U.K. Year 2 Maths Homework Calendar 2014-2015 1... · U.K. Year 2 Maths Homework Calendar 2014-2015 . Year 1 Maths – U.K. Homework Calendar 2014-2015 © B. Beale 2 September 2014

Year 1 Maths – U.K. Homework Calendar 2014-2015 © B. Beale 1

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September 2014 Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 Print the numbers from 1 to 5 down a piece of

paper. Draw the correct

number of happy faces beside each number.

2Have an adult call out a number from 1 to 5 in a random way and clap

that many times. If a challenge is needed, choose a higher number.

3 Trace around your hand. Write a number on each

of the fingers as you count them.

Trace around your other hand and put numbers on those fingers too.

4Look at the attached

Activity A number line. Print the numbers in order in the squares

from 1 to 10. Have an adult help you.

5Look at the number lines on Activity B, which are

attached. Print in the missing

numbers. Have an adult help you.

6

7 8Print the numbers

backwards from 10 to 1 down a piece of paper. Put the correct number of counters (pennies or buttons) beside each

number.

9Cut out the attached

Activity C number and dot cards. Have an adult mix them around and try to match

them up.

10Using the cut out cards

from Activity C, turn them all upside down on a table and try matching them by turning only two

cards over at a time. Take turns with an adult.

11Using just the dot cards

from Activity C, have a parent hold them up and quickly tell how many dots are showing.

12Using just the attached

dot cards from Activity C,

practise quickly counting them when an adult

holds them up.

13

14 15Place a collection of

countable objects on a table (buttons, coins). Randomly pull over several and practise

counting them.

16Using a tin can, drop a

different number of coins, one at a time, into the can. Have your child count as you drop them

in. Use a different quantity each time.

17Play yesterday’s tin can game again. Have your child practise counting

the dropping objects out loud. Then try having your child count them

silently.

18Put a number of coins or counters of any kind in a

paper bag or sock. Reach in and pull some

out. Count them out loud. Do this about 10

times.

19Roll a numbered dice. Count out loud to the

number you roll. If your child needs a challenge,

try two die together.

20

21 22Put a number of coins or counters of any kind in a bag or sock. Tell your

child to pull out one, then two, then three, then four, etc. Try going

beyond 10.

23Count out loud, both forwards and then

backwards to 20. Ask which number comes

after ___ (your choice). Ask which number comes before ___.

24Using a deck of cards, deal 7 cards to each player. Take turns

asking the other person for a card you have. Put

down your matching cards.

25Write the numbers from 1 to 20 down the length

of a paper. Draw the correct number

of stick people beside each number.

26Start at 10 and count

backwards out loud by 1’s to an adult. If that is easy,

try starting at a number like 14 or 17.

27

28 29 Start at 15 and count

backwards out loud by 1’s to an adult. If that is easy,

try starting at a number like 18 or 21.

30 Have your child help set

the table for a meal. Count how many knives,

forks, spoons, plates, napkins, glasses and chairs will be needed.

Interactive Computer Websites:

primarygames.com (Kindergarten) - Count the Sheep - Fishy Count - Learn Numbers

http://www.primarygames.com/math/grade/kindergarten-math-games.php

http://www.primarygames.com/math/countthesheep/

http://www.primarygames.com/math/fishycount/

http://www.primarygames.com/math/learnnumbers/


Helpful Hints Materials Needed

Counting a) Have your child actually touch and move each object for accuracy, pencil

organisation, and to ensure the object has been counted just once. paper

b) Look for evidence that your child is saying one number name for each coins or counters

object. scissors

c) It is important for children to be able to recognise a number of objects tin can or plastic cup

without counting. Domino patterns and randomly arranged groups of sock or paper bag

counters can be used. numbered dice

deck of cards

Curriculum Expectations and Learning Goals for the Month

Develop confidence and mental fluency with whole numbers, counting and place value

Investigate the ideas that quantity is greater when counting forward and less when counting backwards

Begin to make use of one-to-one correspondence in counting and matching groups of objects

Demonstrate understanding of the counting concepts of stable order

Recognise some quantities without having to count using a variety of tools and strategies

Demonstrate an understanding of number relationships for numbers from 1 to 10

Use, read and represent whole numbers to 10 in a variety of meaningful contexts

Completed Mathematics Homework Coupon

_________________________ Child’s Name

_________________________ Parent’s Signature

A parent must sign this coupon when the activities are complete. Bring this coupon to school at the end of each month.

Parent Comments

Share any thoughts and observations with your child’s teacher here.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________


Activity A Count forwards by 1’s to 10.

Activity B Fill in the missing numbers.

2 4 2 4 6

5 7 4 7

6 9 7 9

Activity C Cut out and match the numerals with the dots.

10 9 8 7 6 5 4 3 2 1

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● ● ●

●● ●● ●● ●●

● ● ● ● ● ● ● ● ●

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October 2014 Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2

Cut out the attached number cards from 1 to 20. Shuffle them and lay them face down. Turn

up the top card. Begin counting on from the number shown. For example, if “12” is

picked, count on starting at 13. Count on up to an appropriate number for your child. You may

need to model the counting on process first.

3Using the counting cards from 1 to 20, have your child count backwards

from the number turned up.

4

5 6Start at 14 and count

forwards out loud by 1’s to an adult.

Try to count to 30. If that is easy, try going

higher.

7Using the attached

number cards, lay them in order, in a row with

only a few turned over. Ask, “Where do you

think the 5 is? Where do you think the 7 is?”

etc.

8 Place the number cards in order from 1 to 20, but

turn only a few cards face up. Point to the

cards that are face down and ask, “What number

is this?”

