**Ongoing Activity:**

**Friday 24th April **

**L.O.: I can add equal groups.**

Following on from yesterday’s lesson, today **we are going to add equal groups**.

They will be **equal groups of 2, 5 and 10**. So, let’s begin by **counting in **

2s: 2 4 6 8 10 etc…

5s: 5 10 15 20 25 etc…

10s: 10 20 30 40 etc…

If you wish, here’s a game you can use to practise counting on from a given number in 2s, 5s or 10s.

Your work is on the **attached document**. Make some of your own examples too if you wish! Have fun.

**Thursday 23rd April **

**L.O.: I can make equal groups.**

We are going to make equal groups of things today. Have a look at this photograph.

How many broad bean seeds do I have?

How many groups do I want to share them between?

Do you think they will share equally? Let’s see……

Yes they did! There are 2 groups of 4 seeds.

Look at the next photo below. Now, how many broad bean seeds do I have?

How many groups do I want to share them between?

Do you think they will share equally? Let’s see……

No they didn’t. They are **unequal** groups.

Now your turn!

Find different numbers of small items you can share between groups. I drew my two groups on a piece of paper, but you could use plates or coasters for your groups for example.

So, to recap, I shared 8 beans equally between 2 groups. But when I tried to share 9 beans between 2 groups, I made unequal groups, because I had one left over.

**Try these**:

10 things between 2 groups

6 things between 3 groups

7 things between 2 groups

Which of these make **equal groups**? Which made **unequal groups**?

**Now try some other combinations.**

Draw some of your work in your book and write sentences like mine shown in the photograph below.

Super work everyone!

**Wednesday 22nd April**

**L.O. (Learning Objective): I can count in tens.**

We are going to leave measurement for a while and move onto an introduction to multiplication and division.

We will begin today by **counting in 10s**. Use the attached 100 square to help you.

10,20,30,40 etc…

These are all **multiples** of 10.

**Talk about these questions**:

What is the same about the numbers when we count in 10?

Where do the numbers appear on a 100 square when we count in 10 (from 10)?

Would we say the number ……… (eg. 29, 80) when counting in 10s?

**Now have a go at these questions** on the attached document.

Then have a go at this **online game** called ‘Coconut Multiples’ from Topmarks.co.uk, where you have to knock off the coconuts which are multiples of 10.

For some reason I couldn't attach the link to this page, but you should be able to find it easily by searching for Topmarks Coconut Multiples.

Before you start, **make sure you choose** the options ‘Multiples to 10’ and then ‘x 10’.

Have fun!

**Tuesday 21 ^{st} April 2020**

**L.O: I can measure the capacity of different containers using non-standard units of measure.**

Again the children are going to have fun exploring capacity but this time measuring with non-standard units of measure. Rather than measuring amounts using ml and l, the children will measure with non-standard units and will ask questions such as how many mugs of water does the yellow bucket hold?

So if possible, please help to set them up with water or sand and some containers. They will need items such as a cup, an egg cup and a big jug, probably in a washing-up bowl.

Think about and discuss these questions:

How many cups of liquid fill the jug? Predict first then count.

How many egg cups of liquid fill the jug? Predict first then count.

Is this the same or different? Why?

Have a look at the examples and questions on the following document. Children, remember to tidy away when you have finished! Fabulous measuring!

**Monday 20th April 2020**

**L.O: I can explore capacity.**

Today we are going to give the children opportunity to play with and explore volume and capacity and its associated vocabulary. You may like to do some of this outside!

Please provide your child with some containers, some of which are the same size if possible (for obvious reasons, glass is best avoided!) and access to water or sand. In fact, learning in a sand pit would be ideal.

Whilst they explore, ask your child these questions:

*Look at my bottle, is it full? Is it empty?*

*Compare my two bottles, which has more liquid in? Which has less?*

*Does a tall container always hold more?*

*How can measure the capacity of this container?*

Use the attached questions to aid your explorations……

Well done children. Remember to help to tidy away! Well done and thank you to grown-ups too!

**Friday 17th April 2020**

**L.O: I can compare the weight of objects.**

Today we will explore measuring weight.

We all have different types of kitchen scales at home. You may have a balance scale, but most of us have either mechanical scales with a dial or digital scales.

If we were at school, we would use balance scales first so that the children could predict which object was heavier and then see it for themselves when they placed the two objects on either side of the balance scales. If you do have balance scales at home, brilliant! Please let your child do plenty of predicting and comparing. Balance scales are also great for measuring the mass of an object using non-standard units. For example, you could put lego on one side and count how heavy something is in lego bricks.

