W/C 04.05.20 - Daily Warm Up Activities:

Continue practicing counting in 2s, 5s and 10s using pictures/objects to enable your child to

visualize what the quantities tool like. You could also use the numberline provided in week 1 for

your child to point to the numbers.

Every day, try an interactive maths game as a warmup. Gordons games or BBC Bitesize are a

good place to start:

Gordons Maths Sequencing game:

https://www.topmarks.co.uk/ordering-and-sequencing/caterpillar-ordering

Gordons Maths Game – bonds to 20

https://www.topmarks.co.uk/maths-games/mental-maths-train

Gordons Maths Game – shape pattern sequencing

https://www.topmarks.co.uk/ordering-and-sequencing/shape-patterns

Gordons counting game (ask the children to subitize if they can – that means that they can tell

you how many there are without actually counting each one)

https://www.topmarks.co.uk/learning-to-count/underwater-counting

Play Subitize Rock (Jack Hartman) https://www.youtube.com/watch?v=ib5Gf3GIzAg

Search and Watch NumberBlocks on Youtube.

Guess the number – chn use questions to guess the chosen number using maths vocabulary such

as “is it greater than 10? Is it less than 20?” etc

OR play any boardgames that you have, such as Ludo, Snakes and Ladders etc or even Top

Trumps.

04.05.20

Introduction: It would be useful to recap the previous maths work completed by your child to

see what they can remember and what they can explain to you. If they struggle to do this, use

this as an opportunity to revisit the previous tasks again as they may not be ready to move on

just yet. If you can print out the tasks for your child to complete then you can go over them

again or, if not, draw them out on paper or use real objects. If, and when, your child is ready to

continue the activities that follow should then be completed. Work through them at your child’s

pace. It doesn’t matter if they take a while. Try not to rush through them, though, as your

child needs to really understand the idea of multiplication as “groups” before we move on.

Problem Solving Question to discuss:

(instead of printing this out, you could

represent with identical objects that you

have around the house eg: coins, counters

etc or even socks!)

Practical Activity 1:

Play a boardgame with a dice, such as Ludo or Snakes and Ladders but every time the dice is

thrown, ask your child to double the number on the dice. (A printout of Snakes and Ladders is

included at the end of this document or you could make your own.)

04.05.20 (contd)

Practical Activity 2:

Select a number between 1 and 10 for your child to double.

Written Activity 1:

05.05.20

Introduction: We are now moving on to division but children should not be shown the division

symbol at this stage. Children need to start with a given total and to learn how to make groups

of an equal amount from that total. They need to be able to record their understanding in

sentences (verbal or written – but not using the division sign). Children can further develop

their understanding of equal groups by seeing numbers which do not group equally.

Mathematical Talk:

How can you tell if the groups are equal?

How can you sort the objects into equal groups?

Have I got equal groups? How do you know?

Does each group need to be arranged in the same way for it to be equal?

Practical Activity 1:

Give your child an even number of identical objects (eg counters, coins, pencils etc). Ask them

to put them into groups so that there is the same number in each group. Ask your child to

actually move the objects as they work through this. Start off with just 8 objects – these can

be split into 4 groups of 2, 2 groups of 4 or even 8 groups of 1. Ask your child to continue to

explore these groupings until they have found each of the possibilities. After each attempt, ask

your child to tell you what they have done (eg I had 8. I have put them into 2 groups of 4).

Repeat for other numbers (10, 12, 16 – but don’t go over 20 at this stage). This should take

about 10-15 minutes. (This activity can be repeated every day as a starter or warmup).

Written Activity 1:

(To complete this activity, you can use identical objects that you have to represent the

mittens).

Written Activity 2:

(To complete this activity, use any identical objects that you have to represent 20 cubes.)

06.05.20

Go back over previous learning and use some of the links/games provided as a warmup. Ask your

child to explain what they learnt yesterday.

Written Activity 1:

Use any identical objects that you have so that your child can make these representations in

order to complete the table.

Practical Investigation 1 :

Use identical objects or draw and cut

out pictures of sweets to help your child

to work through this problem.

Practical Investigation 2 :

Give your child 30 identical objects (counters or coins etc) and see if they can work out what

the number is by using these clues (encourage them not to just guess at random numbers as

they don’t have enough information yet to know what the number is.)

I am thinking of a number between 20 and 30.

I can only make equal groups of 5.

What must my number be? Answer = 25

What happens when I try to make groups of 2 with it?

What happens when I try to make groups of 10 with it?

07.05.20 - Sharing Equally

Introduction : Children need to explore sharing as a model of division. They need to use 1 : 1

correspondence to share real objects into equal groups. This means that they need to be able

to use real objects to represent the numbers that they see and they need to be able to move

these real objects into groups as they explore how the total can be shared. Children also need

to see what happens when a number of objects cannot be shared equally into groups. (NOTE:

We are still not using the division symbol yet).

Practical Investigation 1 :

Give your child different quantities of identical real objects (eg socks, counters, coins etc). Ask

them to share them into equal sized groups. Repeat several times with different quantities and

ask your child to tell you what they have done each time (eg I had 12 socks. I have shared them

into 3 equal groups of 4 etc).

Written Activity 1 :

Give your child identical real objects to represent the muffins so that they can work this out

practically.

Written Activity 2 :

(Again, give your child identical real objects to work this out or they could draw this out using

circles for the hoops.)

08.05.20 – Sharing Equally – Reasoning & Problem Solving

Recap everything completed so far and use one or two of the starter games for a maths warmup.

Practical & Written Investigation 1 :

Use real objects to solve this problem then ask your child to draw it. (Your child could draw two

squares to represent the boxes with the bananas in – remember we are still not using the

division symbol at this stage.)

Problem Solving 1 :

Give your child 10 identical objects

to represent the cookies. Ask them to

work out how many people could be

at the party. NOTE: your child should

be used to the fact that sometimes

there is more than one correct answer.

Problem Solving 2 :

Encourage your child

to use identical real

objects to solve this

and then to draw it out

and to explain their

answer.