9Use only the number cards from 1 to 10. Have all the cards

facing upwards, except the 4. Ask, “Are there

more numbers before 4 or after 4? Count to

check.

10 Use only the number

cards from 1 to 10. Help your child count by 2’s by turning the odd-numbered cards face down, isolating the pattern 2, 4, 6, 8, 10.

11

12 13 14 Using the number cards from 1 to 20, shuffle the cards and place them face down. The first player turns over the top card and begins counting on.

The second player says the next number. Continue taking turns counting on. The player who says “20” takes a game piece. The game

ends when one player has 3 game pieces.

15Lay the number cards

face down, in order, on a table. Turn a random number up and ask,

“What is one more than this?” Check your

answers each time.

16Practise writing out the numbers from 1 to 20.

Try to go to 30 and beyond.

17Lay the number cards

face down, in order, on a table. Turn a random number up and ask,

“What is one more than this?” Check your answers each time.

18

19 20Play a board game

or a card game with a parent.

21Lay the number cards face down, in order, on a table. Turn a random

number up and ask, “What is one less than

this?” Check your answers each time.

22Without using the

number cards, call out a number and ask what number comes after. Repeat several times

with different numbers.

23Lay the number cards face down, in order, on a table. Turn a random

number up and ask, “What would one less than this be?” Check

your answers each time.

24Without using the number cards, call out a number and ask what number

comes before. Repeat several times with

different numbers.

25

26 27Using the number cards 1 to 10, choose a card

and pick up that number of counters. Work out

how many more counters are needed to make 10?

28Continue using the number cards for

counting.

29 Using counters, have

your child show you how to use them to work out

7 take away 2. How could you record that as

a number sentence?

30Practise writing out the numbers from 1 to 20.

See how much you can do without help.

Fix any reversed/backwards

numbers.

31 Using counters, have

your child show you how to use them to work out 9 take away 5. How could

you record that as a number sentence?


topmarks.co.uk - Learning to Count - Teddy Numbers - Gingerbread Man Count

- Underwater Counting - Fish Alive Song

http://www.topmarks.co.uk/interactive.aspx?cat=1

http://www.topmarks.co.uk/learning-to-count/teddy-numbers

http://www.topmarks.co.uk/learning-to-count/gingerbread-man-game

http://www.topmarks.co.uk/learning-to-count/underwater-counting

http://www.topmarks.co.uk/Flash.aspx?bbc=fishAlive



Counting on Counting backwards is much more difficult for young children. pencil

Model a slow pace of counting so that your child can keep up. paper

If you need an easier version, let your child count up to the number shown scissors

on the card instead of counting on from it. number cards 1 - 20 (included)

counters

Curriculum Expectations and Learning Goals For The Month


Investigate the ideas that quantity is greater when counting forward and less when counting backwards

Investigate quantity through identifying and comparing sets with more, fewer or the same number of objects

Begin to make use of one-to-one correspondence in counting and matching groups of objects

Demonstrate an understanding of the counting concepts of stable order

Read and write numbers from 1 to 20 in numerals

Given a number, identify one more and one less and use the language of more than and less than


_________________________ Child’s Name



Parent Comments


____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


Counting Cards

1 2 3 4 5

6 7 8 9 10

11 12 13 14 15

16 17 18 19 20


November 2014 Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1

2 3Using counters, have

your child show you how to use them to work out

8 take away 3. How could you record that as

a number sentence?

4Randomly lay down a number of counters up to 20. Have your child sensibly estimate how

many objects there are. Count to check. Repeat with different quantities.

5Randomly lay down a number of counters up to 30. Have your child sensibly estimate how

many objects there are. Count to check. Repeat with different quantities.

6Using the number cards, lay 2 numbers face up

and ask which number is more and which is less. Repeat several times.


five shapes. Help your child fold each shape in half. Save the

shapes to use again.

8

9 10Cut the shapes in half along the folded lines

made earlier. Quiz your child on whether they

are half or whole shapes by moving them together

and apart.

11Use the cut out shapes. Practise telling whether they are whole or half

shapes by moving them together and apart.

12Take each of the half shapes and help your child fold them in half

again, making quarters. Cut them out.

13Using the shape

quarters, practise telling whether they are quarter or half shapes by moving them together and apart.

14Use the language of whole, halves and

quarters while serving meals (e.g., cut

sandwiches in quarters or a potato in half).

15

16 17Cut out the attached

analogue clock. Print the numbers in the correct positions.

Fasten the hands on with a paper fastener so

the hands turn.

18Using the clock you

made yesterday, practise telling the time

to the hour. Discuss the positioning

of the hands.

19Using your clock,

practise telling the time to the hour.

Reinforce the positioning of the hands.

20Using the clock,

practise telling time to the half hour.

Discuss the positioning of the hands.

21Using your clock,

practise telling time to the half hour. Reinforce the

positioning of the hands.

22

23 24Practise telling time to

the hour and half hour by moving the hands.

25Practise telling time to the hour and half hour by moving the hands.

26Practise counting by 2’s

with an adult. How high can you

count?

27Practise counting by 2’s

again. Print the numbers as you

count by 2’s. How high can you count and write the numbers?

28Practise telling time to the hour and half hour

by moving the hands on the clock you made.

