Year 1 Home Activities

Transcription

1 Year 1 Hme Activities

2 Teacher Guidance The Inspire Maths Hme Activities prvide pprtunities fr children t explre maths further utside the classrm. The engaging hme activities help yu t invlve parents and carers in their hild s athe ati al lea i g. T supp t this, u ight a t t hld a sh t Inspire Maths meeting t fully explain what is expected. Each Hme Activity cntains a practical activity t be cmpleted using the activity sheets prvided, r using cmmn husehld items. A list f key wrds and phrases is given t supprt parents with mdelling mathematical language fr their children, and the activities als ffer advice n specific strategies r miscnceptins that parents culd lk ut fr. Hme Activities are nly develped fr units where hme supprt is apprpriate, s there may nt be activities fr all units. Fr thse units withut activities, yu can refer t Hme Maths sectins in the Inspire Maths Pupil Textbks fr ideas fr hw a parent may supprt their child. Parent/Carer Guidance The Inspire Maths Hme Activities give yur child an pprtunity t practise the maths that they have been ding at schl, and give yu an pprtunity t supprt their learning. Each Hme Activity takes between ten and twenty minutes. The activities cntain infrmatin n hw the activity will help yur child, imprtant wrds and phrases that yur child is learning, further pp tu ities t talk a ut u hild s ideas, a d pa ti ula st ategies issues t lk ut fr. Yu are nt expected t teach yur child the mathematical cncepts themselves. Yu t eed a spe ial e uip e t as st je ts e ui ed f the a ti ities a e fu d arund the hme. Sme activities als include an activity sheet that cntains illustratins r further uesti s t supp t u hild s lea i g. 2 Year 1 Hme Activities Oxfrd University Press

3 1 Cunting and Cmparing Numbers t 10 This activity will help yur child with cunting and cmparing numbers t 10. Imprtant wrds and phrases: cunt ne, tw, three, fur, five, six, seven, eight, nine, ten mre fewer 1 mre 1 less greater smaller What number cmes next? Yu will need: 10 green cunters and 10 red cunters; r similar bjects e.g. ten 5p cins and ten 1p cins What t d: Put 10 cunters f the same clur in frnt f yur child. Ask: H a y u ters are there? Encurage yur child t cunt carefully t 10, pinting and saying a number nce fr each cunter. Yu can help yur child by putting the cunters in a rw and cunting alng. Repeat this activity with different numbers f cunters (up t 10). Nw shw tw separate grups f up t 10 cunters, fr example 6 green cunters and 10 red cunters. Ask: H a y gree u ters are there? H a y red u ters are there? Repeat this activity with different numbers f cunters (up t 10 in each grup). Ask yur child sme questins that invlve cmparing the u e s f je ts: Are there mre green cunters r mre red cunters? Are there fewer green cunters r fewer red cunters? Nw shw yur child a grup f less than 10 cunters. Agree with them hw many there are. Add 1 cunter t the grup. Say: There is 1 mre cunter. Hw many cunters are there nw? Repeat this, adding r taking away 1 cunter each time. Talk abut: Use everyday pprtunities t practise cunting and cmparing numbers t 10. Fr example: Cunt up t r dwn frm numbers t 10 when ding up buttns r putting away tys. Practise cunting and finding 1 mre r 1 less at mealtimes: If I eat 1 raspberry, I will have 1 less raspberry. Hw many raspberries will I have? Cunt and cmpare items f shpping: There are 5 apples and 8 bananas. Are there mre apples r mre bananas? Which number is greater, 5 r 8? Lk ut fr: Encurage yur child t answer yur questins in full sentences. Fr example, if yu ask: H a y u ters are there? encurage yur child t answer using the frmat There are u ters. 3 Year 1 Hme Activities Oxfrd University Press

4 2 Number Bnds t 10 This activity will help yur child with recalling the number bnds fr numbers up t 10. Imprtant wrds and phrases: cunt zer, ne, tw, three, fur, five, six, seven, eight, nine, ten number bnd Hw many are there? a d make (fr example 4 and 6 make 10) Yu will need: a grup f 10 identical (r almst identical) bjects, fr example beads, marbles r buttns 3 cups What t d: Shw yur child a grup f identical bjects, fr example 5 beads. Ask yur child t cunt them. Put, fr example, 3 f the beads under ne cup, and the rest under anther cup. Lift the first cup t let yur hild peek a d u t the eads. Withut letting yur child see underneath the ther cup, ask: Hw many beads can yu cunt? Hw many beads are hidden under the ther cup? Hw many beads are there altgether? Lift the ther cup and ask yur child t check that their answer is crrect. Repeat this several times with the same ttal number f beads, but splitting them up differently between the tw cups. Fr example, put 1 bead under ne cup and 4 beads under the ther, then 0 beads under ne cup and 5 beads under the ther. Repeat this activity with ther ttal numbers f bjects, fr example 7 beads, 3 beads, and s n, up t a maximum f 10. If yur child is cnfident, try using three cups, letting yur child peek and cunt under tw cups. Talk abut: Use everyday pprtunities t practise number bnds t 10 with yur child. Fr example: 4 Cunt the number f chairs arund a table r peple at a bus stp, then ask yur child t think f sme number bnds. Fr example, if there are 6 chairs arund the table, encurage them t say a number bnd f 6 ( a d ake, r a number bnd including 6 ( a d make 8. ) Give yur child a number up t 10 and ask them t find as many f its number bnds as they can. Fr example, ask: Hw many ways can yu make 8? Can yur child put the number bnds in rder? Fr example: 0 and 8, 1 and 7, 2 and 6, 3 and 5, 4 and 4, and s n. Did yu manage t find all f them? Year 1 Hme Activities Oxfrd University Press