However, I suspect that the majority of us don’t have balance scales. But don't worry, there is still much learning to be had with whichever type you have!

So, for today’s maths lesson, I would just like you to play with whichever scales you have. Whilst doing so, please think about these questions:

*Hold two objects, which is heavier/lighter? How can we prove this? *

*Are larger objects always heavier than smaller objects? Prove it.*

*Which of these objects is heavier? How will this be shown on the weighing scale?*

*If the balance scale is down, what does that tell us?*

*If the balance scale is up, what does that tell us?*

Helping a grown-up to measure ingredients when baking is a great way to learn about measuring mass. Do this as much as you can!

**Thursday 16th April 2020**

**L.O: I can measure lengths using a ruler.**

Yesterday we measured with non-standard measures, eg. lego or paperclips. Today we are going to move on to using a ruler. Because the size of non-standard measures varies, we use a standard unit of measure, so that we can ensure we are all talking about the same length.

**Find a ruler and have a look at it.**

*What do the numbers on the ruler mean? (1 cm etc…)*

*Does the ruler look like anything else we have used? (number line)*

**Now have a go at measuring your pencil**. Make sure that the bottom of your pencil is next to 0cm. How long is it?

**Now practise measuring anything you like! **Ask a grown-up to check your measuring.

**Write one sentence in your book.**

For example:

My pack of cards is 10cm long.

(We love playing cards, which is why the pack looks rather well-used!)

**Have a go at the measuring questions on the attached document** (no ruler required).

**Wednesday 15th April 2020**

**L.O: I can measure lengths using non-standard units.**

When we measure with non-standard units, we measure with objects such as straws, cubes and hands, rather than rulers. We need to ensure that the objects we choose to use are all the same size. In the classroom, we often use multi-link cubes. At home, you could use items such as lego bricks or paperclips, as long as they are of equal length.

Here’s a photo of me measuring my Easter egg! I have used paperclips as my non-standard unit. I have carefully made sure there are no gaps between them and that the first paperclip is in line with the bottom of the box.

*Why is it important to make sure the line of paperclips is straight?*

*How many paperclips long is my Easter egg box?*

I could write:

My Easter egg box is **8** paperclips long.

Now your turn! **Choose your non-standard unit and carefully measure some items around your house. ****Write some sentences like mine for some of the items you have measured. ****. Have fun!**

**Now choose a suitable non-standard unit to measure how tall someone at home is!** Lego and paperclips are probably too small. We need something a bit bigger. You could use something like straws or maybe your hand or foot. Ask them to lie down and measure very carefully, particularly if you are using your hand or foot, as you need to make sure that each unit starts exactly where the last one finished. Good luck!

**Then write a sentence in your book to show how tall the person is.**

Have a go at the **reasoning and problem solving challenges** on the document below. There’s no need to print it out, or write anything down, you can just discuss them with a grown-up.

Super measuring everyone!

**Tuesday 14 ^{th} April 2020**

**Don’t forget to put the date at the top of each new day’s work.**

We are starting a new topic – Measurement. For the next few days we will focus on length and height. So, get ready for some fun measuring!

**L.O. (Learning Objective): I can compare lengths and heights.**

Compare the heights of everyone at home using the words * taller and shorter*! Who is taller than you? Who is shorter than you? Who is the shortest? Who is the tallest?

Now we are going to use the words * longer and shorter* to compare the lengths of some pencils. Have a look at these two photos of pencils.

Which photograph shows the best way to lay out pencils so than we can compare them? Why?

Now, tell your grown-up how you could use the words * longer and shorter* to compare the pencils.

Here are some examples of what you might say:

‘The lego pencil is shorter than the blue pencil.’

‘The lego pencil is the shortest pencil.’

Now, go and find two or three things which you could compare the length of. It could be pencils, shoes, leaves or something else. **Draw them in your book and write two sentences about them using the words longer and shorter.**

**Remember to spell these words correctly: long, longer, longest, short, shorter, shortest, tall, taller, tallest**

Try these challenges:

Can you find something which is longer than a teaspoon but shorter than your foot?

Can you find something which is shorter than you but taller than your teddy?

Well done everyone!

