Thanks to everyone who got in touch over the weekend and provided us with updates and feedback...
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.
Below is the next five days numeracy activities...
Keep up with the mental maths sessions building on previous ideas or where you find your individual child needs practice. Start building up number bonds to 10 (all the ways to make numbers 2-10 by addition). If your child is achieving this feel free to move onto 12 or even 15. In P2 we would use a whiteboard or blank page, draw the number in the middle with a bubble around it and write the different ways to make that number around it. The children know how to check their work! There is always one more way than the number they are investigating e.g if they are finding all the ways to make 2 - there are 3 ways, all the ways to make 3 - there are 4 ways etc. You can also do speed tests by writing out some questions on a page e.g 3 4 __ 6 / 6+__=8 / the number before 10 etc. Use a timer or offer rewards/stickers for effort.
iPad apps such as 'Mental Maths' (Andrew Brodie basics) are good as you can choose age groups . You can search and browse the app store. The Reading Eggs app is also an excellent reading resource (free for 30 days) where it will test and level your child. There is also a mental maths section where they have to complete different levels against a timer and collect incentives. You could avail of the mental maths section before starting numeracy every day.
Take a look back over work completed so far in Numbers to 20 booklet and recap any areas your child may have found difficult - testing week pg23-25. Make sure they have a quiet space, a sharp pencil and a rubber. Allow them as much time as they need (some may wish to stop for a break in the middle). You can help your child read the questions but please refrain from giving too much help and guidance. This will give you a true insight into the areas your child needs extra work on and you can follow up accordingly.
Display a 0 1 2 3 4 5 number line on a blank page. Ask the children to give the number which is
one less than five
two less than four
three less than three and so on...
Check the answers by jumping back on the number line, repeat without the line to encourage the children to find the answers mentally.
Underneath the number line write '2 less than 3' and ask them to read it and tell you the answer. Record 3-2= 1 and establish they are both the same.
*children find this difficult because the numbers are in a different order! Encourage the children to read aloud each way so they can hear the difference. Remind them you can't take a big number from a small number.*
Move on to oral problems such as five take away two and four subtract one. Children should be able to subtract mentally but can use counters if they need to. Introduce the oral example using 'take from' such as take four from five. Once they answer correctly ask them to explain how they got the answer and establish that take four from five is another way of saying five take away four. Give practice using further examples. Lastly introduce a written problem by saying take 3 from five is written 5-3=. Repeat for other examples including zero facts such as:
take 4 from 4 and take 0 from 5
4 - 4 = 0 5 - 0 = 5
The same idea applies for 'subtract from' Give an oral example subtract one from two and discuss that this is the same as saying two subtract one. Also present an example in written form 2-1=. Remind them again the larger number always come first in subtraction.
Follow with Subtraction to 10 pg 9 and 10
(I know this is wordy and frustrating to read - most children will be able to just 'get it' but for others this the appropriate way to teach it).
Activity 3 - Addition patterns
Teaching points below
Follow up with Addition to 10 pg 22
Recap 1p 2p and 5p coins, noticing colour, shape and size. Remind children that we can put coins together in different ways to get different amounts. Using pupil sheet 34 write the same price on several tags to give the children practice in showing different ways of paying for the same item using 1p 2p 5p coins. The children can lay them out or draw around them, label and colour.
Finish with Money booklet pg 9 and 10
Activity 5 Durations (digital and analogue)
Say Tom started painting at two o'clock and finished at five o'clock. For how long did he paint? Encourage counting on or back using fingers to keep a tally of the number of hours involved, e.g two o'clock... three o'clock (put first finger up) four o'clock (second finger) five o'clock (third finger). That's three hours. You can write two digital times out on small pieces of paper and also remember to include half past times too, e.g. Pam and Tanya played from one thirty until three thirty. For how long did they play? 1:30 3:30
Use a similar procedure to calculate durations on analogue clocks. You can draw two clocks side by side and write start and finish at the top . Include a little story relevant to you! Encourage children to state the two times and count on or back to find the difference in times.
For fun get the children to make up their own stories and problems for you to solve together!
Follow up Shape, Measure and Data Handling pg 29