5 Lk ut fr: Encurage yur child t answer yur questins in full sentences. Fr example, if yu ask H a y eads are there altgether? encurage yur child t answer using the frmat There are eads altgether. Nu e ds a e he e t e u e s add up t ake a the u e. F e a ple, these are sme number bnds f 9: 5 Year 1 Hme Activities Oxfrd University Press

6 3 Additin within 10 This activity will help yur child t practise adding with answers up t 10. Imprtant wrds and phrases: ne, tw, three, fur, five, six, seven, eight, nine, ten altgether add cunt n number bnd plus equals Yu will need: scissrs Activity sheet 1 What t d: Cut ut the picture cards frm Activity sheet 1. Spread the cards face-dwn in frnt f yur child. Turn ver up t 10 f them at randm, quite quickly and withut cunting alud. Encurage yur child t place the cards in tw grups: ladybirds and butterflies. Ask: Hw many ladybirds are there? Hw many butterflies are there? Hw many insects are there altgether? Repeat the activity, taking turns t chse cards. If yu want t vary the activity, yu can change hw the grups are made. Turn ver mre than 10 cards (the answers will still be within 10) and ask, fr example: Hw many ladybirds have spts? Hw many butterflies have spts? Hw many insects with spts are there altgether? Hw many ladybirds are n a leaf? Hw many butterflies are n a leaf? Hw many insects n leaves are there altgether? Talk abut: Make up sme additin wrd prblems invlving answers up t 10 fr yur child t slve. Fr example: There are 4 rabbits in a field. 3 rabbits hp int the field. Hw many rabbits are in the field altgether? (7) There are 8 peple n a bus. 2 peple get n the bus. Hw many peple are n the bus altgether? (10) Lk ut fr: Yur child may add by: u ti g f the g eate u e, f e a ple, if the e are 2 ladybirds and 6 butterflies, starting frm 6, cunt n 2 steps: 6, 7, 8. recalling the number bnd, fr example: a d ake. Encurage yur child t answer yur questins in full sentences. 6 Year 1 Hme Activities Oxfrd University Press

7 This activity sheet is fr use with Y1 Hme Activities 3 and 4 7 Year 1 Hme Activities Oxfrd University Press

8 4 Subtractin within 10 This activity will help yur child t practise subtracting frm numbers up t 10. Imprtant wrds and phrases: ne, tw, three, fur, five, six, seven, eight, nine, ten subtract take away cunt n cunt back number bnd minus equals Yu will need: scissrs Activity sheet 1 What t d: Cut ut the picture cards frm Activity sheet 1 (r re-use the nes yu cut ut previusly). Spread the cards face-dwn in frnt f yur child. Ask yur child t chse a number between 1 and 10 and then turn ver that number f cards. Ask: Hw many insects are there altgether? Hw many are butterflies? Encurage yur child t answer using full sentences, fr example: There are 7 insects altgether. 3 are butterflies. Nw ask: Hw many ladybirds are there? Encurage yur child t wrk ut the answer by subtracting rather than cunting the ladybirds, fr example minus 3 equals 4. Repeat the activity using ther starting numbers f cards. If yu want t vary the activity, yu can change hw the grups are made. Turn ver mre than 10 cards (the starting number will still be 10 r less) and ask, fr example: Hw many insects with spts are there altgether? Hw many ladybirds with spts are there? S hw many butterflies with spts are there? Hw many insects are n a leaf? Hw many butterflies n leaves are there? S hw many ladybirds n leaves are there? Talk abut: Make up sme subtractin wrd prblems invlving numbers up t 10 fr yur child t slve. Fr example: There are 4 rabbits in a field. 2 rabbits hp ut f the field. Hw many rabbits are left? (2) There are 8 peple n a duble-decker bus. 2 peple are n the upper deck. Hw many peple are n the lwer deck? (6) Lk ut fr: Yur child may subtract by: taki g a a remving the butterfly cards and lking at hw many cards are left u ti g cunting n frm the smaller number t the larger number and wrking ut hw many steps they cunt. Fr example, cunting n frm 3 t 7 (3, 4, 5, 6, 7) means cunting n 4 steps, s the answer is 4. 8 Year 1 Hme Activities Oxfrd University Press

