where they need to put things. Photos to be taken and emailed to their teacher.
Silver and Gold
Silver to complete with adult support. Gold to complete independently.
The children are to be given a picture which they are going to be writing about. They need to write sentences to describe where the objects are. Eg: The _____ is on top of _____.
Ask the children which way is left and which way is right. Once the children are confident with their left and rights put on the cha cha slide. Repeat the instructions. Discuss what the following mean and ask the children to complete an action involving one of the prepositions:
Children are to have a tree, pictures and a set of instructions. The adult is to read the instructions and the children are to place the pictures in the correct place. If you do not have a printer, please draw out the images that the children need.
The children need to read and follow the instructions. When they have completed this then they are to write down where they have finished. The children need to start at the start sign every time.
The children are to have a go at reading the instructions and working out where the shapes need to go.
All children to work their way through the end on block assessment. This will show what the children are confident with and what we need to revisit when we come back to school.
There are lots of extra resources and activities that you may decide that you want to use. Please don’t feel like you need to. Every child learns differently and at a different pace.
The children are to have a go at completing the positional language bingo. The adult is to call out where the football is and the child is to out a counter or similar onto their picture.
Bronze 1 chilli. Silver 2 chillies. Gold 3 chillies. The chillies can be found at the top of each card.
Children are to a go at working their way through the challenge cards. There are also some questions about shape in there too.
Hopefully the rest of the activities are self-explanatory but if you need any help please just send us an email.
1st-5th March 2021
Remember that we are only expecting your child to complete one activity each day. Bronze, Silver OR Gold.
This week we will be looking at number bonds. In class your child has learnt the number bond to 10 song. We sing this every day. Ask your child to teach you the number bond to 10 song. Go through the PowerPoint.
Bronze – To make number bonds to 10 paper chains. Select a number bond eg: 7+3. Have 2 coloured strips of paper (Eg: red and blue). Use the red paper to make a chain of 7 and then join 3 pieces of red paper to complete the paper chain. Repeat for all of the number bonds to 10. See example below.
Silver – The children are to have a go at colouring in all of the different number bonds to 10. The children need to select 2 different colours and colour in to show the bonds to 10. The children then need to write the number sentence underneath. Eg: 4+6 = 10. The children would colour in 4 circles in blue and 6 circles in red.
Gold – To work their way through the worksheet looking at different ways of making 10.
Bronze – To write all of the number bonds to 10 on a piece of paper.
Silver – Go through the PowerPoint first and then work through the worksheet looking at number bonds within 10.
Gold – Go through the PowerPoint first and then work through the worksheet looking at creating systematic number bonds.
Bronze – Play this game which looks at the different number bonds to 10
Silver – Similar to Monday but looking at number bonds to 20. Don’t forget to write the number sentence underneath.
Gold – Recap the idea of using systematic number bonds. Today we would like the children to have a go at writing all of the number bonds to 20 in a systematic way.
Today is World Book Day. Keeping with this theme we have found some maths questions related to Roald Dahl books. Have a go and see how many of these you can complete.
Week 7 Maths
22nd-26th February 2021
Please remember that the children only need to complete one activity each day (bronze, silver OR gold). If you are unsure as to what challenge your child should be completing, please email their teacher and they can let you know.
Discuss language related to measuring eg: longer, shorter, taller, cm, length, height etc. Children are to have a go at one of the challenges below. If you do not have a printer do not worry. You (or your child) can draw and cut out your own crocodiles or flowers.
Children to cut out a range of crocodiles and order from shortest to longest. Focus on making sure each snake is lined up correctly. Each crocodile must start in the same place so it is easier for the children to see what crocodile is the longest. If
Children to cut out a range of flowers and order from smallest to tallest. Focus on making sure each tree is lined up correctly.
Children to complete missing sentence activity linked to length and height.
Go through the PowerPoint that explains how to use a ruler. Then play this game: https://www.topmarks.co.uk/maths-games/measuring-in-cm
This game should show that the children are confident with using and reading a ruler.