29

30


abcya.com- Numbers - -

Connect the Dots Counting Fish

sheppardsoftware.com - Balloon Count 1 to 20 - Fruit Splat Counting

http://www.abcya.com/kindergarten_computers.htm

http://www.abcya.com/connect_the_dots_10.htm

http://www.abcya.com/counting_fish.htm

http://ri.search.yahoo.com/_ylt=AwrSbmfuDnpT8woAjsJXNyoA/RV=2/RE=1400536943/RO=10/RU=http%3a%2f%2fsheppardsoftware.com%2fmath.htm/RK=0/RS=.PqPhih3PznxqWnZL6RXQCzv0sQ-

http://sheppardsoftware.com/mathgames/earlymath/BalloonCount20.htm

http://sheppardsoftware.com/mathgames/earlymath/fruit_shoot_count.htm



Repetition Young children need to repeat an activity a number of times before counters

they become comfortable with the concept. If you find that your scissors

child is easily getting the answers, try to make the activity a bit more pencil

challenging, perhaps by using higher numbers. paper

clock (included)

paper fastener

shapes (included)



Read, write and interpret mathematical statements involving addition (+) and subtraction (-) and equals (=) signs

Identify and represent numbers using objects and use the language of more and less

Count, read and write numerals in multiples of twos

Tell the time to the hour and half past the hour and show these times on a clock face

Recognise, find and name a half and a quarter as one of two or four equal parts of an object, shape or quantity


_________________________ Child’s Name



Parent Comments


________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________


Cut out these shapes.


Analogue Clock

Colour each of the

hands of the clock a

different colour.


December 2014 Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 Cut out the attached

addition doubles flashcards. Print the

answers very lightly on the back of each card. Practise them with an

adult.

2Practise your

doubles flashcards with an adult.

For a greater challenge, try the subtraction

doubles flashcards.

3With adult help,

practise counting by 2’s.

Write down the numbers. How high can

you count?

4Using the attached

number lines, count by 2’s and fill in the missing

numbers. Look for the patterns to help you.

Have an adult help you with the higher numbers.

5 Use counters to add

these numbers:

7 + 2 = 8 + 2 =

10 + 2 = 9 + 2 =

11 + 2 =

6

7 8With adult help,

practise counting out loud by 5’s.

With adult help, practise counting out

loud by 2’s.

9With adult help,

practise counting by 5’s. Write down the numbers.

How high can you count?

10Look at a number line.

Write 6 numbers that are smaller (less) than the

number 20.

11Look at a number line.

Write 7 numbers that are greater (higher) than the

number 23.

12There were 15 biscuits

on a plate. 3 biscuits were eaten.

How many biscuits were left on the plate?

13

14 15 Practise your

doubles flashcards with an adult.

16Write all

the numbers from 10 to 30

forwards.

17There were 17 sweets in

a bag. 5 sweets were eaten. How many

sweets were left in the bag?

18Use counters to add

these numbers: 5 + 2 = 8 + 2 =

12 + 2 = 4 + 2 =

15 + 2 =

19You and a friend have a collection of shells. You have 14 and your friend has 3. How many shells

are there altogether?

20

21 22Play “I Spy With My Little

Eye,” to identify items with numbers on them. Write down your child’s responses with words

and pictures.

23Using the clock,

practise telling time to the half hour.

Discuss the positioning of the hands.

24Using your clock,

practise telling time to the half hour. Reinforce the

positioning of the hands.

25Play a board or card

game with your family where you have a

chance to win.

26Assemble a puzzle with

a family member.

27

28 29 There were 14 dogs at the park. 5 went away. How many dogs were

left at the park?

30 Practise counting

by 2’s. Print the numbers as you

count.

31 Write all

the numbers between

22 and 40.


abcya.com - Numbers - Number BINGO - Numerical Order

sheppardsoftware.com - Balloon Pop Count and Order - Balloon Pop Skip Counting by 2's


http://www.abcya.com/number_bingo.htm

http://www.abcya.com/numerical_order.htm

http://ri.search.yahoo.com/_ylt=AwrSbmfuDnpT8woAjsJXNyoA/RV=2/RE=1400536943/RO=10/RU=http%3a%2f%2fsheppardsoftware.com%2fmath.htm/RK=0/RS=.PqPhih3PznxqWnZL6RXQCzv0sQ-

http://sheppardsoftware.com/mathgames/earlymath/BalloonPopVOrder.htm

http://sheppardsoftware.com/mathgames/earlymath/BalloonPopSkip.htm



Adding and Subtracting Young children need concrete materials to use as counters in scissors

order to better understand the concept of number. flashcards (included)

The following materials are suggestions to use as counters: number lines (included)

- coins - small pieces of paper - buttons paper - small toy pieces

- dried beans - bread ties - macaroni - numbers on a ruler pencil

counters


Count, read and write numbers to 100 in numerals; count in multiples of twos and fives

Add and subtract one-digit and two-digit numbers to 20

Solve one-step problems that involve addition and subtraction using concrete objects and pictorial representations including number lines

Read and write numbers from 1 to 40 in numerals

Tell time to the hour and half past the hour

Count to and across 100, forwards and backwards, beginning from any given number


_________________________ Child’s Name



Parent Comments


__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________


0 + 0 1 + 1 2 + 2

3 + 3 4 + 4 5 + 5

10 - 5 8 - 4 6 - 3

4 - 2 2 - 2 0 - 0


Number Lines

a) 0 2 4 ____ 8 10 12 ____

b) 10 12 ____ 16 18 ____ 22 24

c) 12 14 ____ 18 20 ____ 24 26

d) 20 22 24 ____ 28 30 ____ 34

e) 42 ____ 46 48 50 52 ____ ____

f) 56 ____ 60 62 ____ 66 68 ____


January 2015Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1Write out the days of the week on paper and cut

them into strips. Have your child put them

in order as they are recited.

2 With adult help,

practise counting by 2’s.

Write down the numbers. How high can you count?

3

4 5Look around the room

you are in and point out to an adult all of the

square shapesyou can see.

