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South Brent Primary School

South Brent Primary School

Maths

Ongoing Activity:

Monday 23rd 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.

Picture 1

0-50 grid

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!

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.

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!

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.

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.

2019/20 - Year 3/4 enjoying a day with their Roman visitor
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