9 u ti g a k cunting back frm the greater number by the smaller number f steps. Fr example, cunting back 3 steps frm 7 (7, 6, 5, 4) gives the answer 4 recalling the number bnd, fr example: 3 and 4 make 7. Encurage yur child t answer the questins in full sentences. 9 Year 1 Hme Activities Oxfrd University Press

10 5 Getting t Knw Shapes This activity will help yur child learn mre abut circles, triangles, squares and rectangles. Imprtant wrds and phrases: square rectangle triangle circle big small Yu will need: ld magazines, newspapers r catalgues paper scissrs glue What t d: Lk thrugh sme ld magazines r newspapers with yur child. Ask them t lk fr examples f circles, triangles, squares and rectangles. These might appear in the design f the pages (fr example, a sectin f text inside a rectangular bx) r as bjects r parts f bjects in pictures. Encurage yur child t explain hw they knw which shape is which. Guide them t talk abut the number f sides each shape has. Wrk with yur child t chse and cut ut sme f these shapes. Make sure yu have a variety f examples f each shape, and a variety f sizes. Ask yur child t grup the shapes by type. Encurage yur child t use the cut-ut shapes t make a cllage picture. As they wrk, talk t them abut what they are ding. Encurage them t use the names f the shapes and t describe them. Fr example, yu culd ask: D yu eed a y re shapes? Ask them t answer as precisely as they can, fr example they might talk abut a ig ir le, r 3 small triangles. Ask yur child t describe their cllage t smene else. Talk abut: Challenge yur child t spt shapes in things arund yu in the hme, in the garden r when yu are ut and abut. Fr example, yu might ask: Lk at that car. What shapes can yu see? Can yu see any circles? Where? Lk ut fr: Ensure that yur child can identify the difference between a square and a rectangle. If they are nt cnfident with the difference, yu culd explain that a square has 4 sides that are equal, and a rectangle has 4 sides that are nt equal. Encurage yur child t rtate r turn the shapes, and remind them that the prperties f the shape remain the same, fr example 4 equal sides. 10 Year 1 Hme Activities Oxfrd University Press

11 6 Ordinal Numbers This activity will help yur child t becme mre familiar with ways f describing psitin, including first, se d, third a d s these are alled rdi al u ers, as ell as efre, after a d et ee. Imprtant wrds and phrases: rdinal numbers: 1st (first), 2nd (secnd), 3rd (third), 4th (furth), 5th (fifth), 6th (sixth), last befre after et ee a d Yu will need: Activity sheet 2 cluring pencils r pens scissrs glue r sticky tape a dice What t d: With yur child, clur the snails n Activity sheet 2 s that each snail is a different clur. Cut ut the snails and the race track. Chse up t 3 snails each (depending n the number f peple playing) t rll the dice fr and a e as u. Place the snails n the start line. Rll the dice fr each snail in turn. Cunt the number f spts n the dice and mve the snail the same number f squares n the track. After ne turn when all the snails have mved, talk abut their psitins in the race. Encurage yur child t answer using rdinal numbers t describe their psitins. Fr example, ask: Which snail is 1st? Which snail is last? Which snail is just befre/just after the blue snail? Which tw snails is the red snail between? Cntinue playing and discussing the race until all the snails have reached the finish line. Yu culd encurage yur child t arrange the snails in the rder they finish, and talk abut their final psitins in the race. Talk abut: After yu have finished playing the game, yur child can make a snail race picture by cluring in the track and sticking n the snails. Ask questins abut their picture, encuraging them t describe the s ails psitins. Fr example: What lur is the 3rd snail? Where is the yellw snail? Which snail is between the green snail and the red snail? When yu are ut and abut, pint ut queues and lines, fr example peple at a bus stp r in a shp, r cars at traffic lights, and encurage yur child t talk abut psitins. Lk ut fr: Ensure that when yur child is describing psitins, they use bth rdinal numbers as listed in the imprtant wrds and phrases sectin, and descriptins f items in relatin t each ther using ds su h as ef e, afte a d et ee. 11 Year 1 Hme Activities Oxfrd University Press

