Get out your number cards – or make new ones if you have to! The back of a cereal box will be enough if you haven’t much paper to spare at home. Choose a card – ask your child to tell you the 2 things: the number shown on the card, and the number one more than the number shown on the card.
Now pick out your Numbers to 10 maths book, and turn to pg 27. This ties in with our practical activities from last week. If you still have last weeks resources, use them to help with this exercise: fill the sweetie jar, and add one more sweet / remove one sweet as necessary.
If your child is finding this difficult, complete it practically and return to recording the numbers on pg 27 to a later time.
Find your number formation book, and turn to the next page – hopefully the 3 page, and practise those lovely 3s!
On pg 28 of your Numbers to 10 maths book, there are some more sweets 😊 This time we are looking at more and fewer. The term “fewer” might need some explanation – in terms of this activity, it’s the same as “less than” i.e. is 8 less than 10? Again, using last weeks resources, make a line of 9 sweets, and a line of 8 sweets – talk about which line has more? Which line has fewer? Repeat as often as necessary with examples, physically counting the sweets out until you are happy your child has grasped the concept. We only have to colour the answer today, so try to get your child to complete the activity today if they were reluctant yesterday!
Practical lessons today: gather up as many pairs of shoes that you find – and as many that you can put back in the right place afterwards!
First of all we are going to count the shoes. Count in 1s – eg. 1, 2, 3, 4, 5 etc. Then we are going to try to count in 2s! Start off slowly if this is totally new to your child – whisper 1, then say the number 2 loudly, whisper 3, then say the number 4 loudly e.g. 1 2 3 4 5 6 7 8 9 10. You may be able to extend this activity even further by asking your child to only say the “loud” numbers – 2, 4, 6, 8, 10 etc How far did you get? You can practise this outside jumping with both feet together if your child is reluctant to do “school” any day!
Then with your shoes still out, we are going to look at length. Encourage your child to pick out 3 different shoes. Can they say which one is the longest? Which is the shortest? Choose 3 different shoes and repeat this activity. Can your child set out the shoes in order of length, smallest to biggest?
Extend this activity by choosing a larger selection of shoes – 5 or even 7 shoes! Ask questions like is the red shoe shorter than the white trainer? Is the black shoe longer than the slipper? Again, ask your child to order the bigger collection of shoes. This is another activity that can be done with toys, crayons, sticks or daisies outside in the garden – use what your child is interested in.
Part of our maths work in P1 is to begin to form an understanding of the past, the present, and the future.
So if you can, hunt out a small selection of old photos of your family – I know I rarely print photos out now, but you could even find some on your phone! You child would love to see photos of you growing up, and themselves as babies if you have some.
This is similar to the planned for yesterday, in that we want to line up the photos, in the right order of when they were taken – chronological order. You might have photos of your child with toys they no longer play with – this is a great way of leading into the discussion of past, present and future.
Ask, what toys did you play with as a baby that you don’t play with now? Rattles, teething toys, Lamaze style teddies.
Why do they not like them now? What do they prefer now?
Finally, talk about what toys they might want to have in 5 years time: a games console, a complicated Lego set, 1000 piece jigsaw puzzle etc.
If the weather is still good, get outside and play a game of Hopscotch! This is great for number formation – get your child to write the numbers, and number recognition. You can use the traditional numbers 1-10, or to extend your child’s counting skills, go from 11 – 20 instead. Can your child call out the numbers as they hop? Forwards and backwards? Can they work out what number comes next? Can they jump on all the numbers we practised when counting in 2s? Get outside and have some fun!