DAILY – RMeasimaths – well done on all your hard work!

MENTAL MATHS – (remember to include 0 in your counting!)

Continue to reinforce skills already learning, i.e. rote counting forwards and backwards; counting forwards (in ones) from different starting points , eg. Start at 2 and count up to 12 etc; counting backwards (in ones) from different starting points, eg. Start at 20 and count back to 2 etc; adding 1 / adding 0 / adding 2 to numbers within 5, 10 / beyond. Remember to focus on the language ‘and’; ‘altogether makes’; ‘plus’; ‘1 more’; ‘equals’.

Answer these questions. You might want to draw pictures to help you to solve these problems. Remember when you draw, draw one item at a time and go back and count again. Every time you count, touch the item. E.g. 1, draw another item, count 1, 2, draw another item, count 1, 2, 3, etc.

• 8 ducks are swimming in a pond. Four are big. How many are small?

• A farmer has seven cows. He buys one more. How many cows has he now?

• A mummy pig (sow) and a daddy pig (boar) had eight baby pigs (piglets). How many pigs altogether? 

PRACTICAL – digit cards

ORDERING NUMBERS:

• Take out your digit cards from 1-20. Have a go at ordering your numbers forwards. At school, if we got stuck at ordering numbers we used our numberline or our counting skills. Example: ‘I’m not sure what number comes after 10 so count 1,2,3,4,5, 6, 7, 8, 9, 10 oh yes it's 11’.
• When you have done this, can you tell the person helping you what is:

One more than 9, 15, 19?

One less than 6, 10, and 16?

How many tens and ones are in 10?

How many tens and ones are 14?

• If you put your finger on the number 1, how many jumps would you need to get to 11?
• If you put your finger on the number 2, how many jumps would you need to get to 12?
• If you put your finger on the number 15, how many jumps would you need to get to get to 19? 
• Try other numbers if you wish. Even go beyond 20.

• Next order your numbers from 20-1.
• If you put your finger on the number 18, how many jumps would you need to get back to 8?
• If you put your finger on the number 10, how many jumps would you need to get to back to 2?
• If you put your finger on the number 7, how many jumps would you need to get back to 3?

MAKING SETS - Continue to reinforce one to one correspondence

• Take out the numbers 10-20.  Lay them out on the floor in front of you. Go on a hunt for different objects in your home or outside to count and match the number of objects to a number card, examples match the number 14 to 14 socks, the number 15 to 15 pieces of LEGO,  the number 16 to 16 twigs, the number 17 to 17 grapes, etc.
• Please remember to count and check - this is very important.  Remember, at school when we count large amounts, we touch each object with our finger to make sure we are accurate.

ADDITION / SUBITISING

• See addition sheets below related to our ‘The Cautious Caterpillar’ story.
• See butterfly doubles sheet below. 
• See sheet below on subitising. No need to print them, just say which number each picture represents.

SUBTRACTION  - Try out either of the sheets below. Use clothes pegs or cubes to help you to answer the sums first.

ESTIMATION

Estimate means to have a guess. Remember to use the word ‘estimate’ when trying out the following activities. 

1. Estimate how many triangles you can draw in 1 minute. Have a sensible guess and write it down. Then an adult can time you drawing your triangles for 1 minute When your time is up, count carefully how many times you have written your name and record the actual amount. 

2. Estimate how many star jumps you can do in 1 minute. Remember to record your estimate and then write your actual total. 

SHAPE

    • Continue to use your Pupil Support Book to revise the names of 2D and 3D shapes / continue to look for them in your home. 

• 2D Shape – Try out the Carroll diagram sorting activity below plus answer these questions.
• I have only one curved side. I am not an oval. What am I? Draw me.
• I have three sides and three corners. What am I? Draw me.
• I have four sides that are all the same length and four corners. What am I? Draw me.
• I have four sides and four corners. Two long sides and two short sides. What am I? Draw me.
• I have five sides and five corners. What am I? Draw me.
• I have six sides and six corners. What am I? Draw me.

• 3D Shape – Answer these questions.
• I have no corners or edges. I feel smooth. I can roll. What am I?
• I have straight sides. I have corners. My six faces are all rectangles. You might find me in your food cupboard. What am I?
• Look at the picture below. Point to the cones, the cylinders, the cubes, the cuboids and the spheres.

MONEY 

• Look for 1p, 2p and 5p coins in your home. Which of these coins would you need to buy the following farm items? Try to make the amounts using only 1p coins first and then with different coins. Tractor 10p, spade 7p, combine harvester 12p and scarecrow 5p.

TIME 

Continue to use your clock to make o'clock and half past times.

Days of the week.

• Cut out the days of the week / or write your own. Order them from left to right. Start with Monday first. Mix them up. Do it again. Then repeat for the third time.

MEASURES 

• Throughout your daily routines continue to think about the language you use when drawing, measuring, playing with sand / water, building with construction toys, using plasticine, etc. When do you use the following language?  Long, short, longer, shorter, heavy, light, heavier, lighter, full, empty, half full, holds more, holds less?

Try the following:

• Draw a big circle and a small circle.
• Draw a short tree and a tall tree.
• Draw a thick pencil and a thin pencil.
• Draw a wide ribbon and a narrow ribbon.
• Draw something heavier than you and something lighter than you.
• Draw an empty glass and a full glass.

PREPOSITIONS

• Check out the link below to revise prepositions. Maybe you could use your own teddy to carry out the tasks.