6Cut out the attached 2-D

square shapes. How many corners does a square have? How many sides does a

square have? Sort the squares by size.

7Use the square shapes. Put a random number of them in a row. Practise addition by asking your child how many there

would be if you added 2, 3, 4, 5, 6, 7, 8 ... etc.

8Use the square shapes. Put a random number of them in a row. Practise subtraction by asking your child how many there would be if you took away 2, 3 ... etc.

9Use the square shapes. Put them in groups of

2 to practise counting by 2’s.

10

11 12Make patterns using the square shapes. Make a pattern starting with the

small square, one starting with a middle-

sized one, and one starting with a large one.

13Start a pattern using the

squares. Have your child continue the

pattern. Try this several times with different starting patterns.

14Cut out the circle,

triangle and rectangle shapes. Discuss the

number of corners and sides. Mix them with the squares. Sort according

to the shape’s name.

15Use any of the shapes.

Put a random number of them in a row. Practise addition by asking your child how many there

would be if you added 2, 3, 4, 5, 6, 7, 8 ... etc.

16Use any of the shapes. Put a random number of them in a row. Practise subtraction by asking your child how many there would be if you took away 2, 3 ... etc.

17

18 19 Sort the square shapes

according to size. Make a row by patterning

the shapes by size.

20 Make patterns using any

combination of the shapes. Change the

starting shape each time.

21 Start a pattern using any

of the shapes. Have your child continue the

pattern. Try this several times with different starting patterns.

22 Take a large square and cut it in half. Paste the

half on a piece of paper. Have your child draw the other side of it. Use the word symmetrical as you

talk about this activity.

23 Take a large triangle and cut it in half. Paste the

half on a piece of paper. Have your child draw the missing side to complete the shape. Encourage

accuracy.

24

25 26Cut any two shapes in

half and paste them on a paper so they are joined in some way. Have your child draw the missing

side symmetrically.

27 Look at this calendar

month. Have your child colour all of the

weekdays one colour. Colour all of the

weekends a different colour.

28Practise positional

language. Have your child tell 4 items that are beside each other, 4 on top of each other and 4

that are underneath each other.

29Practise reciting the days

of the week, in order. Practise reciting the

months of the year in order. Use a full year

calendar to visually show your child.

30 There were 13 pencilson a desk. 4 pencils

were taken. How manypencils were left on thedesk? Draw picturesand use counters to

find your answer.

31


abcya.com - Shapes and Colours BINGO - Shape Construction

- Days of the Week

wacona.com - I Spy Shapes


http://www.abcya.com/shapes_colors_bingo.htm

http://www.abcya.com/shapes_geometry_game.htm

http://www.abcya.com/days_of_the_week.htm

http://www.wacona.com/kindergartengames/kindergartengames.html

http://www.storyplace.org/preschool/activities/shapesonact.asp?themeid=9



Symmetry Symmetry is when both sides of a shape are exactly the same. scissors

Model for your child a symmetrical drawing of the other side of a shape colouring crayons or pencils

in a messy manner. Then do it carefully. Discuss how one is glue or tape

symmetrical because it is accurate, and the other is not symmetrical paper

because it is messy and inaccurate. Encourage neatness. 12 month calendar


Recognise and use language relating to dates, including days of the week and months of the year

Count, read and write numbers to 100 in numerals; count in multiples of twos

Recognise and name common 2-D and 3-D shapes

Recognise and create repeating patterns with objects and with shapes

Recognise, find and name a half and a quarter as one of two and four equal parts of an object, shape or quantity

Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations


_________________________ Child’s Name



Parent Comments


___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________


Cut out these shapes. ✂


Cut out these shapes. ✂


February 2015 Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2Cut out the attached

3-D shapes. Create 3 different patterns using the

shapes.

3Have an adult start a pattern using the 3-D

shapes. Try to complete the pattern by adding

more shapes.

4Start a pattern using the 3-D shapes and have an adult add more shapes

to the pattern.

5Count how many corners

there are on a cube. Get a real-life shape and point to the corners as

you count.

6A box is a cube shape. You can stack cubes.

List 7 other cube-shaped items that

can be stacked.

7

8 9Hold up one hand and ask how many more fingers are needed to

make 5. Continue holding up 1, 2, 3, and 4

fingers and ask how many more are needed.

10 11Trace a hand on a piece of paper.

Using two colours, colour the fingers to show 5 + 0 (5 fingers with one colour

and 0 with the other colour). Trace 4 more hands

and colour them to show: 4 + 1, 3 + 2, 2 + 3 and 1 + 4

12 Start with 10 counters.

Hide some under a cup. Have your child tell how many are under the cup. Repeat this with varying

numbers of counters under the cup.

13Repeat the cup and counter game from

yesterday.

14

15 16A ball is a sphere shape. It can roll. List 6 other sphere shapes that can

roll.

17Play ``I Spy With My Little Eye`` to identify

different 3-D shapes in your home.

18 19Using around 7 small items, place some of them

in a cup. Start with a small number. Spill the contents onto the table. Tell your child to quickly and without touching, figure out how many you spilled. Leave them on the table for only 3 – 5 seconds. Count after each turn. Repeat with a

different number of items.

20Play yesterday’s spill

and count game again.

21

22 23List several real-life

objects that look like the shape of a sphere.

24

Play the spill and count game from last week.

25 List several real-life

objects that look like the shape of a cube.

26 Assemble a simple

jigsaw puzzle.

27 Play “I Spy With My Little

Eye,” to identify items with numbers on them.

Write down your child’s responses with words and pictures.

