Embedded Files
Summer Term 2
Summer Term 2
This half term we will be focusing on creating and completing patterns, problem solving through stories, spatial reasoning through looking at maps, as well as consolidating the learning in the Spring Term and Summer Term 2 - scroll down to see some activities and ideas to help.
This half term we will be focusing on creating and completing patterns, problem solving through stories, spatial reasoning through looking at maps, as well as consolidating the learning in the Spring Term and Summer Term 2 - scroll down to see some activities and ideas to help.
You may like to do some of the activities below to support your child.
You may like to do some of the activities below to support your child.
Building a repeating ABBC pattern:
Go outside and collect a range of different objcets (leaves, sticks, stones etc) and ask your child to describe and continue the pattern. Can they identify the unit of repeat?
Challenge them to create a different pattern using the same ABBC structure.
Extension:
Can they represent their pattern using drawings or symbols?
Can they make their pattern continue around a circle?
Problem Solving through Stories:
Listen to the story of Billy's Bucket by Kes Gray
Ask your child to create their own number story.
Can they find some toys or objects around the house or outside to help with their story?
How many different combinations of numbers can they make like Billy?
Spatial Reasoning through Maps: My Journey to School
Discuss with your child their route to school. What do you pass? Buildings? Shops?
On your way to school or on your way home, take some photos of the landmarks you pass.
Can they draw a simple map to show their home, their street, the school and some of the landmarks they pass on the way?
Questions:
What do they pass first?
What do they pass next?
How do they know it goes there on the map?
Summer Term 1
Summer Term 1
This half term we will be focusing on counting forwards and backwards to find the answer, time and building numbers beyond 10, focusing on the composition of teen numbers. You may like to do some of the activities below to support your child.
This half term we will be focusing on counting forwards and backwards to find the answer, time and building numbers beyond 10, focusing on the composition of teen numbers. You may like to do some of the activities below to support your child.
Building Numbers Beyond 10
Encourage children to build and identify teen numbers from 11 - 20 and beyond. Encourage them to recognise and identify that each teen number begins with 1, which means one, ten.
Provide different collections of loose parts e.g. stones, sticks, pine cones, conkers. Encourage the children to estimate how many first and to arrange the items onto 10 frames to help them see how many full tens and how many of the next ten.
Questions:
What number have you built?
How do you know?
What do you notice?
Counting Patterns Beyond 10
We are looking at the pattern of numbers after 10 and beyond. With a focus on how teen numbers begin with 1, which means 1, 10.
What happens to numbers beyond 20? (encourage children to see the pattern of how it changes to 2, which means 2, 10's.)
for example: play a game like Snakes and Ladders:
Show the children how to play the game. Encourage them to count on using the numbers on the board. For example, if they start on 23 and roll a 4, they count 24, 25, 26, 27. They can also use the board to race to find a given number. E.g. Who can be first to find 72?
Questions:
What do you notice?
What happens after 12? How do you know?
What happens beyond 20?
Taking Away - Counting back to find an answer
I start walking from number 5, I take three steps back. What number am I on now?
I am on number 11, I walk back 4 steps, what number am I on now?
Please encourage your child to count from the number they are on to find the answer and not start from number one each time.
Addition - Counting on to find an answer
My train has seven carriages, the attendant adds two more. Can you count on from seven to find out how many I have now?
Taking Away by counting back:
Encourage children to count backwards through practical activities. use objects and number lines
Use Vocabulary:
Take away, fewer, less
Questions:
What is one less than 8?
Can you count backwards from 10 to 0?
Spring Term 2
Spring Term 2
This half term we will be focusing on height, measuring, doubling, halving and number bonds to 10. You may like to do some of the activities below to support your child.
This half term we will be focusing on height, measuring, doubling, halving and number bonds to 10. You may like to do some of the activities below to support your child.
Height:
Your child could order their toys by height and make lego towers to measure them.
Which animal is the tallest?
Which animal is the shortest?
Which animal is taller than the cow?
Encourage children to use the following vocabulary:
Tall, taller, tallest
Short, shorter, shortest
Measuring length:
Encourage children to measure people and objects using different objects.Children could measure using:
Handprints
Shoes
Bricks
string
How many cubes long is your shoe?
Can you find something longer/shorter than this book?
Encourage children to use the following vocabulary:
measure, length, longer, shorter, longest, shortest, estimate, compare
Doubling
Roll a dice.
What number did you get?
Can you put that many spots on one side of the ladybird?
We need to find out what double that number is, what could we do? (Put the same amount of spots on the other side as double means the same again e.g. double 2 is two lots of two so double 2 is 2 + 2 = 4)
Repeat with another number
Vocabulary:
Double, 2 lots of, twice,
Questions:
What is double 3?
There were 4 apple in the fruit bowl , but now there are double the apples, how many apples are there now?
Number Bonds to 10
Children to look at different ways of making 10. e.g 1+9= 10
8+2= 10, 7+3=10
Play games where children have to sort numbers into parts:
Have 9 objects in one part and 1 object in the other to demonstrate that 9+1=10
There are 10 of us but only 5 chairs, how many more chairs do we need?
