Term 6 Week 6
Term 6 Week 5
Term 6 Week 4
Below you will find the Maths activities for this week. We are trying to simplify things for everyone and make things more accessible for people that cannot get access to paper copies of work for their children.
If you have any queries or would like some extra activities for your child to do, please email us at firstname.lastname@example.org
Alternatively, you can continue to complete the White Rose activities. I will provide you with the links below.
This term, I am going to be changing our approach to Maths. Each day, I am going to be directing you to The White Rose website where there is a video and activities for your child to carry out- I will let you know each day which one to watch. This is going to be on a trial basis, if it transpires that you preferred the way I was doing Maths before, then please email me any feedback and I can re-evaluate depending on the responses that I get. So please let me know what you think by emailing me at email@example.com
Please follow the link below and complete Week 1 Lesson 1 - unit and non-unit fractions
Please follow the link below and complete Week 1 Lesson 2 - Making the whole
Please follow the link below and follow Week 1 Lesson 3 - Tenths
Please complete Week 1 Lesson 4 - count in tenths
Please complete Week 1 Lesson 5 - Tenths as decimals
Please complete Week 2 Lesson 1 - Fractions on a number line
Please complete Week 2 Lesson 2 - Fractions of a set of objects (1)
In Year 2 the children learned about the properties of shape, we are asking you to revise this today before we move on to new skills in the coming weeks.
They have learned about;
2D- sides, corners and lines of symmetry
3D- vertices, edges and faces.
Can you explore your environment with your child and identify different shapes that you can see?
What 2D shapes can you see?
Which objects have a line of symmetry?
Can you identify 2D shapes on the faces of 3D shapes that you can see?
Can you create shapes using materials in the house following set criteria?
If I have 3 cubes, how many faces are there altogether? What's the easiest way of solving this?
Miss Johnson has some 3D shapes. If she has 3 cones, a cube and a sphere. How many curved faces are there? How many flat faces are there? How many faces are there altogether?
I have 3 straight sides and 3 corners. What am I?
I have 8 vertices and 6 faces. What am I?
I have one curved side. What am I?
I have one curved face and one flat face. What am I?
I have one curved side and no edges. What am I?
Today you will be revising measuring length and calculating perimeter. You will need to find a ruler to help you and you must remember that we use the units of mm, cm and m.
How did you calculate this?
Can you create any of your own length or perimeter questions for someone in your family to solve?
Which of the following shapes is it possible to find the perimeter of? How do you know this?
Below, are some sheets to help you practise calculation perimeter, or you could draw your own shapes in your workbook and find their perimeter.
Addition using the column method
Today you will be practising addition of 2 and 3 digit numbers.
Look at the following examples;
You should remember that the first example is very simple because there is no exchanging of numbers, you can just add the numbers up- just remember to ALWAYS start with the ones!
The second example requires exchanging, so you need to carry the tens and hundreds underneath. Just don't forget to add it up again at the end!
If you have a dice, use it to help you come up with the numbers to add. If not, use the ones on the sheets below.
If you find that this is too tricky for your child, try working on number bonds to 10 and 20 instead.
Once you feel confident with this skill, use it to solve some of the problems below.
If Drapers Mills has 417 children and Northdown has 425 children. How many children are there altogether?
Aberdeen class has 30 children, Oxford has 31 and Hertfordshire has 29. How many children are there altogether?
Look at the examples below and I will talk you through each one;
The first one is very simple because you can just add the numbers together, STARTING AT THE ONES.
The second example requires exchanging. This is because it is not possible to do 3 - 6. Therefore, we have to 'pinch' a 10 from the tens column, turning 3 into 13. This means we can now solve 13-7 and then continue to solve the rest of the problem.
The third example is similar to the one before, you just have to pinch from the tens column and then the hundreds column too.
The last example is a little trickier because there aren't any tens for you to borrow from. So, you have to take from the hundreds first, making the tens column '10', so that you can then solve the rest of the problem.
Use the problems to help you practise and then solve some of the other word problems in the other document.
Like yesterday, if you feel that this is too much of a stretch for your child, please practise using numbers below 20 to help secure their number bond knowledge.
Please use today to practise your times tables. All children have learned their 2, 3, 4, 5, 8 and 10 times tables.
Use Times Table Rockstars to make this fun (please email me if you can't find your child's login)! You can also play counting games, sing songs and watch YouTube videos to make this learning as interesting as possible.
Today's learning is about fractions.
Children need to know how to find the fraction of a shape, fractions of amounts and fractions of numbers.
There are some very helpful sheets below, please encourage your child to draw and write the questions into their work books.
Today's learning is all about time. This is an activity that you can keep coming back to.
Children need to be able to tell the time to; o clock, half past, quarter to, quarter to and to the closest 5 minutes. They also need to know how to and an increment of time e.g. if it is half past 10 now, what will the time be in one hour?
If you have an analogue clock in the house (not digital on a phone or screen) please try and get into the habit of asking your child to tell you what the time is- this is something you can do every day and hopefully the repetition will help them embed the skill.
If you don't have a clock, please keep referring to this;
Today is all about money. All of the children have recently learnt about money, they can convert money from £ to P and P to £, they can add amounts of money, they can subtract amounts of money and they can calculate change.
Please encourage them to use the sheets below to practise these skills. They do not need do to all of them, just ask them to practise a few of each until they are secure.
Please remind them to use the column method when adding and subtracting money, see below;