28


abcya.com - Number Match

turtlediary.com - Turtle Match Patterning

thekidzpage.com - Put It On The Shelf

kinderwebgames.com - Shape Learning Game


http://www.abcya.com/number_match.htm

http://www.turtlediary.com/math-games.html

http://www.turtlediary.com/kindergarten-games/math-games/pattern-match.html

http://www.thekidzpage.com/index.html

http://www.thekidzpage.com/learninggames/shelfshapes.htm

http://kinderwebgames.com/tri.html

http://kinderwebgames.com/tri.html



Understanding Operational Sense Young children begin to develop operational sense by

building relationships between numbers and by realizing

that numbers can be built and broken apart. Understanding

the relationships of 5 and 10 to other numbers serve as

anchors when children begin to add and subtract.

3-D shapes (included)

cube shapescissors

paper

crayons – 2 colours

plastic cup (not see through)

counters



Recognise and create repeating patterns with objects and with shapes

Represent and use number bonds and related subtraction facts within 20

Count to and across 100, forwards and backwards, beginning from any given number

Identify and represent numbers using objects and pictorial representations including the number line

Read and write numbers from 1 to 20 in numerals and words


_________________________ Child’s Name



Parent Comments


___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________



March 2015 Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2Cut out the attached dot cards. Turn one over. Reveal it for only 3 – 5

seconds. Tell your child to quickly figure out how

many dots are on the card. Repeat.

3Using the dot cards, turn one over. Reveal it for

only a few seconds. Have your child quickly

figure out how many dots are on each card. Repeat with all cards.

4Using the dot cards,

place 2 cards upright, side by side. Talk about which number is more. Continue with different cards to reinforce the

concept of “more”.

5Using counters, create

two piles with a different number of counters in each. Ask which pile

has more. Repeat with different quantities.

6Using the dot cards,

place 2 cards upright, side by side. Talk about which number is less. Continue with different cards to reinforce the

concept of “less”.

7

8 9Using counters, create

two piles with a different number of counters in each. Ask which pile has less or fewer.

Repeat with different quantities.

10 11Give your child a collection of materials to sort such as buttons, lids, ribbons, keys and so on.

Place the dotted cards (1 to 5) on a table. Have your child sort the collection using plates to show 2 things that are the same, 3 things that are the

same, and so on.

12Assemble a simple jigsaw puzzle with a

family member. Problem solving with puzzles gets

easier with practise.

13Ask questions like, “Does your kitchen drawer have more

spoons or more forks?” and “Do we have more pillows or more beds in

our home?”

14

15 16 List several real-life

objects that look like the shape of a cube.

17 Play ``I Spy With My Little Eye`` to identify

different 3-D shapes in your home.

18Assemble a simple

jigsaw puzzle or play a fun card game together.

19Play the game, “I Spy With My Little Eye,” for

items that have numbers on them. Write down your child’s responses

with words and pictures.

20Play the attached

More/Less Spinner game again.

21

22 23 24 Have your child go through a room with a piece of paper folded into 4 sections. Encourage the drawing or writing of 4 items with numbers on

them. Talk to your child using ordinal numbers and ask, “What was your first item.” Then, “What

was your second, third and fourth item?”

25 Think of numbers below 20. Ask, “Can you thinkof a number that has a

straight line in it?” Write it in the air.

Think of any others.

26 Think of numbers above 20. Ask, “Can you thinkof a number that has a

straight line in it?” Write it in the air.


27 Think of numbers below 20. Ask, “Can you thinkof a number that has a

curved line in it?” Write it in the air.


28

29 30Play the More/Less

Spinner game.

31 Play the attached

More/Less Spinner game again today.


fuelthebrain.com - Hungry Spider - Bathtub Battle

kidsmathgamesonline.com - Interactive Counting Game

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http://www.kidsmathgamesonline.com/counting/interactivecounting.html

http://www.kidsmathgamesonline.com/counting/interactivecounting.html



More/Less Relationships Most children find identifying more an easier task than counters

identifying less or fewer. They likely have more experiences with container

the concept of more, such as asking for more juice. Try dot counting cards (included)

emphasising the use of the words less and fewer by always paper bag

following a “which has more?” question with a “which has less More or Less Spinner (included)

(or fewer)?” question. pencil

paperclip



Understand the relationship between numbers and quantities; connect counting to cardinality

Identify and represent numbers using objects and use the language of more than and less than (fewer)


Introduce ordinal numbers to compare, describe and solve practical problems for time


_________________________ Child’s Name



Parent Comments


_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________



More or Less Spinner

Rules:

Two players can play this game.

1. Place the dot cards in a bag or container.2. Each player takes one card from the bag and

counts all the dots.3. One player spins a “more/less” spinner.4. If the spinner lands on “more”, the player

whose dotted card has more dots scores apoint.

5. If the spinner lands on “less”, the player whosedotted card has fewer dots scores a point.

6. Players return the dotted cards to the bag andplay again.

7. Play continues until one player has 10 points.


April 2015 Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1Play the Number Race game on the attached

sheet.

2Continue practising the

neat printing of numbers. Ask your child, “Which is your best 3?” or “Do you

see anything different about this 3?”

3Using the attached

number grid (Table 1), write in the listed

numbers. Tell a parent how you know each

number was printed in the correct spot.

4

5 6Using the attached

number grid (Table 2), write in the listed

numbers. Tell a parent how you know each

number was printed in the correct spot.

7Play a board game, card game or puzzle

altogether.

8Play a different board game, card game or

puzzle today.

9Add the given numbers to the attached Number

Line 3. Tell a parent how you know each

number goes in the spot you chose.

10Find a board game, card game or puzzle to play or work on

together.

