# Maths

Sunday 10th May

## π¦Capacity with Water/Making a Sensible Guess (Estimating)π¦

For this week’s challenge you’ll be making some sensible guesses and experimenting to see if you were right!

You will need to find the largest container you have at home....it could be a large pan, a mixing bowl, as long as it will hold a decent amount of water.  You will also need a few smaller containers (small cup, large cup, small water bottle, large water bottle, measuring jug.....four or five containers will be fine as long as they are different sized)

The challenge will be to guess how many of the smaller containers it will take to completely fill the large container. Ask your children for a sensible guess....for example they might think it would take 10 small cups of water to fill the large container.  Record their guess and then test it out to see how close (or how far out!) their guesses were.  You could help them write down their predictions and results as:

My guess was.....                                            It took.....

Or record a clip of them making their guess and experimenting, it’s up to you!

If they are guessing wildly inaccurate numbers (like saying it might take 100 cups of water to fill the large container!) don’t worry, just use it as a chance to look at and discuss the different sizes of the containers they are using to fill the large container with, and encourage them to think if their guess is realistic or sensible. This will get easier the more containers you use!

You could use containers similar to this ππ»

Sunday 3rd May 20.

## Monster Tunnels

Sunday 26th April

## Number Challenges

Below is a list of useful number activities you may wish to complete with your child. All of the activities are similar to tasks that your child will have participated in at school.

* Spot the mistake β - children just love catching us out, don’t they?! Try making deliberate errors when counting forwards and backwards, ask your child to listen carefully and stop you if they hear something wrong. You can also play this game by asking your child to watch carefully as you write numbers down. You could try leaving numbers out, repeating numbers or writing numbers in the wrong place.

* Number track race π² - provide your child with a number track / number line and a dice (if you don’t have one you could try making one using card or paper and a little sticky tape). Take turns with your child to roll the dice  and count on as they move along the track. The first one to reach the end wins the game. This can also be done outside, using chalks with children jumping along giant tracks.

* Countdown ππ¦ - create a countdown game by chalking numbers 10-0 leading towards a rocket or water blaster. Search for an interactive dice or number spinner on your phone or tablet, with numbers 1-3. Your child can use the dice or spinner to select a number and then jump from 10-0. First to reach the rocket shouts blast off to win the game!

Sunday 19th April

Making a Chart/Survey

We thought it might be fun for the children to do a survey of the different coloured cars they see when out and about....first of all make a quick tally chart of the number of colours spotted and then carefully record the number.  Remember to use the number formation guide to make sure the numbers are recorded accurately!

This is one way you could record the activity.....

You could mix it up and make your own to record different things such as animals, types of vehicles, colours of flowers....the most important thing is to get out and get counting!!

Sunday 12th April.

π€π£π₯ Happy Easter everyone - Pasg Hapus pawb!

Number of of the Day

In school we have a number of the day, usually between 1 and 10 and later on in the school year it would be between 10 and 20. Below are some ideas to help you try it at home.

The children are encouraged to fully explore the number in the following ways:

* showing the number on their hands, using their fingers

* writing the number

* clapping / stomping / jumping that number of times

* identifying the number before and after it (looking at a number line / ruler will help them if they need it)

* writing the number as a word

* identifying and then drawing a shape with that number of sides (where appropriate)

* making the number using coins, explore different ways of making the number

* counting out that number of objects from a larger group of objects

* identifying the number on a clock

Patterns πππππππ

Your child’s world is full of patterns, children love to copy, continue and create patterns.

Below are some useful activities and pictures to support your child’s understanding of patterns:

* playing ‘duck, duck, goose’ circle game

* show your child an AB pattern and a similar AAB pattern and ask them to tell you what they notice -

- what is the same and what is different?

* repeat with a similar AAB pattern, what is different this time.

* ask your child to make their own pattern using two colours, encourage them to describe their pattern.

* encourage your child to make patterns using this structure with different objects indoors and outdoors.

Snack - provide a selection of fruit in small pieces, support your child with designing their own fruit kebab patterns πππππππππππππ₯­ππ₯

Outdoors - ask your child to hunt for natural objects to make their patterns such as long sticks, short sticks, dandelions, daisies, leaves, stones etc. They could arrange their patterns in straight lines or around the edge of a circle to create a circular pattern.

Loose Parts - provide your child with a range of items such as buttons, beads, shells or seeds. They can use these to create a variety of different patterns. You can add more of a challenge by drawing wavy, spiral or zig zag lines for them to build their patterns along.

Musical instruments - provide a range of instruments (we love home made ones such as rice in a bottle - instant shaker) and show your child how to play patterns using the instruments. This could be made into a game with one child playing a pattern whilst you or a sibling face the other way. The listeners then try to work out which instruments were used and replicate the pattern.

## Number Formation

You may wish to practise number formation with your child. The children really enjoy mark making using lots of materials and mark making tools such as flour, sand, glitter, paint brushes, sticks etc (we’ve added some pictures to give you some ideas) Below are the number formation rhymes that we sing with the children (they sing them every day)

0 - from the top go all the way around

1 - go straight down and that is all

2 - swing it round and then go right

3 - swing it round and then once more

4 - down, slide, cut in half

5 - down, round, put on a hat

6 - come on down and make a swirl

7 - slide to the right and slant on down

8 - make an ‘s’ and go straight home

9 - make a loop, go up then down

## Partitioning

The Part-whole reasoning or model is the concept of how numbers can be split into parts. Children using this model will see the relationship between the whole number and the component parts, this helps children make the connections between addition and subtraction.

The pictures below demonstrate how a whole group of 5 Cheerios have been shared into two groups / split into two parts in different ways. Our children are used to partitioning amounts in this way, anything can be used as a counter, from buttons to beads and even your child’s favourite cereal. If your child wants to be challenged, try encouraging them to partition varying amounts. They will amaze you with their knowledge of number bonds for 10 (as in 1+9=10, 2+8=10 etc) if you encourage them to partition 10 counters.

You may may wish to demonstrate the difference between odd and even numbers with your child, by showing them that an even number of counters can always be split into two equal parts / groups.

## Ordering and Recording Numbers

Your child would benefit greatly from regular practise with ordering and recording numbers. In school, we encourage the children to do the following:

* identify and then record odd numbers and even numbers (we call them odd cods and even Stevens π)

* identify and then record missing numbers

* chant and then record sequences of numbers e.g. in fives and then tens up to 100

## 3D Shapes

We have been learning all about 3D shapes and their properties.  We have discussed which shapes are best for rolling, stacking, being at the base and the top of structures etc. We have looked at famous buildings and structures around the world and identified the 3D shapes used. We have even been using the following language to describe the various shapes:

*faces / sides

*curved / round

*edges

*flat

*corners / points

We have been on a 3D shape hunt around the school, sorted the shapes into different groups, guessed what shapes had been wrapped in foil and even used nets to cut out and create our own 3D shapes......we thought you might like to try these activities at home. Further practise with 3D shapes would be highly beneficial to consolidate your child’s learning.

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