GRADES PRIMARY-1 - NUMERACY

Select 1 or 2 activities from each of the 3 sections daily. You can do these activities as many times as you like. Remember that you can continue using activities from Week 1 and 2.

*All activities can be done with both Grade Primary and 1 students, unless otherwise indicated. Keep the dominoes, ten-frames, and number path for future lessons.

SECTION 1: COUNTING AND NUMBER ROUTINES & ACTIVITIES (5-10 MIN)

Note: Gr. Primary students count forward to 20 and backward from 10. If the start number is not 1, students only count to 10. Gr. 1 students count forward and backward between 0 and 100.

Counting Forward and Backward:

Choose a start number and ask your child to count forward or backward to another target number.

Clap and Count:

Practice counting while clapping with your child, ex. both hands, right hand to right hand, left to left, sitting face to face.

For Gr P: Count forward to 20.

Count backward from 10-1.

For Gr 1: Skip count forward by 5s and 10s from 0-100.

Shoe/Sock Count:

Together, collect up to 10 shoes/socks for Gr. P and up to 20 for Gr 1.

Gr. P- Ask, how many?

Gr. 1- Say, skip count the socks/shoes by 2s.

Walk and Count:

When walking in your house, ask counting questions such as: How many cupboards in the kitchen? How many towels in the bathroom?

How Many Steps?

Ask your child to count the number of steps it takes to travel a distance, such as from the door to the kitchen sink.

Option: Walk backward and count backward to your start location.

Matching Sets to Numbers:

Using the number path, point to a number and have your child make a set to match the number. Ex. If you point to 9, then they could show you 9 socks.

Number Riddles:

For Gr. P, make up riddles for numbers that come before and after a given number. Ex. “I am three. What comes before me?” For Gr. 1, make up riddles that are 1 more and 1 less than a given number. Ex. “I am 12. What is 1 more than 12?” Encourage use of the number path to support their thinking.

Which One Doesn’t Belong?

Look at the picture above and ask, which one doesn't belong? Accept all responses, with explanations. Ex. This one because it has a numeral instead of dots, this die is smaller than the others, etc.

SECTION 2: NUMBER SENSE ACTIVITIES (10-15 MIN)

Note: Gr. Primary students work with sets of items from 1-10. Gr. 1 students work with sets 0-20.

Number of the Day:

Have your child show a number in as many ways as they can, using objects from inside or outside or draw them. For ex., if their number is 4, they may show 4 bars, 4 twigs. They may say/write down 2 and 2, show 4 on the ten-frame, use a domino that shows 4 etc.

How many am I hiding?

(Splat!):

Collect small items with your child, ex. Lego or macaroni. Say, count the items. Hide some under a cup. Ask, how many items are hiding? How do you know?

Gr. 1 Estimating:

Place 1-20 items in a jar/cup. Ask, are there more or less than 10? Have them count the objects. Encourage them to group items for easy counting, ex. groups of 2 or 5. Vary the objects each time.

Ten-Frame Activities:

Draw 1 (Gr. P) or 2 (Gr. 1) large tenframes.

Note: Ten-frames are filled from top to bottom, left to right.

Show More/Less:

For Gr. P say, add some objects on the ten-frame to show a number that is more or less than a given number. For Gr. 1 say, show a number on the ten-frames that is 1 or 2 more or 1 or 2 less than a given number.

Make 10/Make 20:

Add some objects on the ten-frame. Ask, how many more to make 10? Gr. 1, use 2 ten-frames; ask, how many more to 20?

Show Me:

Say or write a numeral and have your child display it with objects on 1 or 2 ten-frames.

DOMINO ACTIVITIES

Domino Draw: Say, draw as many dominoes as you can for a given number up to 10. Try a different number.

What’s my Number?

Show a domino; the first person to say the number wins the domino.

Domino Stories:

Have your child choose a domino and make up a story to match. Ex.There are 8 animals in the field. 3 are cows and 5 are horses.

Name Me:

Have your child pick a domino. Ask, how many dots do you see? How many dots are on each side of the domino?

Domino Search:

Ask your child to select a number between 4 and 10. Say, select a domino that shows that number. Challenge them to see how many they can find for their number.

SECTION 3: PATTERNS AND PROBLEM SOLVING ACTIVITIES (10-15 MIN)

Patterns around me:

With your child, collect items in your yard or house and make a repeating pattern. Ex. rock, stick, leaf, rock, stick, leaf.

A) Ask, can you extend/add on to the pattern?

B) Hide one of the elements. Ask, what is hiding?

C) Make an error in the pattern. Say, find the error and fix it.

D) Switch roles for B-C.

Note: The activity below is for Grade 1 only.

Addition and Subtraction Open Story

Problems: Say, choose a story below and solve by acting it out. You could draw a picture to show the problem; choose your numbers to create the story! Use items such as socks or Lego to represent the story.

A) Sam baked 12 cookies. Some are chocolate chip and some are peanut butter. How many might be chocolate chip? How many might be peanut butter?

B) Kobe had some socks in his drawer. 8 were white and the rest were blue. How many could have been blue? How many could he have had altogether?

C) Ty made 9 bracelets before lunch. After lunch, she made fewer than she made before lunch. How many bracelets could she have made after lunch? How many bracelets could she have made altogether?

Create more story problems by using different numbers.

Create more story problems by using different numbers.

TALK TO YOUR CHILD ABOUT THEIR LEARNING (5 MIN.)

At the end of each day ask your child some or all of these questions. What did we learn today? What did we practice today? What was your favourite part? What did you find challenging? What are you still wondering? What do you want to practice tomorrow?