**Friday 27th March 2020**

**L.O. I can count in 5s up to 50 and spot patterns when counting in 5s.**

Begin by **counting in 5s** starting at 5. Use the 0-50 grid if you wish, and shade in the multiples of 5 to help you. Can you go all the way to 50? Remember to add 5 more each time.

**5 10 15 20 25 30 etc…**

**Think about** these questions……

*Can you describe the pattern when you count in 5s? *

*Will _____ appear on our number line? Why/why not?*

Now you are going to **count the total number of fingers and thumbs** that your family have altogether! First of all, **estimate** how many you think there will be. Then ask everyone to come together and put their hands on a table so you can count. Remember not to count each finger and thumb but make it easier for yourself by **counting in 5s**. Was your estimation close?

Here I have attached a sheet of **questions, similar to yesterday’s but today focussing on counting in 5s**. You can either print it out, write on the sheet and stick it in your book, or you can just write your answers in your book

If you find the first page (varied fluency) straightforward, then have a go at the questions on the second page (reasoning and problem solving) too.

**Thursday 26th March 2020**

**L.O. I can count in multiples of 2 up to 50.**

Begin by **counting in 2s** starting at 2. Use the 0-50 grid to help you. Can you go all the way to 50? Remember to add 2 more each time.

**2 4 6 8 10 12 14 16 18 20 22 etc….**

Now go and **count how many socks you have** in your sock drawer! Not pairs, but individual socks – so to do that you’ll have to count the pairs in 2s! Then ask if you can count another family member’s socks (remember to put them back afterwards!) – again count in 2s. Who has more? Can you work out how many more?

Below, I have attached a sheet of **questions**. You can either print it out, write on the sheet and stick it in your book, or you can just write your answers in your book*. (Please note that you won’t be able to ‘represent the gloves using a ten frame’ on this occasion – so ignore that part of the question.)*

If you find the first page (varied fluency) straightforward, then have a go at the questions on the second page (reasoning and problem solving) too.

**Wednesday 25th March 2020**

**L.O. Order and compare numbers to 50.**

First, make yourself some little number cards. Choose 10 different numbers from the 0-50 grid and read them out loud as you write them on small pieces of paper. Well done, you’ve made your own number cards. Now we can use them for 3 short activities.

__Activity 1__.

Turn your number cards face down and mix them up. Now choose 2 cards and compare them. Can you use these words and symbols?

*greater than >*

*less than <*

I turned over 47 and 16.

I can say………. 47 is greater than 16

16 is less than 47

Write some of these in your book. You could have a go at just using the symbols (< > ) instead.

__Activity 2__

Choose a few of your numbers and put them in the right order from smallest to largest. Write them in your book as you read them.

*Remember to use your 0-50 grid to help you if you need to, and always check that you have written your numbers around the correct way!*

__Activity 3__

Now practise these skills by having a go at this fun game called Range Arranger. You have to move the logs so that they are in order, but make sure that before you start the game you move the slider down from 100 to 50 so that you are only ordering numbers up to 50. Have fun!

**Tuesday 24th March 2020**

How did you get on with yesterday’s activity representing numbers to 50?

Before we go onto today’s activity, have a go at this basketball game to ensure you know what a number is made of:

**L.O. Today we are going to find one more and one less than numbers up to 50.**

Use the 0-50 grid attached to the page yesterday. If you wish, you can print it out. If you have printed it out, drop something small, for example a piece of lego or a paperclip, onto the grid to see which number it lands on. If the grid is on the computer screen, close your eyes and point!

My piece of lego landed on 34. So, I will write in my book:

* 34 one more than 34 is 35*

* one less than 34 is 33*

See if you can work out which numbers are one more and one less without looking at the grid!

Aim to do 10 of these.

If you’d like a challenge, you could now have a go at working out two more and two less than your number.

**Monday 23 ^{rd} March 2020**

Our first group of maths lessons will focus on place value to 50.

**L.O. (Learning Objective): I can represent numbers to 50.**

I have attached a 0 – 50 grid onto this page. Can you say all these numbers in order as you point to them? Can you read them when someone points to different numbers?

We are going to represent some numbers using different things we can find around the house. See the photo above to see what I did!

Each long piece of lego represents one ten and each small piece of lego represents one. So, the lego has 2 tens and 3 ones, and is representing the number 23.

Which number are the sticks and stones representing?

Now your turn! Find some long and small items to represent tens and ones and make any numbers between 10 and 50. You can draw them in your home learning book, and record how many tens and ones, and the number it represents. Have fun!

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