12 This activity sheet is fr use with Y1 Hme Activity 6 12 Year 1 Hme Activities Oxfrd University Press

13 13 Year 1 Hme Activities Oxfrd University Press

14 7 Cunting and Cmparing Numbers t 20 This activity will help yur child with cunting and cmparing numbers t 20. Imprtant wrds and phrases: eleven, twelve, thirteen, furteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty Hw many are there altgether? make 10 cunt n frm 10 1 mre 1 less 1 fewer greater/greatest smaller/smallest a d ake f e a ple a d 7 ake 7 Yu will need: Between 20 and 40 identical (r almst identical) small bjects fr yur child t cunt, fr example cunters, beads, marbles, blcks, buttns, pasta shapes, dried beans, straws. What t d: Give yur child a grup f between 10 and 20 bjects, fr example 17 pasta shapes. Ask yur child t ake putti g f the je ts i a sepa ate g up. Nw ask them t cunt hw many bjects there are altgether by cunting n frm the grup f 10. Fr example: 10, 11, 12, 13, 14, 15, 16, 17. Ask yur child t cmplete the sentence a d ake, fr example 10 and 7 make 17. Repeat this with different numbers f bjects (between 10 and 20 each time). When yur child is wrking cnfidently, take 1 bject away frm r add 1 bject t the smaller grup. Ask: There is 1 fewer/1 mre pasta shape. Hw many pasta shapes are there nw? Encurage yur child t check their answer by cunting n frm 10 again. Repeat this, adding r taking away 1 bject each time. Nw shw tw separate grups f between 10 and 20 bjects. Fr example, a grup f 18 pasta shapes and a grup f 20 pasta shapes. Ask yur child t find ut hw many bjects are in each grup by making 10 and cunting n frm 10. Ask: Whi h u er is greater/s aller? H u h greater/s aller? Talk abut: Practise reading numbers t 20 that yu see arund yu, fr example page numbers in bks. Ask yur child t read a number t 20, and then t tell yu what number cmes next r what number cmes befre it. Ask yur child: Which is smaller/greater, 12 r 16? Then ask: Hw much smaller/greater? Repeat this fr ther pairs f numbers. Lk ut fr: Encurage yur child t answer yur questins in full sentences. 14 Year 1 Hme Activities Oxfrd University Press

15 8 Adding and Subtracting within 20 This activity will help yur child practise adding and subtracting with numbers frm 1 t 20. This invlves using the imprtant idea f pla e alue, r hat ea h digit i a number is wrth, t split u ers et ee a d i t te s a d es. These ideas ill help the he it es t wrking with bigger numbers. Imprtant wrds and phrases: eleven, twelve, thirteen, furteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty tens nes add subtract regrup What is plus? What is i us.? plus e uals. i us e uals Yu will need: 20 identical (r almst identical) small bjects, fr example cunters, beads, marbles, blcks, buttns, cins f the same value, pasta shapes, dried beans, straws. What t d: Ask yur child t think f a number between 1 and 10, fr example 8, and t cunt ut that number f bjects int a grup. Tell the that it s u tu t thi k f a u e. Say a number that when added t the first will give an answer between 10 and 20, fr example 7. Ask yur child t cunt ut that number f bjects int a grup. Nw ask yur child t add the tw numbers. Fr example, ask: What is 8 plus 7? Write the adding sentence tgether (withut the answer), =. Encurage yur child t wrk ut the answer by regruping the je ts i t te s a d es. Regruping is dne by making a grup f 10 bjects the te s, then adding the bjects that are left ver the es. 15 Year 1 Hme Activities Oxfrd University Press

16 Repeat the activity with ther pairs f numbers with answers up t 20. Each time, encurage yur child t regrup the numbers int tens and nes. If ne f the u e s is g eate tha, this ill i l e splitti g that umber int tens and nes. Nw say a number between 10 and 20, fr example 15. Ask yur child t shw this number with bjects as te s a d es. Fr 15, this means making a grup f 10 bjects and a separate grup f 5 bjects. Next, ask yur child t think f a number between 1 and 10. They might say 6, fr example. Ask yur child t subtract the smaller number frm the larger number: What is 15 minus 6? Where the answer is less than 10, pint ut that we cannt subtract the nes frm each ther. Say, fr example: We cannt subtract 6 frm 5. Guide yur child t subtract the 6 frm the grup f 10, then t grup the bjects that are left: 10 minus 6 equals 4. 4 and 5 make 9. Repeat with ther pairs f numbers (subtracting frm a number between 10 and 20 each time). Talk abut: Make up sme additin and subtractin wrd prblems invlving numbers up t 20 fr yur child t slve. Fr example: There are 5 peple n a bus. 6 peple get n the bus. Hw many peple are n the bus altgether? (11) There are 14 peple n a bus. 8 peple get ff the bus. Hw many peple are left n the bus? (6) Hw ld are yu? Hw ld will yu be in 7 years time? 16 Year 1 Hme Activities Oxfrd University Press

