Year 1 Maths Home Learning 

Ideally print this sheet, verbally explain how to get from the red dot to each different location using the vocabulary on the right.

In this activity, children are learning to compare and measure mass using non-standard units (cubes). They look at each balance scale to see how many cubes are needed to make each object balance.

For example:

• The pear balances with 7 cubes, so the pear’s mass is 7 cubes.
  
  

Encourage your child to use the pictures carefully to count the cubes and record the mass for each object.

Complete worksheet looking at comparing two groups.

Look closely at the picture.

Choose a shape you can see (for example: circle, triangle, square, rectangle).

Say or write how you know what shape it is.

• You can use clues like:
  
  

  • How many sides does it have?
    
    

  • Are the sides straight or curved?
    
    

  • Does it have corners?

Look at each picture carefully.

1. Number 1 has been done as an example.
   
   

   • The balance shows two groups that are the same.
     
     

   • We write this as a number sentence (e.g. 5 + 4 = 9).
     
     

   • We can also write it the other way round (e.g. 4 + 5 = 9).
     
     

2. For numbers 2 and 3:
   
   

   • Count how many blocks/characters are on each side of the balance.
     
     

   • Check that the balance is level – this means both sides are equal.
     
     

   • Write the matching number sentences in the boxes below.
     
     

3. Your child should write all the different ways to show the same total, for example:
   
   

   • addition in both orders
     
     

   • the total equals the two parts (e.g. 9 = 5 + 4)
     
     

Key focus:

• Counting carefully
  
  

• Understanding that numbers can be added in any order
  
  

• Knowing that the equals sign means the same as, not the answer comes next
  
  

Encourage your child to say the number sentence out loud before writing it. 

Your child is learning that numbers can be flipped around in an addition sentence and still make the same total (e.g. 5 + 4 = 9 and 4 + 5 = 9).

The pictures show balance scales to help children see that both sides are equal. Question one as been done as an example.

Question 2

• Look at the blocks on the balance.
  
  

• Count how many blocks are on each side.
  
  

• Write the addition sentence to match the picture.
  
  

• Then flip the numbers around to make a second number sentence.
  
  

• The total stays the same, only the order of the numbers changes.
  
  

 Example idea:
If one sentence is 5 + 4 = 9, the flipped one is 4 + 5 = 9.

Question 3

• Again, count the blocks on the balance.
  
  

• Write the addition sentence shown.
  
  

• Now flip the equation so the numbers are in a different order.
  
  

• Check that both sentences still make the same total.
  
  

 Remind your child:
“It doesn’t matter which number comes first when we add – the answer stays the same.”

Helpful tip for parents

You can use:

• Toys
  
  

• Lego bricks
  
  

• Fingers
  
  

to physically build the two groups, then swap them around to show the total stays equal.

We are learning subtraction using a First, Then, Now story and a number line. This helps children understand that subtraction means taking away and counting backwards.

What to do

1. Look at the picture
   
   

   • First: Count how many objects there are at the start.
     
     

   • Then: Count how many are taken away.
     
     

   • Now: Work out how many are left.
     
     

2. Use a number line (0–10)
   
   

   • Start on the First number.
     
     

   • Jump backwards the number shown in the Then picture.
     
     

   • Where you land is the Now answer.
     
     

3. Say the story out loud
   Encourage your child to explain it using this sentence:
   
   
   “First there were ___. Then ___ were taken away. Now there are ___.”
   
   Example

• First: There are 5 apples
  
  

• Then: 2 apples are taken away
  
  

• Start on 5 on the number line
  
  

• Jump back 2 spaces
  
  

• You land on 3
  
  

So we say:

“5 take away 2 equals 3”.

Children are to write the equation (5-2=3)

This week in Maths we have been using bar models to understand how addition and subtraction are linked. For homework, your child should identify the whole (the biggest number) and the parts (the two numbers underneath). If the whole is missing, add the parts; if a part is missing, subtract from the whole. Then write two addition and two subtraction sentence to match the bar model.  

Challenge: write the bar models and a part-part-whole model.

This week we are learning how to count backwards to help us subtract.

Your child will practise using a “First, Then, Now” story to solve a subtraction problem.

• First – Start with a number (for example, 14).
  
  

• Then – Take some away (for example, take away 2).
  
  

• Now – Count backwards to find the answer (14, 13, 12… so the answer is 12).
  
  

We encourage the children to:

• Keep the starting number in their head.
  
  

• Count backwards using their fingers or a number line.
  
  

Please practise a few examples at home using numbers up to 20.