11

12 13Using counters, place a

random number on a table and have your child

count them. Keep the number below 30 unless

your child needs a challenge.

14 15Have your child go through the kitchen with a

piece of paper folded into 4 sections. Encourage the drawing or writing of 4 items with numbers on

them. Try to point out different uses of the numbers (prices, mass, volume). Talk together

about his/her findings using ordinal numbers (first, second, third, fourth).

16Brainstorm with your

child all of the things that come in 2’s, such as

ears, hands, feet, eyes, bicycle wheels,

and so on.

17Play a board game, card

game or assemble a puzzle with an adult.

18

19 20Ask your child to show

you a variety of quantities.

Example, “Show me 3. Show me 8. Show me

10.”

21Play a simple card game like, “Go Fish” involving

the collection of matching numbered

cards.

22With adult help,

write out when your own birthday is. Then

discover when your other family member’s

birthdays are.

23Fill in the missing

numbers.

___ is two more than 5 ___ is two more than 8 ___ is two more than 9 ___ is two more than 13 ___ is two more than 15

24Practise counting forwards by 5’s. Count to 100.

Write out the numerals as you count.

25

26 27 Count by 2’s to 16 using

pennies.

Count by 2’s to 20 using pennies.


numbers.

__ is five more than 5 __ is five more than 10 __ is five more than 15 __ is five more than 20 __ is five more than 25

29 Have your child help set

the table for a meal. Count how many knives,

forks, spoons, plates, napkins, glasses and chairs will be needed.

30Ask your child to show

you a variety of quantities.

Example, “Show me 2 more than 3. Show me 2

less than 10.”


www.familylearning.org.uk - Counting Using Money

- Money Splat

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http://www.ictgames.com/moneysplat.html

http://www.fuelthebrain.com/

http://www.fuelthebrain.com/Game/play.php?ID=131



Adding numbers to Tables 1, 2 When your child talks about how they know a particular counters

and 3 number goes into a box, encourage the concepts of scissors

1 more or 1 less than the given numbers. Encourage your pencil

child to count on from the given numbers. puzzle

card game

board game or puzzle



Write numbers in numerals

Count to and across, forwards and backwards from any given number

Count, read and write numbers in multiples of twos and fives

Add and subtract one-digit and two-digit numbers to 20

Identify and represent numbers using objects while using the language of more than and less than


_________________________ Child’s Name



Parent Comments


____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


1 2 3 4 5 6

Rules:

1. Cut out the attached dotted cards from 1 to 6.2. Put them in a container or bag.2. Pull one dotted card out of the bag.3. If you pull out the number 2, print a neat number 2 over the

second column.4. Return each dotted card to the bag.5. Keep pulling out a card and printing numbers until three columns are

completely filled.

● ● ●

● ●

●

● ●

● ●

● ● ●

● ●

● ● ● ● ● ●

Extension:

If you want to play until the card is completely filled, remove completed dotted cards from the container after the column is

completed so they won’t be drawn again.

Number Race Game


Table 1 Table 2

21 23 26 29 43 46 49

34 56 60

Count carefully and print in just these numbers on Table 1:

22, 24, 27, 30, 35, 37, 40.

Tell an adult how you know they belong in the boxes you wrote them in.

Count carefully and print in just these numbers on Table 2:

45, 48, 51, 53, 55, 58, 59

Tell an adult how you know they belong in the boxes you wrote them in.

Number Line 3

Count carefully and print in the following numbers on the number line below: 63, 67, 69, 72, 73, 77, 78

61 65 70 75 80

Tell an adult how you know each number belongs where you wrote it.


May 2015 Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 Trace around a tissue

box. Find 6 items that fit into

the size of the traced shape.

2

3 4Find 6 or 7 pencils in

your home. Order them from

shortest to longest.


paper strips. Order them from longest

to shortest.


boxes. Order them from

shortest to longest.

7Look in your home

and list 7 items shorter than a pencil.

8Look in your home

and list 6 items longer than your arm.

9

10 11 Trace your foot or shoe

on a piece of paper. Cut it out.

Find 9 items that are about the same size as

your foot.

12 Trace your parent’s foot

or shoe on a piece of paper. Cut it out. Find 6 items that are about the

same size as your parent’s foot.

13 If you have a bath scale, have an adult weigh you. Record how much you

weigh.

14 Draw 6 items in your home that you think

weigh more than you.

15 Draw 5 items in your home that you think weigh less than you.

16

17 18Using a measuring tape, have an adult measure

how tall you are. Record your height.

19With adult help, measure

how tall you can reach up a wall on your toes. Record the height of

your reach.

20With adult help, measure and record how tall your

parent is.

21Tell 5 things in your

home that are about as tall as your parent.


home that are shorter than your parent.

23

24 25Play a board game or

complete a puzzle today.

26 Practise counting forwards by 5’s.

How high can you count?

5, 10, 15…

27 Tell a parent 4 activities

you did today. Use, “first, second, third and fourth” before each

idea.

28 Place 20 counters on a table. Tell your child to arrange them in equal

rows. Is there a different way

to arrange them in equal rows?

29 Fill in the missing

numbers.