17 9 Length This activity will help yur child t practise using language abut length and t cmpare the lengths f different bjects. Imprtant wrds and phrases: measure cmpare lng, lnger, lngest shrt, shrter, shrtest tall, taller, tallest high, higher, highest Yu will need: pasta shapes f a near-identical size, r similar bjects such as paper clips paper pencil What t d: Spread yur hand flat n a piece f paper and ask yur child t carefully trace rund it with a pencil. Ask yur child t trace rund their wn hand n anther piece f paper. Yu may need t help. Lk at the tw hand shapes. Ask: Whse hand is bigger? Whse is smaller? Wh has the shrtest fingers? Wh has the lngest fingers? Which f yur fingers is the lngest? Which is the shrtest? Ask yur child t measure the lngest finger n their hand utline by laying pasta shapes end t end alng its length and cunting them. Guide them t line up the shapes as accurately as they can, aviding gaps r verlaps. Ask: Hw lng is yur lngest finger? Abut hw many pasta shapes d yu need? Encurage yur child t answer with a sentence: My lngest finger is abut pasta shapes lng. Repeat this fr the same finger n the utline f yur hand. Ask: Whse finger is lnger? Whse finger is shrter? epeat this a ti it f ea h f the fi ge s u hild s ha d. Ask: What if yu had used different pasta shapes t measure the length f the fingers? Wuld it ha e ade a differe e t the u ers yu talked a ut? Ask: Yu used pasta shapes t measure a finger n yur hand. Culd yu use yur hand t measure hw lng yur arm is? 17 Year 1 Hme Activities Oxfrd University Press

18 Talk abut: Measure and cmpare ther bjects frm arund the hme, fr example the lengths f shes, the heights f sft tys r actin figures. Use everyday pprtunities t encurage yur child t describe and cmpare lengths, using language such as: lng, lnger, lngest; shrt, shrter, shrtest; tall, taller, tallest; high, higher, highest. Fr example: The tree is taller tha the lamp pst. Lk ut fr: At this stage yur child is measuring length using familiar, identical (r near-identical) bjects i this a ti it the use pasta shapes. These -sta da d u its help yur child t understand the idea f measurement and units f measurement, befre they mve n t mre abstract, sta da d units f length, such as centimetres and metres. 18 Year 1 Hme Activities Oxfrd University Press

19 10 Mass This activity will help yur child t becme familiar with the idea f mass and t practise measuring and cmparing the masses f different bjects. Imprtant wrds and phrases: mass weigh heavy, heavier, heaviest light, lighter, lightest as heavy/light as balance, pan balance Yu will need: a variety f bjects including, if pssible, sme that are small but quite heavy and sme that are large but quite light, fr example a tin f beans and a beach ball, a bk and a (blwn-up) balln, a jug f water and a larger, empty bx Activity sheet 3 What t d: Begin by asking yur child t hld an bject. Encurage them t describe its mass. If they need help, ask: Wuld yu say it is heavy r light? Nw ask them t hld tw bjects at the same time if pssible. Ask: Which is heavier? Which is lighter? Repeat fr ther pairs f bjects. If pssible, include sme pairs f bjects where ne is small but quite heavy and the ther is large but quite light, fr example a tin f beans and a beach ball, a bk and a (blwn-up) balln. Encurage yur child t recgnise that the size f an bject des t e essa il tell us a thi g a ut its ass. If yur child is cnfident, yu culd give them 3 bjects (r mre) and ask them t decide which is lightest and which is heaviest. Lk at Activity sheet 3 with yur child. Read the first line tgether. Agree that the mass f 1 marble is 1 unit. Lk at the three pictures tgether. Ask: What can yu say abut the mass f the bjects in each picture? Hw d yu knw? (The mass in the tw pans is the same. The pans are balanced.) D the apple, the glass and the tin can all have the same mass? Hw d yu knw? (N. Each ne is balanced by a different number f marbles.) Hw many marbles balance the apple? What can we say abut its mass? (4. The mass f the apple is 4 units.) What wuld happen if we put ne mre marble in the pan balancing the apple? (The marbles wuld be heavier than the apple. The pans wuld mve s that the marbles were lwer than the apple.) What wuld happen if we tk ne f the marbles away? (The marbles wuld be lighter than the apple. The pans wuld mve s that the marbles were higher than the apple.) Wrk thrugh the activity sheet, reading and cmpleting the questins with yur child. Encurage them t explain their answers, and t talk abut the masses f the bjects in terms f numbers f units. Ask yur child: What if paper clips were used t measure the mass f the bjects, instead f marbles? Wuld it have made a difference t the numbers yu wrte dwn? 19 Year 1 Hme Activities Oxfrd University Press