Use vocabulary;
makes, is equal to,add, more, total, plus
Play a games where children have to sort numbers into parts e.g 9 objects in part and 1 object in the other
There are 10 of us but only 5 chairs, how many more chairs do we need.
Halving and Sharing;
Have different items for children to share. e.g. sharing equal amounts of fruit between 2 or 4 people, cutting pizza's in half and working out how many pieces you will need for 4 people, will we need to cut the pieces in half again?
Vocabulary:
Half, share, equal, amount, whole, fair
Questions:
How many pieces do we need?
How can we share these objects equally?
How many are in each group? are they the same?
What does half mean?
Show me how I can half this object?
Spring Term 1
Spring Term 1
This half term we will be focusing on weight, capacity and making numbers - focusing on the composition of 5, 6, 7, 8 and 9. You may like to do some of the activities below to support your child.
This half term we will be focusing on weight, capacity and making numbers - focusing on the composition of 5, 6, 7, 8 and 9. You may like to do some of the activities below to support your child.
Weight -
Children can collect a variety of objects. Encourage them to talk about which is heavier and which is lighter? Can you make the scales balance?
Use vocabulary:
Heavier, heaviest, heavy
Light, lighter, lightest
Questions:
What object is heavier? How do you know?
What item is the heaviest?
Can you find me something that is lighter than this?
Capacity:
Give children a variety of containers and allow them to explore.
Use vocabulary;
full, half-full, nearly full, empty, half-empty, nearly empty to describe how much water is in the bottle.
Play a game. How many cups of water does it take to fill the bottle? Which bottle need the most cups to be full?
Making numbers 5, 6,7 and 8
How many ways can you make the number 5? Give children 5 spots how many different ways can they separate them to make 5?
1 and 4 make 5
3 and 2 make 5
0 and 5 make 5
Repeat for 6, 7 and 8
Making numbers 5, 6,7 and 8
How many ways can you make the number 8 ? Give children 8 buttons, how many different ways can they separate them to make 8?
or give them a set number of buttons e.g. 6 how many more do I need to make 8?
8 and 0 make 8
6 and 2 make 8
4 and 4 make
Repeat for 5, 7 and 8
Number Formation
Please help you child to practise forming their numbers correctly.
This can done by painting them, using a stick to draw in the sand or any other creative ways that you can think of.
Autumn Term 2:
Autumn Term 2:
This half term we will be focusing on positional language, time and our daily routine, one more and one less and comparing quantities.
This half term we will be focusing on positional language, time and our daily routine, one more and one less and comparing quantities.
1.11.21 Finding one more.
(You can use: Jars and small objects instead of the objects in the picture)
Roll a dice, find the number and make the correct number of playdough balls. If I took one away how many would you have? Or If I gave you one more, how many would you have? Numbers 0-1
We will also be focusing on counting forwards and backwards 0-10
Vocabulary:
more, more than
8:11.21 Finding One Less:
(You can use: Toys, small objects)
labelling groups with the correct numeral. Do children spot the error if a group is mislabelled? For example, 'The label on the pot says 4 and we have 5 – what do we need to do?’ A child may say, ‘We need to take one out because we have one too many.’
Vocabulary:
less, less than, fewer
15.11.21 Compare Numbers:
Provide collections of objects for children to compare. Draw attention to the number of things not the size or the amount of space they take up. How may are there here? and how many are there here? Which has more/fewer? Show children the numbers on a number line .
Vocabulary:
More than, less than, fewer, equal to
22.11.21 Routine of the day -
We will be looking at what things we do at different times of the day. What do you do in the morning? What do you do in the evening? What time do you have breakfast? Can you make your own daily timetable?
We will also be learning the days of the week and discussing the different things that we do each day.
You could make your own watch or giant clock.
Vocabulary:
Today, tomorrow, yesterday, before, after, o’clock
29.11.21 Positional Language
Put your child’s toys in different positions. Can they use the words under, next to, behind etc to describe the position.
You could also play this game at the park by asking the child to follow your instructions such as, Can you hide under the slide?
Vocabulary:
beside, next to, under, in front, behind, on top, above and between
Autumn Term 1:
Autumn Term 1:
This half term we are looking at counting and matching numeral to quantity. You might like to try the activities below at home.
This half term we are looking at counting and matching numeral to quantity. You might like to try the activities below at home.
Can you put the correct amount of objects in the cupcake case using the the tongs?
Can you put them in the correct numerical order?
Can you match the numbered peg to the correct amount of apples?
Can you look around the house and find that many objects?
Which number is more/less?
Roll the dice and see if you find that number of ducks or any other object.
Can you line the ducks up in the numerical order
If there was one more duck, how many ducks would you have altogether?
If one duck swam away, how many ducks would you have?
Put numbers on empty bottles and play skittles. Ask children to identify which numbers they have knocked down
Other Ideas
Other Ideas
Play games such as number snap, number bingo or dominoes
Have magnetic numbers on your fridge or sponge numbers in the bath
Ask your children to spot numbers in the environment e.g. on number plates or on road signs.
Line numbers up, which number is missing? Can you put them in the correct order?
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