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.
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. I would highly recommend BBC Bitesize (7-9 year olds) if you haven't already looked into it. Its available on iPlayer and you can start at the beginning- it is a great fun educational resource which lasts 20-30 mins and would allow you some guilt free breathing space during the day!!
Below are the next five days activities...
Activity 1 - Subtraction (we are going to have a blast at subtraction this week as we are finished the other booklets)
*Facts involving 0
Set out nine items. Tell children there are nine items and you are going to take nine away - ask how many will be left? Record answer 9-9=0 Repeat for other numbers.
Set out nine items again. Tell children none are going to be taken awat this time - ask how many will be left? Record answer 9-0=9 Repeat for other numbers
Follow up with Subtraction booklet pg 14
*Doubles to 10; linking = and -
Check through discussion how well children have memorised the double addition facts to 10
Use a drawing of a double domino eg 4+4=8 Establish that it shows 4+4=8 Cover 4 spots on one side and ask what is eight take away 4?
Repeat for other doubles with children suggesting addition and subtraction facts to record.
Follow up with pg 15
Activity 2 - Subtracting from 6 7 8 9 and 10
Children have covered facts which involve 0, 1, 2, all and a double, the facts still to be covered are:
7-6=1 7-5=2 7-4=3 7-3=4
8-7=1 8-6=2 8-5=3 8-3=5
9-8=1 9-7=2 9-6=3 9-5=4 9-4=5 9-3=6
10-9=1 10-8=2 10-7=3 10-6=4 10-4=6 10-3=7
You can draw 6 circles on a page and cover to complete. Make sure to show children the pattern of results eg 6 5 4 3 2 1 0
Do the same for 7
Complete Pupil Sheet 21 to complete remaining facts for 8, 9 and 10 and follow with pg 16 and 17 Subtraction booklet
Activity 3 - Subtraction facts for 6 and 7
Just like before set out 6 objects and build up subtraction facts for 6 by removing one, two, three and so on. Record and emphasise pattern. Practice the facts by playing mental recall games. You can use post it notes or small pieces of paper with subtractions on them and children can place the answers under using small toys or recall by just counting back.
Follow up with Subtraction booklet pg 18
Repeat scenario for 7 and follow up with Subtraction booklet pg 19
Subtraction booklet pg 20 will consolidate facts for 6 and 7
Activity 4 - Shape, Measure and Data Handling … Capacity (the maximum amount that something can contain)
Set out a variety of containers with varying amounts of liquid in them. Ask which is 'full' 'empty' 'half-full' 'nearly full' 'almost empty'
Choose a pair of empty containers where the difference in capacity is obvious. Ask the children which one they would like full of ice cream and why?
Comparison by pouring - choose a pair of containers where the capacity is not obvious. Ask which one would hold more if they were filled with a magic potion. They may choose the one which is taller. You can fill both containers and then pour that liquid into two identical containers to compare.
Which holds most? - Choose three different containers and find out by elimination which one out of two holds most and then compare that one with the third. Order the containers from holds most to holds least.
Follow up with Shape, Measure and Data Handling booklet pg 17