20 Talk abut: Explre with yur child hw yu might estimate mass in units. Fr example yu might simply hld a paper plate in either hand, with an bject n ne plate and sme identical items n the ther plate, and adjust the number f items u til u feel ala ed. Alternatively, yu culd try making yur wn pan balance, fr example with a cat hanger, string and 2 tubs. Use everyday pprtunities t encurage yur child t describe and cmpare masses, using wrds such as: light, lighter, lightest; heavy, heavier, heaviest. Lk ut fr: At this stage yur child is measuring masses by cmparing them directly, using a pan balance and familiar je ts su h as a les. This di e t pa is a d use f -sta da d u its helps yur child t understand the cncept f mass befre they mve n t using weighing scales and e a st a t, sta da d u its f ass, su h as g a s a d kilg a s. I dail life, the d eight is fte used i stead f the e st i tl e t ass. While yur child shuld be familiar with this everyday language, nte that Inspire Maths nly uses the wrd ass - the e eigh is used, ut l i talki g a ut eighi g s ethi g t fi d its ass. 20 Year 1 Hme Activities Oxfrd University Press

21 This activity sheet is fr use with Y1 Hme Activity 10 x 21 Year 1 Hme Activities Oxfrd University Press

22 22 Year 1 Hme Activities Oxfrd University Press

23 11 Cunting and Recrding n Picture Graphs This activity will help yur child t practise using picture graphs t recrd and read data. Imprtant wrds and phrases: picture graph Hw many a e the e? H a e/fe e tha a e the e? mre, mst fewer, fewest same/equal number Yu will need: cluring pencils, pens r crayns Activity sheet 4 large cntainer identical small tys r small husehld items in a mixture f clurs, fr example cnstructin blcks, beads, clthes pegs, elastic bands. What t d: Lk at the picture graph n Activity sheet 4 with yur child. Explain that it shws the cars that passed Millie s huse in a 10 minute interval. Read the clur names and ask yur child t clur the cars n the picture graph t match. Talk abut hw Millie has used a shape t shw each car. Ask yur child a few questins abut car clurs: (Abut a familiar car) What clur is ur car / s ar? What is yur favurite clur fr a car? What car clurs d yu see the mst? Are there car clurs yu hardly ever see? Ask yur child questins abut the data in the picture graph: Hw many red cars passed Millie s huse? Hw many blue cars? (red: 6; blue: 1) What clur f car passed Millie s huse st fte? What clur passed least ften? (red; blue) 2 clurs f cars passed Millie s huse the sa e umber f times. Which clurs? (black and grey) Hw many fewer white cars than black cars were there? (1) Hw many mre red ars tha grey ars ere there? (3) Hw many different clurs f car passed Millie s huse? (5) Next, take a handful r 2 handfuls frm a cntainer hlding a mixture f clurs f a ty r husehld item (fr example cnstructin blcks, beads, clthes pegs, elastic bands). Ask yur child t srt the bjects by clur and arrange them n the table t make a graph shwing hw many there are f each clur. Ask yur child questins abut the data their graph shws (use questins like thse abve, abut the picture graph n the activity sheet). 23 Year 1 Hme Activities Oxfrd University Press

24 Talk abut: When yu are ut and abut, encurage yur child t ntice the clurs f cars. Ask: Which d yu think is the mst ppular car clur? Hw culd we find ut? Chse a clur f car each and tgether cunt the number that passes during a particular interval f time. Fr example (during a jurney r part f a jurney), Whse clur appeared mst ften? Lk ut fr: Encurage yur child t answer yur questins in full sentences. Fr example, if yu ask: H a y fe er hite ars tha la k ars ere there?, encurage yur child t answer using the frmat There as fe er hite ar tha la k ars. 24 Year 1 Hme Activities Oxfrd University Press

25 This activity sheet is fr use with Y1 Hme Activity Year 1 Hme Activities Oxfrd University Press

26 14 Multiplicatin This activity will help yur child understand the idea f multiplicatin. Imprtant wrds and phrases: The e a e grups. Ea h g up has. t s e ual tws, threes, furs, fives, sixes, sevens, eights, nines g ups f e uals ti es e uals multiplicatin sentence times Yu will need: 10 pairs f scks What t d: Wrk with yur child t make 3 pairs f scks. Ask: "Hw many grups f scks are there? (3) Hw many scks are there in each grup? (2) Ask: Hw many scks are there altgether? Encurage yur child t add tgether the number in each grup: = 6. Pint ut that we add 2 three times. Talk abut hw this is the same as 3 tws = 6 r 3 grups f 2 = 6. Say the multiplicatin sentence tgether: 3 times 2 equals 6. Repeat fr ther numbers f pairs f scks. Next make, fr example, 4 grups f scks, but vary the number f scks in each grup (fr example, make a grup f 3 scks, a grup f 4 scks and 2 grups f 2 scks). Encurage yur child t see that in this case e a t add the sa e u e ea h ti e, s, f e a ple, des nt match the grups. Guide yur child t see that fr multiplicatin, there shuld be the same number f items in each grup. Nw make ther grups f equal size, fr example 4 grups f 3 scks. (Yu culd say these are fr aliens with 3 feet, s they have t keep their scks in grups f 3.) Ask: Hw many grups f scks are there? Hw many scks are there in each grup? Hw many scks are there altgether? Yu can help yur child by asking them t wrk ut the ttal number f scks by adding: = 12. Repeat the activity fr ther numbers f grups and grups f different sizes. Fr example: 3 grups f 5 scks, 5 grups f 4 scks, 2 grups f 8 scks. Talk abut: Use e e da pp tu ities he e the e a e e ual g ups t yur child. Fr example: ake up ultipli ati st ies ith There are 5 pairs f glves/shes/bts. There are 2 in each pair. There are 10 glves/shes/bts altgether. There are 4 grups f cins. There are 5 cins in each grup. There are 20 cins altgether. There are 3 packs f yghurts. There are 4 yghurts in each pack. There are 12 yghurts altgether. 26 Year 1 Hme Activities Oxfrd University Press