In class, children are learning to use addition facts within 10 to help solve bigger numbers up to 20.

We show that the 10 stays the same, and children only add the ones.

Example:

If your child knows
2 + 4 = 6

Then they can solve:
12 + 4

12 is 10 and 2

2 + 4 = 6
10 + 6 = 16

So 12 + 4 = 16

Another example:
4 + 3 = 7
So 14 + 3 = 17

How to help at home

Ask your child:
• What numbers make the teen number?
• Can you solve the smaller addition first?

Example practice:
13 + 2, 15 + 3, 16 + 2

This helps children see patterns and become more confident with addition within 20.

This week, your child is learning to compare objects using the words heavier, lighter, and the same. Please support them by working through the activity sheet together.

What to do:

1. Look at each picture of the balance scales.
   Talk with your child about what they can see.

2. Discuss which side is lower.
   Explain that the side that goes down is heavier, and the side that is higher is lighter.

3. Ask your child questions such as:

   • “Which object is heavier?”

   • “Which object is lighter?”

   • “How do you know?”

4. Circle the correct answer (heavier or lighter) for each question.

5. Challenge question:
   Look at the last picture where the scales are balanced. Ask:

   • “What does it mean when the scales are the same on both sides?”
     Support your child to understand that this means the objects weigh the same.

Extra practice (optional but helpful!):

• Use real objects at home (e.g. fruit, toys, books).

• Let your child hold one in each hand and decide which feels heavier or lighter.

• Use the language: heavier, lighter, same.

Key vocabulary:

• Heavier

• Lighter

• Balance

• Same

This week we have bee measuring. For this homework, choose 5–10 objects from around your house.
Examples: a spoon, book, toy car, pencil, shoe, remote control, teddy, toothbrush.

1. Before measuring, ask your child to guess how long each object is.
   Encourage them to use centimetres (cm) when making their estimate.

2. Write down their guess.

3. Use a ruler to carefully measure the object.

4. Compare the estimate to the real measurement.
   Was the guess too long, too short, or close?

Questions you could ask:

• Which object is the longest?

• Which object is the shortest?

• Which estimate was the closest?

• How did you know where to start measuring on the ruler?

• What happens if you do not start at 0?

Please encourage your child to:

• Line the object up carefully with the 0 on the ruler

• Measure in centimetres (cm)

• Say the measurement out loud using full sentences
  e.g. “The pencil is 12 centimetres long.”

This week in Maths, we are learning to count efficiently in groups of 2, 5 and 10. We are encouraging the children to notice groups and use skip counting rather than counting one by one.

What we are learning

• Count objects in equal groups

• Skip count in 2s, 5s and 10s

• Choose the quickest and most efficient way to count

Activity

Please help your child complete the activities below by looking carefully at each picture and counting the groups.

Questions

1. Count the pairs of shoes.

2. Count the eggs in groups.

3. Count the balloons.

4. Count the hands showing 2 fingers.

5. Count the cupcake boxes.

6. Count the packs of colouring pencils.

Encourage your child to say the skip counting aloud, for example:

• “2, 4, 6, 8, 10”

• “5, 10, 15, 20”

• “10, 20, 30, 40”

This week, we are learning about money. Your child's task is to look at the different toys, find out how much they cost, and figure out which coins they can use to pay for them.

Here is how you can help them at home:

 What to Do:

1. Explore the Coins: Look at the row of coins at the top together. Help your child identify the 1p, 2p, 5p, and 10p coins.

2. Pick a Toy: Choose one toy to start with (for example, the red wagon).

3. Read the Price: Ask your child, "How much does the wagon cost?" (3p).

4. Make the Amount: Ask your child to use a combination of the coins shown to make exactly that amount.

The goal of this activity is to help your child practice making totals using different coins and writing number sentences (equations). Each of the three purses must contain coins that add up to exactly 20p.

• Use real coins if you can! Children at this age learn best by physically moving objects. If you have real 1p, 2p, 5p, 10p, and 20p coins, lay them out for your child to use.

• Encourage variety. The activity has three different purses so they can find three different ways to make 20p.

• Keep an eye on the "p". Remind them to write 'p' after their numbers so they know they are working with money.

🔍 Step-by-Step Instructions for Each Purse

• What to do: Look at the first purse. It already has two 10p coins inside it.

• The Math: Ask your child, "What is 10p + 10p?" They should count by tens to find it equals 20p.

• The Equation: In the grid squares directly underneath the first purse, have them write the equation:
  10p + 10p = 20p (one character per box).