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Maths Summer 2

w/b 01/06/2020

Start by looking at the attached activity.


Now can you make your own fruit shop with fruit that you have at home.


Parents encourage children to label the different fruits and extend by asking simple addition questions eg How much would it be if I bought 1 apple and 1 pear? How much would it be if I bought 2 apples (link to doubling)?


Role play being shop keeper/ customer to buy different fruits and pay with the correct amount of pennies.


This week we are thinking about numbers to 20. We have attached a Handa sheet with some missing numbers- can you work together to find and write the missing numbers.

After you have done this find some other ways to explore numbers to 20. Here are some ideas:

  • Can you use chalk to make your own hopscotch with numbers to 20. Play this game with a family member.
  • Make your own number line to 20 and see if you can find the right amount of objects to match each number.
  • Used the attached sheet to make your own set of flashcards. Can you put the numbers in the right order? Now ask a family member to take one number away- which number is missing? How do you know?
  • Turn all of the flashcards face down. Pick a number- can you do that many jumps, hops, toe touches? What would 1 more/ 1 less than this number be?
  • Use the Representations 11-20 sheet to see if you can match the correct tens frames with the numeral
  • We have also added a number formation sheet in the handwriting tab so you can practise forming your number correctly.

w/b 15/6/2020

Can you carry out a survey of your family members to find out what their favourite fruit is? We have attached a tally chart for you to record what you find. Remember, when doing a tally, if you reach the 5th line it goes across the other 4.

Next can you put this information into a pictogram on Purple Mash   (search for 2count and open up the file in tools and games. It will open with cars initially but if you click on the 3 lines at the top and click on new it will give you further options and fruit is one of them)


Now answer the following questions:

Which fruit did most people like? How do you know?

Which is the least favourite fruit?

Can you add up the number of people who like strawberries and apples and write this in a number sentence?

Can you add up the number of people who like kiwi fruit and pear and write this in a number sentence?

If one more person had chosen grapes how many would that be?

If one less person had chosen bananas how many would that be?


Use 2 ramps that are the same size but one is steeper (these can be just planks of wood or pieces of cardboard). Start a toy car at the top of each ramp and see what happens. Discuss which car has gone furthest? Can we think of any reasons why? Repeat for other cars and encourage your child to use the language of distance eg near, nearer, nearest, far, further, furthest


Now think about ways you could measure to see how much further one car has gone compared to the other- some ideas might be using hand spans, footsteps or a tape measure.


Extend by carrying out a competition with someone at home- who can jump further? Who can throw a ball further? Who can step further?

w/b 29/6/2020


This week we are thinking about place value and supporting the children to understand that the 1 at the beginning of a teen number is actually one lot of ten.

Start by watching the number blocks episode Tens place

Discuss with your child that the 1 in the numbers 10, 11, 12… is actually one lot of 10.

Play Basketball place value on the topmarks website (select game up to 19)

Start by watching Numberblocks episode- Ten Again (this is available on BBC iplayer)

Look at the attached London tens frame buses. There are ten spaces on each bus and some of these places are filled with a counter. Encourage your child to think about how many more counters we would need to fill the bus (ie make 10- you might like to use counters or buttons or dried pasts for children to count onto the empty places on the bus). Can we write the number sentence to match the bus (eg if we started with 4 counters and added 6 more to fill the empty spaces the number sentence would be 4+6=10) How many different ways can we find of making 10?

Extend by encouraging your child to explore the empty bus with 10 counters/ buttons/ pasta pieces. Ensure that they understand that it doesn’t matter where the counters are on the bus if there are 4 counters there will always be 6 spaces.

You may also like to play the Save the Whale game on which will further explore number bonds to 10.

Watch Numberblocks episode Balancing Bridge. Discuss language of “same” and making the bridge balance.

Make your own pretend balancing bridge or use the attached picture of balance scales. Put a number on one side of the bridge- can you find a way to make the bridge balance eg if you have the number 10 you may have 6 and 4 or 7 and 10.

Repeat for different numbers.