27 15 Dividing by Gruping This activity will help yur child with understanding divisin. Imprtant wrds and phrases: The e a e je ts. Put je ts i ea h up. H a ups d u eed? The e a e je ts altgethe. The e a e je ts i ea h g up. H a g ups a e the e? divisin, divide grups Yu will need: 25 small bjects, fr example marbles, blcks, buttns, pasta shapes 6 cups r mugs What t d: Ask yur child t cunt ut 12 bjects. Say: There are 12 bjects. Put 3 bjects in each cup. Hw many cups d yu need? (4) Nw give yur child a divisin wrd prblem that can be slved by making the same grups. Fr example: Peter has 12 ranges. He puts 3 ranges in each bag. Hw many bags des he need fr all the ranges? Yu can help yur child using the bjects and cups t mdel the prblem. Encurage yur child t give the answer as a full sentence: Peter needs 4 bags fr all the ranges. Emphasise that we knw hw many bjects there are altgether and hw many bjects there are in each grup, and we are finding the number f grups. Give ther wrd prblems fr yur child t slve, using the bjects and cups if necessary t help: Farha has 18 apples. She puts 3 apples n each plate. Hw many plates des she need? (6) Jack has 24 seeds. He plants them in pts. Each pt has 8 seeds. Hw many pts can he plant? (3) There are 20 cars. There are 4 cars f each clur. Hw many clurs are there? (5) u y s u has 25 bus tickets. She uses 5 bus tickets every week. Hw many weeks will the tickets last fr? (5) Talk abut: Use e e da pp tu ities t sl e g upi g p le s ith u hild. F e a ple: There are 15 marbles. We play a game where each persn gets 3 marbles. Hw many peple can play? (5) There are 8 bananas. I eat 2 bananas each day. Hw many days will I take t eat all the bananas? (4) A train passes 12 statins. It stps after every 4 statins. H a y ti es des it stp? (3) 27 Year 1 Hme Activities Oxfrd University Press

28 Lk ut fr: Encurage yur child t answer yur questins in full sentences. Fr example, if yu ask: I have 6 ra kers a d I gi g t put ea h plate. H a y plates d I eed?, encurage yur child t answer using the frmat Yu eed 3 plates fr all the crackers. There are tw main ways f thinking abut divisin: sha i g a d g upi g. This is a e a ple f divisin invlving sharing: 6 marbles are shared equally between 2 peple. Hw many marbles d they get each? (3) While this prblem, slved using the same divisin calculatin, invlves gruping: 6 marbles are divided int grups f 2 marbles. Hw many grups are there? (3) In general, the cncept f gruping is mre challenging, and this activity will give yur child the pprtunity t develp their understanding f it. Nte that at this stage yur child is learning abut the cncept f divisin, and has nt yet encuntered the divisin sign,. 28 Year 1 Hme Activities Oxfrd University Press

29 16 Time This activity will help yur child practise telling the time frm a clck face, t the hur ( l k ) and half hur ( half past ). Imprtant wrds and phrases: l k half past hur hand minute hand Yu will need: Activity sheet 5 What t d: Cut ut the picture cards frm Activity sheet 5, and mix them up s that they are ut f rder. Spread them ut in frnt f yur child. Talk with yur child abut what is happening in the pictures. Fr each picture, ask: What time is it? Hw d yu knw? Encurage yur child t explain hw the psitins f the clck hands shw what time it is. Yu can help by reminding them: When the minute hand is at 12, we say it is clck. When the minute hand is at 6, we say it is half past. Ask yur child t wrk ut the rder the pictures shuld g in. Once the pictures are in rder, encurage yur child t tell yu the stry f what happened at the sprts day. Ask questins abut the times, fr example: What happened at l k? What time was the egg and spn race? What d yu think happens at half past 3? Yu culd encurage yur child t clur in the pictures and stick them n a piece f card in the crrect rder. Talk abut Use everyday pprtunities t talk with yur child abut what time things happen at. Fr example: hl starts at 9 l k. What time d we usually have dinner? Whe the e is a l k fa e sh i g a l k half past ti e: What ti e is it? Hw d yu k? Lk ut fr: Fr nw, make sure that yu uses the phrases l k a d half past, a d t a id sa i g, f e a ple, t el e thi t f the hu just t el e. Ensure that yur child ntices that at half past the hur the hur hand is exactly half way between the tw hur numbers n the clck. 29 Year 1 Hme Activities Oxfrd University Press

