# Numeracy

Welcome

Please find, on this page, the core areas of Numeracy which are covered each week in P3. Each section below will contain an activity to be completed weekly. The activities can either be accessed here or will be found in booklets which have been sent home.

These resources follow the schemes of work covered in P3. If you wish to extend your child's learning please do so based on the content covered on this site.

You will find support materials, including a range of interactive games, to guide your instruction in the Helpful Resources section of the P3 site.

Many Thanks,

S. Black and L. Neill

Week beginning 27th April 2020

Daily Mental Maths

Daily Mental Maths Booklets are a great resource to help revise and reinforce taught mental maths skills.

Children should complete 1 column per day (Mon - Fri) in their Mental Maths Activity Booklet.

### Tables

Children are, as normal, being asked to learn 1 Number Story per week.

Each story is laid out in your child's Number Stories Booklet which they have received home with them.

Please learn only 1 story per week;

E.G. Week 1 - 14 addition

Week 2 - 14 subtraction

This week your child should revise previously learnt number stories:

Group 1 – stories 10 to 15

Group 2 - stories 10 to 13

## Number Work

In this section we will set out the number work activities as we would teach the children each week.

1. Children will have a mental maths objective to cover each week. This will help to improve quick number recall.

2.  Children will have a written numeracy activity to complete each day. This will either be in the form of an uploaded worksheet or will be pages from the New Heinemann Maths (NHM) booklets which have been sent home.

### This Week's Mental Maths Objective:

Mentally subtract a 10 from a multiple of 10 within 100.

For example:

Subtract 10 from 30= 20

50 takeaway 10 = 40

10 less than 60 = 50

Some strategies the children can use are:-

Children could count back in tens to find the answer.

For example

40 – 10 =

Put 40 in your head and count back one ten – 40 to 30 the answer is 30.

OR

Look at the 2-digit number as the number of tens.

For example

40 – 10 = is the same as 4 tens take away 1 ten = 3 tens or 30.

### Number Work Activity 1: Revision of number stories

Group 1 complete the Number Bond Revision 10 to 15

Group 2 complete the Number Bond Revision 10 to 13

Number Work Activity 2:  Subtracting 10 from any number

NHM Addition and Subtraction to 100 Booklet page 18

Starter

Throw a die and use the number on the die to make a subtraction with the first number.  For example 59 – 6.

Discuss the possible strategies they could use to work out the answer such as:

• Using a ‘known’ fact, 9 – 6 is 3 so 59 – 6 is 53
• Counting back 6 from 59

Repeat for the other numbers.

Subtracting 10

How much altogether?

How much they have left?

Cross out one of the 10p coins and record the answer.

Repeat for five 10p coins and three 1p coins.  This shows that the units/ones stay the same and it is only the tens that change.

Repeat for 34p and 27p

Using the 100 square from the resource section circle a number on the grid and then subtract 10.  The children will only have to move up one number.

For example 68 – 10 = 58

Repeat for other numbers.

Complete page 18 in the NHM Addition and Subtraction to 100.

### Number Work Activity 3: Subtracting 10

Complete the worksheets by subtracting 10 from each number.

REMEMBER

When taking away 10 from any number the units/ones stay the same.  It is only the tens number that changes.

## Topic Maths

Topic Maths includes Shape and Space, Measures and Data Handling.

We complete 1 piece of Topic Maths per week.

### Topic Maths Activity - Symmetry

NHM Shape, Measure and Data Handling Booklet pages 6 and 7

### What is Symmetry?

Something is symmetrical when it is the same on both sides. A shape has symmetry if a central dividing line (a mirror line) can be drawn on it, to show that both sides of the shape are exactly the same.

Page 6 Symmetrical Pictures

Show your child how you fold a sheet of paper so that one half fits exactly over the other.  Show them how to cut through both thicknesses to make a butterfly.

Discuss how the two halves of the butterfly ‘match’ and how the butterfly is ‘balanced’.  Tell the children that when a shape is balanced like this it is symmetrical.

Draw a line down the middle of the butterfly so that each half is exactly the same, explain to your child this is known as a line of symmetry.

Now complete page 6

The first part is ticking the shapes that are symmetrical.  Remember the line of symmetry can be vertical, horizantal or both.  If you have a hand mirror place the mirror so that half of the shape, with its reflection in the mirror, together look the same as the whole of the original shape. If it does the shape is symmetrical and if it doesn’t then the shape is not symmetrical.

If you do not have a hand mirror hold a ruler, on its edge, to find the position where the two halves of the shape or picture are exactly the same.

The second part of this page is to draw the line of symmetry on each of pictures.  Remember the line can be drawn either horizantally, vertically or both.

Page 7 Symmetrical Patterns

Starter

1. Draw a washing line on a piece of paper and then draw a vertical line half way across to represent the line of symmetry.
2. Draw a red square on the washing line to the left of the line of symmetry.
3. Ask your child what colour of square should be drawn on the other side of the line of symmetry to make a symmetrical pattern.  They will hopefully say red.
4. Repeat, by drawing a yellow square to the left of the first red square.  Then repeat again, drawing a blue square next to the yellow square.
5. Ask your child to draw the correct colours of squares on the other side of the line of symmetry.  They will hopefully draw a yellow square next to the red and then followed by a blue.
6. Repeat for other colour combinations.

Complete page 7

Complete the symmetrical patterns.  Remind your child that the colours on each side of the line of symmetry should be the same.

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