Primary - Grade 3

Friends from primary to grade 3, you can do the following activities every day! These activities will help you practice in your literacy and numeracy skills. In addition, I will tell you this little secret: “You can look at the activities of other grades.”

CHAT (20-30 MINUTES)

When you are having your meal, discuss a different theme each day: What you enjoyed doing during your day. What makes you happy. The season you like the most. Your favourite movie. Your favourite songs. Remember to watch the people who are speaking and listen to them without interrupting.

WRITE EVERY DAY

You can use paper, cardboard or the inside of a cereal box. Use any type of pencil or alternative pencil. Your text can change from day to day: a beautiful sentence, a story, a list. Here are some ideas: Something that happened. Something you like. Something you saw. A question you are asking yourself.

JUMP ROPE GAME (20-30 MINUTES)

Jump rope while singing. If you know the following song, sing it: The 12 months of the year are January, February, March, April, May, June, July, August, September, October, November, December. You can also jump by counting jumps of 1, 2, 5 and 10 in increasing order. Start in small steps: Jump rope with a 2-minute break.

GRADE 2 - NUMERACY

DRAW A NUMBER (15–20 MINUTES)

Draw a picture to represent a number (between 1 and 99): For example, draw 16 trees, or 60 friends, or 13 balloons. Add colour to your drawing if you can. Question to think about: How do you know you have drawn the right number?

MONEY ACTIVITY (30–40 MINUTES)

Use the money to make a grocery list with flyers and count the money in your piggy bank. Have you made the right choices to eat well?

NUMERICAL STORY OF THE DAY (20–30 MINUTES)

Here is a story of numbers.

Tell the story in 4 different ways (one story a day).

_____ + _____ = _____

_____ + _____ = _____

_____ - _____ = _____

_____ - _____ = _____

Look at the grids of ten to tell your story and write the math phrases.

NUMBER OF THE DAY (15–20 MINUTES)

Use the example to fill the whole page each day, with a different number for the day. Each day, choose a number from the following list and fill in the poster with the number of the day: 14; 16; 18; 20; 22; 25; 35; 45; 55; 65

A message to parents At the end of the day, you can discuss with your child what he/she learned. Tell me about what you learned today. Tell me about what surprised you. Tell me about what you found difficult. Tell me what you want to practice tomorrow.

GRADE 3 - NUMERACY

All students in Grade 3 can participate in the following activities every day to strengthen their skills in Numeracy. The everyday activities include:

DAILY NUMBER ROUTINE (10 MIN)

Represent a 2 or 3 digit number in as many ways as you can with coins, base-ten blocks, expressions, place value chart)

COUNTING (5 MIN)

Play clapping games to count by 3’s and 4’s to 100; slap knees and clap hands to the multiples of three. Play your favorite song, clap and count to the beat. Try counting by 25’s to 200.

In addition to the everyday activities, students in Grade 3 may choose to participate in 1-2 choice learning activities each day for numeracy. Choice activities for numeracy include:

MATH AROUND THE HOME (15 MIN EACH)

Find 2 and 3 digit numbers from different sources such as nutrition facts on food labels, newspapers, books, signs, etc. Read and model the numbers you found with pictures (pictorially). Choose two numbers and find the sum. What strategy did you use?

Measure the floor to the doorknob with a piece of string and cut a piece of string for this height. Your string is about 1 metre.

Make a list of items longer than your string. Make a list of items that you would measure with centimeters and a list of items that you would measure with metres.

Measure to relate lengths to your own body. For example, My legs are about half a metre long, my nose is 4 cm long, and 8 of my footprints would make a metre. Draw yourself on paper and record the measurements

MATH AND MOVEMENT (15 MIN)

Target Toss: Create a bullseye with different numbers on each ring (start with numbers ending in 0 and then change number to increase challenge) and place on the floor. Toss two rolled up socks on the bullseye. Add the numbers to find the sum.

Variation: Change the numbers in the bullseye.

MATH AND ART (15 MIN EACH)

“The answer is... ” Flip two or three cards to create a two or three digit number.

Create a joining or separating story problem to represent your number as the answer. Draw or act out the story problem.

Math Facts Garden:

Draw or cut out a flower with some petals as shown. Choose a two or three digit number and write it in the middle of the flower. On each petal write a different expression to represent the number in the middle

CARD GAMES/DICE GAMES (15 MIN)

Roll dice to make a 2 or 3 digit number.

Represent that number in as many different ways as you can using a drawing of Base-Ten blocks. Record the expressions for each picture of your blocks.

GAMES (15 MIN EACH)

What’s the Difference: Write the multiples of 10 on a sheet of paper. Flip two coins or anything as a place marker, on the paper, quickly find the difference between the two numbers on the grid your coins land on.

Missing Parts: Partners use items such as macaroni, beans, legos, pennies, etc. Place some in front of one partner (e.g., 16) and then cover some of the items with your hand. The partner determines how many items are hidden as quickly as possible. Ask: What strategy did you use?

PROBLEM SOLVING (15 MIN):

Your teacher needs 342 crayons. If the crayons come in boxes of 100, 10, and 1, how many ways can they buy the crayons?

Could they buy all boxes of ten? Why or why not? What if the store had no boxes of 100 left, how could you buy the crayons?

REFLECTION QUESTIONS AT THE END OF THE DAY: (10 MIN)

1. What did you learn about today? 2. What did you notice? 3.What are some patterns you saw?

4. What strategies did you use? 5. What surprised you today?