30 This activity sheet is fr use with Y1 Hme Activity Year 1 Hme Activities Oxfrd University Press

31 31 Year 1 Hme Activities Oxfrd University Press

32 32 Year 1 Hme Activities Oxfrd University Press

33 18 Mney This activity will help yur child becme familiar with UK cins and ntes, and with the idea that amunts f mney can be added tgether as numbers. Imprtant wrds and phrases: mney pence punds 1p/2p/5p/10p/20p/50p/ 1/ 2 cin 5/ 10/ 20/ 50 nte Hw much is that altgether? Yu will need: Activity sheet 8 cins and ntes (either play mney r real) cluring pencils r pens purse (ptinal) What t d: Lk at the different cins and ntes. Help yur child t identify each ne. Ask, fr example: What is this cin? What is this nte? Which f these is a 5p cin? Which is a 20p cin? Practise making a set f cins and wrking ut the amunt with yur child. Say, fr example: Find a 5p cin. Find tw 20p cins. Hw much mney is that altgether? Ask yur child t make a set f cins ttalling a particular amunt (up t 1). Chse an amunt that can be made with the cins yu have. If yu have ne, yu culd ask yur child t put the amunt f mney in a purse fr yu t check. Ask them t think abut whether there are different ways f making the amunt with the cins yu have. Repeat this activity with different numbers, asking yur child t make particular amunts f mney and find different ways f making them with the cins yu have. Once yur child is wrking cnfidently, yu can ask questins like these: What is the smallest number f cins that yu need t make 57p? Put in 10p mre. Hw much mney is in the grup nw? Hw much will there be if we put in anther 10p? Talk abut: Use everyday pprtunities t practise wrking ut amunts f mney with yur child. Fr example, ask yur child: t tell yu hw much mney is in yur hand, purse, wallet r pcket what cins r ntes yu can pay with, t pay exactly t cunt yur change. 33 Year 1 Hme Activities Oxfrd University Press

34 19 Mney: Finding Ttals and Giving Change This activity will help yur child practise adding t wrk ut the ttal cst f tw r mre items, and subtracting t wrk ut the change that shuld be given. Imprtant wrds and phrases: mney pence punds 1p/2p/5p/10p/20p/50p/ 1/ 2 cin 5/ 10/ 20/ 50 nte Hw much is that altgether? change Yu will need: tys r ther bjects frm arund the hme small pieces f paper r sticky labels t use as price tags pens r pencils a purse r wallet cins and ntes (either play mney r real) What t d: Set up an imaginary shp with yur child. Wrk with yur child t price the bjects. Price them nly in whle punds (up t 100) r nly in pence (up t 1). Ask yur child t be the shpkeeper while yu are a custmer. Buy an item frm them, paying with the exact mney. Ask: Is that the right amunt? Repeat fr several single items. Pay the exact amunt each time, but where pssible pay with lts f small cins r ntes. If yur child is wrking cnfidently, buy 2 r mre items at a time. Ensure that the ttal price is within 100 r 1. Ask: Hw much is that altgether? Yu can als ask questins like: I have 80p t buy tw things. What culd I buy? If yur child is wrking cnfidently, buy 1 r 2 items and pay mre than the exact amunt. Ask: Hw much change shuld I get? Talk with yur child abut hw t wrk this ut. Help them t recgnise that they need t subtract the ttal cst frm the amunt yu have given them. Take turns with yur child t be shpper r shpkeeper. Talk abut: Use everyday pprtunities t practise wrking ut the cst f 2 r mre items and change, in pence up t 1 (r in whle punds up t 100, if the pprtunity arises). Fr example, ask yur child: A tin f beans is 49p. A tin f tmates is 35p. Hw much is that altgether? (84p) This milk is 75p. I have a 1 cin. Hw much change will I get? (25p) Lk ut fr: Fr nw, ensure that yur child is wrking with amunts f mney that are either in whle numbers f punds up t 100, r in pence up t 1. Yur child has nt cme acrss amunts using bth ntes and cins yet, s it may be best t avid these. 34 Year 1 Hme Activities Oxfrd University Press