All children to find objects around the house that are shorter or longer than a 30cm ruler. Provide children with recording sheet.
Extend with children sorting the objects into 2 groups, those shorter than a 30cm ruler and those longer than a 30cm ruler.
Children to use measure items using non-standard units such as cubes or paperclips. Please send over photos of them measuring different items. There are some pictures you might want to use attached. You could either print these off or draw them onto some paper.
Children to practically measure objects using non-standard units (cubes) and record. You could use Lego blocks, paper clips or anything else fairly small that you have around your house. Record these on the sheet provided. If you do not have a printer please draw out the table and complete it.
Children are to work their way through the sheet, discussing how long or tall each object each. Children should develop their understanding of key words used to describe measuring. You might want to go through the PowerPoint first so that the children know what they are doing.
Children to read ruler image and ruler already drawn.
Children to use ruler to measure given pictures. The children need to find these items around the house and then measure them. If you do not have all of these objects, feel free to adapt them. Remember how we use a ruler!
Children to draw lines of a given length. Be careful when using a ruler. You can either complete these on the sheet provided or draw lines onto a plain piece of paper and label each one.
Complete the end of block assessment.
When you have finished as the assessment is fairly short you might want to work your way through these activity cards. These act a tool to show how confident your child is in this area or shows us what we need to revisit when we come back to school. You might decide that you want to complete these practically which is fine.
This week in maths we are looking at capacity. Capacity is the amount something can hold. We can use capacity to describe when something is full, half full and empty.
Work through the activities below to secure children’s knowledge of capacity. It does not matter which order the activities are completed in.
Try as many activities as you can.
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.
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.
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’.
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.
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?
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.
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 2021 Calendar and the days of the week. Share answers and address misconceptions.
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.
Time assessment. Children to complete time assessment covering all aspects of time taught so far.
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. Linked below you will find a range of resources to use throughout the week.
Complete the relevant sheet comparing times using language such as shorter than, longer than, faster than, slower than etc. Please remember children only need to complete one challenge; Bronze, silver or gold.
18th- 22nd January
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 or draw one on plain paper.
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 before revealing the answers.
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.
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.
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.
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.
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.
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 passing 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.
All Children-What Can You Do in a Minute? Children 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.
11th-15th January 2021
Monday 11th January
Bronze and Silver
Input- Share teaching slides (Counting back)
Activity- Solve the calculations using a number line.
Input- Share teaching slides
Activity- Solve the calculations using a number line/ruler (numbers within 20)
Tuesday 12th January & Wednesday 13th January
Input- Share teaching slides (Find the difference)
Activity- complete finding the difference activity. Complete page 1 on Tuesday and Page 2 on Wednesday.
Thursday 14th January
Input- Share teaching slides (Compare numbers)
Activity- All children to complete comparative symbols worksheet.
Extension activities available for children to complete if needed.
Friday 15th January
Input- Share teaching slides (compare addition and subtraction statements)
Bronze- Fill in the missing numbers. Numbers within 10.
Silver- Fill in the missing numbers. Numbers within 20.
Gold- Complete comparative statements sheet. Extension- problem solving activities.
6th - 8th January 2021
Wednesday 6th January
Input- Share teaching slides with children.
Activity- All children to complete subtraction story. Fill in the missing boxes and create your own subtraction story.
Thursday 7th January
Input & Activity- Share powerpoint with children and work through questions. Work together to solve the subtraction calculations. Children can use objects to help them to solve calculations.
Silver & Gold
Input- Share teaching slides with children.
Activity- Children to subtract by using the crossing out method.
Friday 8th January
Input and activity- Share powerpoint with children and work through questions together.
Extension activity- Children to work through calculations using a number line for support.
Silver and Gold
Input- Share teaching slides with children.
Activity- Children to represent subtraction calculations by using part whole models. Find the parts and complete the calculations.