___ is ten more than 5 ___ is ten more than 10 ___ is ten more than 15 ___ is ten more than 20 ___ is ten more than 25

30


abcya.com - Shape Construction - Shapes and Colours BINGO

sheppardsoftware.com - Skip Counting 1 by 2's and 5's

turtlediary.com - Ordinal Numbers


http://www.abcya.com/shapes_geometry_game.htm

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Measuring Even if you don’t have a measuring tape, you can show your child how paper

tall he/she is by having him/her stand against a wall or door. With your scissors

child’s back straight against the wall, place your hand at the top of the head. bath scale

Keep your hand there or make a little pencil mark to show the height. puzzle or board game

pencils

measuring tape



Use ordinal numbers in a variety of everyday contexts

Compare, describe and solve practical problems for lengths and heights

Compare, describe and solve practical problems for mass and weight

Count, read and write numbers to 100 in numerals in multiples of fives

Sequence events in chronological order using language (ordinal numbers)

Solve one-step problems involving multiplication and division by calculating the answer using concrete objects and arrays


_________________________ Child’s Name



Parent Comments


________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________


Paper Strips Cut out these paper strips and order them from longest to shortest.

Boxes Cut out these boxes and order them from shortest to tallest.


June 2015 Sunday Monday Tuesday Wednesday Thursday Friday Saturday


home that are about as tall as you are.

2What is the tallest animal you can think of? What can you think of that is

just as tall?

3What is the shortest

animal you can think of? What can you think of that is just as short?

4What is the tallest piece of furniture you have?

What is the second tallest and third tallest?

5Play a board game

or a card game with a parent.

6

7 8Make a pile of 2p coins. Practise counting them (by 2’s). Move them to make a new pile as you

count.

9Make a line of 10 2p coins on a table. For

every 2p coin, lay 2 1p coins to show their

value.

10On the attached sheet,

each item is worth avalue of money. Place the correct

value of coins with each item.

11On the attached sheet,

draw a picture showing a different activity you do

in the morning, afternoon and in the

evening.

12Practise telling the

names of the days of the weeks. Name the 12

months in order.

13

14 15What are the names of the days of the week? What are the names of

the days on the weekend?

16With adult help, count

different combinations of coins totalling 20p.

17Put several 1p and 2p coins in a paper bag.

Pull out 4 coins. Total them up. Put them back in the bag and pull out 4 more coins. Try pulling

out 5 coins.

18A banana costs 13p. What coins could you

use to pay for it?

19A toy costs 16p.

What coins could you use to pay for it?

20

21 22Some stickers cost 20p.

What coins could you use to pay for it?

23You buy 2 sweets. They

cost 10p each. How much do they cost

altogether?

24You buy 3 pencils. They

cost 5p each. How much do they cost

altogether?

25You buy an eraser for 5p and a pencil for 4p. How

much do they cost altogether?

26You buy stickers for 6p

and an eraser for 5p and a pencil for 4p. How much do they cost

altogether?

27

28 29With adult help,

write out when your own birthday is. Then

discover when your other family member’s

birthdays are.

30Look for numbers in your

clothes. Look on the labels in a shirt, pants,

shoes and jacket.


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- Count and Order 1 and 2 - Pop Up Math - 1 and 2

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Money Young children need to handle concrete materials when they are 1p and 2p coins

problem solving. Use real coins so the problem of counting becomes pencil

a bit easier. Continue encouraging your child to move the coins into paper

another pile for good organisational skills. bag


Compare, describe and solve practical problems for lengths and heights

Recognise and know the value of different denominations of coins and notes

Count in multiples of twos

Solve one-step problems that involve addition and subtraction using concrete objects

Compare, describe and solve practical problems for time

Recognise and use language relating to dates, including days of the week and months of the year


_________________________ Child’s Name



Parent Comments


_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________


Morning Activity Afternoon Activity Evening Activity


July 2015 Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1

Fill in the missing numbers.

___ is two more than 5 ___ is two more than 8 ___ is two more than 9 ___ is two more than 13 ___ is two more than 15

2Practise counting forwards by 2’s.

Practise counting backwards by 2’s.

Start at 20.

3How many socks are

there altogether if there are 7 pairs?

How many socks are there altogether if there

are 9 pairs?

4

5 6How many 2p coins

make 18p?

How many 2p coins make 20p?


numbers.

___ is five more than 5 ___ is five more than 10 ___ is five more than 15 ___ is five more than 20 ___ is five more than 25

8Practise counting forwards by 10’s. How high can you

count?

9How many fingers are

there altogether on 6 hands?

How many toes are there altogether on

8 feet?

10Practise counting forwards by 10’s. How high can you

count? Practise counting

backwards by 10’s.

11

12 13Fill in the missing

numbers.

___ is ten more than 5 ___ is ten more than 10 ___ is ten more than 15 ___ is ten more than 20 ___ is ten more than 25

14Tell a parent 4 activities

you did today. Use, “first, second, third and fourth” before each

idea.

15I'm thinking of a number.

I've doubled it and the answer is 18.

What number was I thinking of?

Explain how you know.

16Place 20 counters on a table. Tell your child to

arrange them in equal rows.

Is there a different way to arrange them in equal

rows?

17There were 26 apples in a bag. Ben put 8 apples

in a bowl. How many apples were left in the

bag? How did you work it out?

18

19 20Practise your doubles facts. Roll one die.

Double whatever number comes up.

For more of a challenge, use 2 dice.

21Using the numbers and

symbols 2, 4, 6, 8, +, - and =,

what number statements can you make?

22If you have ten counters numbered from 1 to 10, how many can you put

into pairs that add to 10? Which ones do you have

to leave out? Why?

23Practise counting by

2’s out loud. Use counters if it makes it easier to count. How

high can you count alone? How high can you count with help?

24It’s Jen’s birthday and

she had 7 birthday cards. The postman

delivered more cards. Jen now has 10 cards. How many more cards

were delivered?

25

26 27 As you walk along or climb stairs, practise

counting by 2’s, 5’s and 10’s. Keep to a rhythm with one number for

each step. (e.g., 2, 4, 6)

28 Timmy was carrying

balloons. The wind took 3 away. He now has 5

balloons left. How many balloons did

he start with?

