Numeracy

Welcome back everyone! We hope you've had a lovely Easter break! The weather has certainly made it all more bearable! I'm sure there are lots of wee red noses and necks! We love to hear from you so please get in touch to let us know you are safe and healthy or if there is anything we can do for you individually. Below is the next five days numeracy activities...

In P2 much of our Numeracy is practical. We support our practical activities and teaching using powerpoints, visuals, worksheets and the New Heinemann Maths Scheme. We have sent home the booklets that the children use in class and any other resources will be uploaded or linked in here. Books include, Addition to 10 / Subtraction / Numbers to 20 / Money and Shape, Measure and Handling Data.

You may find that some booklets have more work completed that others. This is because we also follow lines of progression set out by the SELB. We introduce and teach concepts in a certain order, so we would appreciate it if you would only complete the activities we list each week.

Mental Maths

Continue to use these strategies to work on your mental maths

Can be completed anywhere! Try thinking outside the box during the day asking questions or drawing children's attention to mathematical concepts such as "how many knives and forks do we need to set the table?" "what time is it now?" "what shape is that cereal box?"

It is also a good idea to start your numeracy session with a 10 minute mental maths round of questions which are to be thought over in their head and verbally answered. If the answers are wrong talk over why and explain. You will be able to gauge your child's ability quickly but start off easy eg counting 20/30/40 and so on, numbers before/after, doubles up to 10 (eg 1+1   2+2) 2D/3D shape hunt, adding/taking away 1, 2, 3 up to 20, number stories (we often talk about 'all the ways to make a number' children will be familiar with this and there are examples of completed work in the addition booklet) time -o'clock and half past (I will link making a clock below), problem solving (we will list ideas for this in due course).

Make a set of number cards to 10 and a set of number name cards to 10 (can be extended to 20 once concrete). Play matching games, show me the number games using the numbers and number names and play bingo with family members using a small number of numbers and use the number names to see if they have a match. Get creative with blu tac and stick them around the house and go on a number hunt. Keep the cards safe as they can be used in lots of different ways in the weeks to come.

*just a wee tip if your child needs to use counters to add or take away … pasta is a great resource! Its small like our counters in school and can be easily positioned on a flat surface to count out. Keep some handy in a sandwich bag to use when needed!

Link to 100 square for games - adding on 10, take away 10, adding 9 (jump on 10-1) take away 9 (jump back 10 +1) number before/after and counting in two's. You can print as many as want and colour in the answers of the  mental maths questions you ask.

Activity 1

Starter - play snap and bingo games (see link 0-10 and 11-20 below) Your child will be using a combination of phonics and sight reading/remembering and processes of elimation to play this game. It will come over time so keep this game going long after the pages have been completed. Also remember to make sure 0-10 are concrete before moving on.

Follow up Numbers to 20 pg 18-20. Work to your own level with how much you complete and revisit over time when you feel your child is ready. I have also included some extra pages to help consolidate concepts.

Activity 2

Starter -

Follow up Subtraction to 10 pg 7.

*Below is pupil sheet 20 for as an additional resource.

Activity 3

Starter -

Addition to 10 pg 19-20 testing week!

Please refrain from prompting too much. You can certainly read any parts they can't or give a quick overview. They should have time in a quiet environment alone. It will be interesting for you to see any areas they still need work on and then you can search twinkl for additional sheets in the specific areas.

Activity 4

Lots of practical work this week using coins. You can work on these games as preparation for working in books next week.

1. Name that coin - provide the children with a selection of 1p, 2p, 5p, 10p and £1 coins. Ask the children to identify and hold up particular coins in response questions or statements such as: Hold up a 5p coin. Hold up a coin the same as this. Which coin has the same colour as the 2p coin. Hold up a coin the same colour as a 5p coin.

2. Too many pennies - Use objects or picture cards priced from 1p-10p. Hold up a small toy or object priced at 2p. Ask children to pay for the toy using 1p or 2p coins. Record or discuss the different ways the children paid for the toy eg two 1p's or one 2p coin. Emphasise that two 1p coins are the same as one 2p coin. Show the children another toy priced at 4p, 6p, 8p and 10p and repeat the process of recording all the different ways to make that number. Talk about being able to exchange their 1p coins for 2p coins and count in 2's. Finally introduce odd numbers such as 5p, 7p and 9p and ask the children to use as many 2p coins as they can counting up in twos as close to the number as they can. Eg The car cost 7p - 2p,4p,6p and 1p makes 7p.

3. Label items from 2p-10p. Give the children only 1p and 2p coins. Ask them to choose an item and lay out as few coins as possible to pay for it.

4. Finally complete pupil sheet 32 below. Encourage the children to always start with the biggest numbers first either counting in two, fives or tapping the coin the correct amount of times while counting on.

Obviously the amounts here are beyond the teaching but you can adapt easily to learn through play.

Activity 5

Starter - recap o'clock and half past on analogue and digital displays. Recap number before and after 1-12.

Display digital times on small pieces of paper cut up eg 1:00 2:00 and so on. Scatter on the table and ask children to find you a time. Progress by asking children to find a time one hour before or after. What is the time one hour before/after 8 o'clock. Discuss. Put two cards out on the table 7:00 ____ 9:00 and ask them to fill in the blank. Discuss by reinforcing 7 is the number before 8 and 9 is the number after 8. Progress by showing a half past time. This will be tricky for some children so you will need to spend time showing on a real clock or the ready made one that one hour before or after a time is altering the first number only, eg one hour before 3:30 is 2:30. Lot of practice on this concept first and then progress to two hours before and after. You can say... two hours on from 3 o'clock is 4 o'clock 5 o'clock and put up one finger at a time showing two fingers. Do the same for two hours before and count back.

Once you have had lots of chat and practice mentally you can use pupil sheet 40 below to practice it written down and then move onto Shape, Measure and Data Handling pg 27

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