# Maths

Mental/Oral Starter:

Year Ones – Can you crack the code – Find the answer to addition and subtraction number sentences, using a number of mental strategies, counting on, back, mental recall, etc. Write the final answers in the lock to win!

Receptions: Pick a number – what is the number?  Write it in the air.  Where do we start?  Repeat with a few numbers up to 10.  Focus numbers…2,3,5,8

Main Teaching:

Year Ones: Problem Solving.

Read the problems below?  How can we solve this?  What do we know about this problem?  We know that we have 14 but that the answer is 20 so how many more do we need?

Ask an adult to write numbers 0-20 along a line, at each number put a little mark just like on a ruler.

We are going to use this number line to count on to find the difference, e.g. 14 +  __   = 20

Circle 14 and 20 and then jump from 14 up to 20 onto the number line, count each jump as you go. The number of jumps is the difference, that is the answer.

Problems

1. I have 14 apples but I have 20 friends. How many more apples do I need so all my friends can have an apple?

2. There are 12 cars and 20 car parking spaces. How many more cars will it take to fill up the car park?

3. There are 20 children in the class but only 16 pencils. How many more pencils do I need?

Email your completed calculations to me.

Receptions: Let's practise adding and subtracting: Get 4 toys, what is one more?  Will the number get bigger or smaller?  Let’s find out. Get one more toy. Are there more or less? Let's count. Count them carefully, it is easy to make sure you've counted them all if you move your toys when you've counted them.

Repeat with more numbers.  I have 5, what is one less? How can we work it out? Can you write it in the air?

Encourage children to use different language related to addition and subtraction. e.g. add, plus, more, subtract, minus, less, take away. Take a photograph and send it to me via Tapestry.

Mental/Oral Starter:

Year Ones: Can you count up to 100? Can you make it active and think of two or three actions to repeat as you count?

Receptions: How far can you count up to? Pick a  number?  Let’s write it in the air.  Where do we start?  Repeat with a few numbers up to 10.  Focus numbers…2,3,5,8.

Main Teaching:

Year Ones: Complete the finding the difference calculations below. There are number lines under each calculation for you to use. Don't forget to email the work to me.

Reception: Hide some numbers around your living room! Go on a number hunt. What number have you found?  What is one more than that number?  How did you work it out?  Can you find the number that is one more than…?  One less than…? Can you write it down? Upload your work to Tapestry.

Mental/Oral Starter:

Year Ones: Can you count up to 100? Can you make it active and think of two or three actions to repeat as you count?

Receptions: How far can you count up to? Pick a  number?  Let’s write it in the air.  Where do we start?  Repeat with a few numbers up to 10.  Focus numbers…2,3,5,8.

Main Teaching:

Year Ones: Continue to practise the 'finding the difference' calculations. Are you getting the hang of it? don't forget to email me with your completed work.

Receptions: Jump (number on the carpet or outside on the patio) – Can you jump on the number that is one less than 2?  Can you stand on number 5?  Now jump to one less, what is the answer? Repeat!

Mental/Oral Starter:

Year Ones: Can you count up to 100? Can you make it active and think of two or three actions to repeat as you count?

Receptions: How far can you count up to? Pick a  number?  Let’s write it in the air.  Where do we start?

Repeat with a few numbers up to 10.  Focus numbers…2,3,5,8.

Main Teaching:

Year Ones: Use building blocks/cubes. Let’s find the difference in a different way – we have been using a number line. Let’s use the cubes. Roll two dice on the board. Make two towers representing these numbers. What is the difference between these numbers? Stand them next to each other. Look at the cubes. How many more cubes are there on the taller tower? That is the difference. How can you make the towers the same size? Either take away the difference from the tallest tower or add the difference to the shortest tower. Have another go, roll the dice again.

Receptions: Number your Duplo bricks/blocks – Can you put the bricks in order according to the numbers?  Can you make a tower that is one less than…?  Can you make a tower that is one more than?

Mental/Oral Starter:

All: Ask your adult to say a number. Can you tell them a number that is one more and/or one less? Jump that many times! Repeat with different starting numbers and different actions.

Main Teaching:

Year Ones: Pick 2 numbers (one from a ‘teen number’ bag and one from a ‘under 10’ bag). Build a duplo tower for each number. Can you see the difference between the two towers? What is the difference? Use a number line to check your answer. Circle the lowest number, circle the highest number. Jump from the low to the high and count the ‘jumps’. Were you correct? Write down the calculation. Email me with your completed calculations.

Reception: Number formation.  Can you write over the top of  numbers an adult has written for you?  Can you find the number that is one less than 2?  How many number twos can you see?  Can you spot it anywhere else outside?  Can you find 2 objects?  What is one more?

A great way to complete this is writing numbers on to slabs outside with chalk and using water and a paint brush to write over the top of the chalk. It's great fun and it even washes the chalk away!

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