Maths

Counting Counting objects is the foundation of Maths. When your daughter counts objects

(beans/stones/buttons/marbles/pegs) encourage her (don’t force her) to start making

groups and counting in those groups by asking these questions…

How did you count these buttons/beans/stones?

Is there a different way of counting them?

Is there a faster way to count them?

Always check that she has counted accurately.

She should be able to count and group at least 50 objects. When she is doing this confidently

you can add more, up to 100.

You can repeat this activity but no more than 2/3 times a day.

Mental Maths You will need to use either the number grid in the flip file or a numberline for this activity.

Keep your counters (beans/stones/buttons) available too.

Monday

Counting

Count in 1s, 10s and 5s

You have been practicing how to count in intervals on your number grid for a long time now.

How far can you count without using your number grid?

Parents, this week we would like you to encourage your daughter to count in 1s, 10s and 5s

without the help of the number grid.

Count in 1s and write down the number that you get to, save it and see whether you can count

past that number without getting stuck, tomorrow.

Repeat this with 10s and 5s.

We would like your daughter to be able to count to at least

150 in 1s

200 in 10s

150 in 5s

without the use of a number grid or numberline.

Count the hands!

Can you count the fingers in 5s?

Mental Maths

When we do mental maths activities, you ask the question and your daughter answers it

orally, there is no need to write anything down. She may use counters or a numberline or grid

if she needs to.

1. What must be added to 5 to get to 6?

2. What must be added to 4 to get to 6?

3. What must be added to 3 to get to 6?

4. What must be added to 2 to get to 6?

5. What must be added to 1 to get to 6?

Equal Sides

Do you remember how we made the two sides equal?

Let’s have a look again…

Look at the dots in the blocks?

Are they the same?

What can you do to make them the same?

You can take away 9 dots from the left block.

OR

You can add 9 dots to the right block.

Now look at these balance scales…

The two sides are not equal.

How can we make them equal?

We can add 4 blocks to the 3 blocks.

When we write the numbers it looks like

this…

7 = 3 + 4

= means equal or the same

+ means add or more

Let’s try another one together…

The two sides are not equal.

How can we make them equal?

We can add 3 blocks to the 5 blocks.

When we write the numbers it looks like this…

8 = 5 + 3

The two sides are not equal.

How can we make them equal?

We can add 5 blocks to the 4 blocks.

When we write the numbers it looks like this…

4 + 5 = 9

Now try some on your own…

Tuesday

Counting

Count in 1s and write down the number that you get to, save it and see whether you can count

past that number without getting stuck, tomorrow.

Repeat this with 10s and 5s.

We would like your daughter to be able to count to at least

150 in 1s

200 in 10s

150 in 5s

without the use of a number grid or numberline.

Count the dots!

Try to count the first set in 5s.

How many dots did you count?

How many groups of 5 were there?

Try to count the next set in 10s.

How many dots did you count?

How many groups of 10 were there?

We counted the same amount of dots in different ways.

You can count out 50 of your own counters and make groups of 5 and 10.

Mental Maths

When we do mental maths activities, you ask the question and your daughter answers it

orally, there is no need to write anything down. She may use counters or a numberline or grid

if she needs to.

1. What is 2 more than 1?

2. What is 2 more than 2?

3. What is 2 more than 3?

4. What is 2 more than 4?

5. What is 2 more than 5?

Equal Sides

Draw your own pictures or use your counters if you need to…

Parents, let’s look at the first sum, to assist your daughter you can count out 5 counter and

set them aside and then count out 4 counters.

Ask her…

Are the two sets of counters the same?

How many can I add to the 4 to have 5 on both sides?

So we can write 5 = 4 + 1

These may be tricky – so please ask us for help if you need it!

Wednesday

Counting

Count in 1s and write down the number that you get to, save it and see whether you can count

past that number without getting stuck, tomorrow.

Repeat this with 10s and 5s.

We would like your daughter to be able to count to at least

150 in 1s

200 in 10s

150 in 5s

without the use of a number grid or numberline.

We hope that you are seeing an improvement every day! If your daughter is competently

counting to the prescribed numbers, feel free to keep counting beyond them - AWESOME!

If she is not, please don’t put pressure on her, just keep within the prescribed numbers,

that’s absolutely fine!

