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Numeracy 12

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 4 and count up to 14 etc; counting backwards (in ones) from different starting points, eg. Start at 18 and count back to 8 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.

  • Seven geese are swimming in a pond. Five are big. How many are small?
  • A farmer has three tractors. He buys one more and his brother gives him another one. How many tractors does he have altogether?
  • There are five sheep in the field and two sheep in the barn. How many sheep altogether? 


PRACTICAL – digit cards


  • 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 13 so count 1,2,3,4,5, 6, 7, 8, 9, 10, 11, 12, 13, oh yes it's 14’.
  • When you have done this, can you tell the person helping you what is:
  • One more than 8, 14, 12?
  • One less than 3, 6, and 11?
  • How many tens and ones are in 11?
  • How many tens and ones are 13?


  • If you put your finger on the number 3, how many jumps would you need to get to 9?
  • If you put your finger on the number 4, how many jumps would you need to get to 8?
  • If you put your finger on the number 6, how many jumps would you need to get to get to 14? 
  • 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 19, how many jumps would you need to get back to 7?
  • If you put your finger on the number 17, how many jumps would you need to get to back to 10?
  • If you put your finger on the number 9, how many jumps would you need to get back to 2?


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 18 to 18 sweets, the number 19 to 19 pieces of pasta, the number 20 to 20 daisies. Go beyond 20 if you wish.
  • 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.


Selection of sheets related to 'What the Ladybird Heard' story.

  • Choose any sheet or sheets to complete / or discuss.


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

1. Estimate how many squares you can draw in 1 minute. Have a sensible guess and write it down. Then an adult can time you drawing your squares 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 numbers you can write in 1 minute. Remember to record your estimate and then write your actual total. 


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

MONEY Revision - £1. coins

Check out links below.

TIME – Long time / short time

Draw something that takes you a long time to do and draw something that takes you a short time to do.


  • Throughout your daily routines continue to think about the language you use when drawing, measuring, baking, 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?