29 Lucielle lost 6 pens, and now has only 8 pens left. How many did she have

before?

30 Arthur has 11 sweets

and plans to get 8 more tomorrow.

How many sweets will he have then?

31 Sanjeet’s dog had 10

puppies. He gave away 7 of them, how many puppies does he have

now?


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Board games and card games Any opportunity to play a game involving numbers and pencil

following rules will be of great benefit to your child. calendar of year

As the concept of one space representing one move or the dice

number one is repeated, your child will become more socks

competent in understanding numbers. Card games are great coins

for adding, subtracting, and recognizing a quantity of numbers. counters

Both activities always create a fun family time. board game or card game



Investigate quantity through identifying and comparing sets with more, fewer or the same number of objects

Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations

Count in multiples of twos, fives and tens to 100

Sequence events in chronological order using language (ordinal numbers)

Solve problems involving multiplication and division by calculating the answer using arrays


_________________________ Child’s Name



Parent Comments


_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________


Dear Teacher,

The Year One Maths Homework Calendar that you have just purchased has been printed and

published over the last 5 years. The calendar has undergone many changes based on

customer’s comments, curriculum changes and access to computers and the Internet.

The interactive games allow for following through with meaningful play as it relates to some of

the monthly mathematics skills. The games have been tested and were available at the time

of editing this publication for the 2014/2015 school year. Children without a computer are still

able to complete the written activities on the calendar. Hyperlinks have been created right

on the calendar should you wish to give the monthly calendar to parents electronically

As requested, Curriculum Expectations and Learning Goals have been added. The activities

each month have been matched to the U.K. curriculum. They are on the second page of

each month’s activities.

Holidays have been removed from all the calendars since there are differences in days and

weeks off depending on the area you teach in. All you need to do is white-out the holidays

(or leave them in) to meet your needs. In this way, this calendar meets everyone’s needs

regardless of when your holidays are.

The Year One Maths Homework Calendar follows the curriculum and covers the maths strands over a 11-month school year (September to July).

I suggest preparing and sending home only 1 month at a time.

You don’t have to mark children’s work! The Year One Maths Homework Calendar is set up for

parents to do the interacting with their child. You carry on with your classroom program and

leave the work up to the parents.

The questions have been carefully worded and Helpful Hints are provided to help coach

parents on how to teach mathematics concepts through games.

The activities gradually get more challenging as the year progresses. Concepts are repeated

in a variety of ways so that a better understanding is achieved.

At the end of each month, children return the provided coupon, signed by their parents. It

provides an opportunity for parents to share their thoughts and observations as well as

acknowledge the completion of the activities.

A reward at the end of each month is a simple way to praise the hard work of your students. I

suggest any of the following: certificates (included), pencils, erasers, stickers, notepads,

popcorn, cereal in a bag, privileges, sharing visit to the office, etc.

On a large piece of paper in the classroom, graph those that return their signed coupon each

month. A sticker on the graph for each month is a visual reward that accumulates.

The curriculum is challenging. The Year One Maths Homework Calendar is challenging too (for

some children more than others). This homework program allows both children and adults to

move through the calendar while improving their understanding of mathematics together.

Yours in education,

Barb Beale


CALENDAR MATHS IN YOUR HOME

What is the Maths Homework Calendar for?

The Year One Maths Homework Calendar allows you and your child to practise essential

maths concepts in real-life situations as well as use appropriate maths language.

Who can use it?

Children need to do these activities with their parents.

The maths skills in this calendar are specifically designed to meet the curriculum

expectations as mandated by the Department of Education. The activities become more

challenging as the months progress.

The great value in these activities lies in trying and sharing. When you try an activity and

share your thoughts, experiences, conclusions and questions, everyone gains.

How do you use it?

Each month contains various activities. Some can be done quickly, others may require

more time. It is suggested you set aside a time when you and your child can read over

the entire month of activities. Then you can decide which activities you and your child

might want to try first. Planning ahead gives you time to organise your materials and

choose times which work best for your family schedule. It is also beneficial to have a

special folder, duo tang or scrapbook to organise the completed activities so your child

has an opportunity to reflect upon their work.

Interactive Computer Games and Activities

Children love to play interactive computer games so suggestions are included. The

recommended sites are linked to the skills reinforced each month. Always discuss

appropriate internet use before allowing your child to use them.

What will the benefits be?

Attitudes – Your child will feel good about his/her abilities when maths is seen as

something useful and enjoyable.

Communication – Learning takes place through language. Thinking about maths

increases a child’s level of understanding.

Problem Solving – This is a lifelong skill which we encounter daily in our lives. This calendar

presents various strategies needed to solve a variety of problems.

Common Expectations and Language – Since this calendar is based on the Department

of Education’s expectations, your child will be using the same language as his/her

teacher. The calendar provides helpful hints so you have a clear understanding of how to

best help your child to understand maths.

We know that you and your child will benefit from this yearlong program.


Presented to

__________________

You completed your maths homework.

_________________ Signature



Presented to

________________

________________ Signature



Presented to

________________

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Presented to

__________________

__________________ Signature



Presented to

_________________________

______________________

Signature



Presented to

_________________

_________________ Signature


______________________Presented to

_____________________Signature




Presented to

______________

______________ Signature



Presented to

_________________

_ _________________ Signature



Presented to

_________________

__________________ Signature




Presented to

__________________

_________________ Signature

Documents

U.K. Year 2 Maths Homework Calendar 2014-2015 1... · U.K. Year 2 Maths Homework Calendar 2014-2015 . Year 1 Maths – U.K. Homework Calendar 2014-2015 © B. Beale 2 September 2014