Count the lollipops!

Do you need to count them all in 1s?

You can count the strips in 10s and the loose lollipops in 1s.

How many groups of 10 were there?

How many loose 1s?

We can say that 66 has 6 10s and 6 1s.

You can count out 66 counters and make groups of 10.

How many groups of 10 did you make? How many 1s are there?

Was it the same as the lollipops?

Mental Maths

When we do mental maths activities, you ask the question and your daughter answers it

orally, there is no need to write anything down. She may use counters or a numberline or grid

if she needs to.

1. What is 2 more than 6?

2. What is 2 more than 7?

3. What is 2 more than 8?

4. What is 2 more than 9?

Ordinal Numbers

An Ordinal Number is a number that tells us the order of something in a list or

a row. We have introduced the Grade 1s to ordinal numbers but they may need

reminding.

1 is 1st First

2 is 2nd Second

3 is 3rd Third

4 is 4th Fourth

5 is 5th Fifth

6 is 6th Sixth

7 is 7th Seventh

8 is 8th Eighth

9 is 9th Ninth

10 is 10th Tenth

Let’s look at the people in the line at the bus stop.

The lady in the pink skirt is 1st.

Point to the person who is 2nd. It is David.

Who is 4th in the line? Kate is 4th.

Who is last in the line? John.

Which position is the girl holding the

carrot in? She is 6th

Who is 8th? Sam.

Who is 7th? Julie.

Now let’s have some crazy ice cream fun!

Draw an ice cream cone with 10 scoops on it!

The 1st scoop is the one that went on the cone first. Colour it in pink.

Colour the 3rd scoop in orange.

Colour the 10th scoop in green.

Colour the 2nd scoop in yellow.

Colour the 4th scoop in red.

Colour the 9th scoop in blue.

Colour the 5th scoop in brown.

Colour the 8th scoop in purple.

Colour the 6th scoop in black.

Which scoop isn’t coloured in? Maybe that’s the vanilla flavoured one!

Thursday

Counting

Count in 1s and write down the number that you get to, save it and see whether you can count

past that number without getting stuck, tomorrow.

Repeat this with 10s and 5s.

We would like your daughter to be able to count to at least

150 in 1s

200 in 10s

150 in 5s

without the use of a number grid or numberline.

We hope that you are seeing an improvement every day! If your daughter is competently

counting to the prescribed numbers, feel free to keep counting beyond them - AWESOME!

If she is not, please don’t put pressure on her, just keep within the prescribed numbers,

that’s absolutely fine!

Mental Maths

When we do mental maths activities, you ask the question and your daughter answers it

orally, there is no need to write anything down. She may use counters or a numberline or grid

if she needs to.

1. What is 1 more than 1?

2. What is 1 more than 2?

3. What is 1 more than 3?

4. What is 1 more than 4?

5. What is 1 more than 5?

Word Problem

Siarra has 8 sweets and she shares them equally with her brother. That means

that they must have the same. How many do they each get? Draw a picture to

help you.

Siarra shared the sweets in half.

Half means that we share into 2 equal

groups.

Now it’s your turn.

Draw these ladybugs and share the

dots onto the wings.

Friday

Counting

Last chance to count as far as you can today!

You’ve got this!

Count in 1s and write down the number that you get to, save it and see whether you can count

past that number without getting stuck, tomorrow.

Repeat this with 10s and 5s.

We would like your daughter to be able to count to at least

150 in 1s

200 in 10s

150 in 5s

without the use of a number grid or numberline.

We hope that you are seeing an improvement every day! If your daughter is competently

counting to the prescribed numbers, feel free to keep counting beyond them - AWESOME!

If she is not, please don’t put pressure on her, just keep within the prescribed numbers,

that’s absolutely fine!

Mental Maths

When we do mental maths activities, you ask the question and your daughter answers it

orally, there is no need to write anything down. She may use counters or a numberline or grid

if she needs to.

1. What is 1 more than 6?

2. What is 1 more than 7?

3. What is 1 more than 8?

4. What is 1 more than 2?

Left OR Right

Look at each animal and say whether it is looking to the left or the right.

Back to School Challenge:

Do you know how to tie your shoelaces? If you don’t we would like you to start learning now

so that you can do it on your own when you get back to school.