Year 2 Home Activities

Transcription

1 Year 2 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 child s mathematical learning. T supprt this, yu might want t hld a shrt 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 pprtunities t talk abut yur child s ideas, and particular strategies r issues t lk ut fr. Yu are nt expected t teach yur child the mathematical cncepts themselves. Yu wn t need any special equipment as mst bjects required fr the activities can be fund arund the hme. Sme activities als include an activity sheet that cntains illustratins r further questins t supprt yur child s learning. 2 Year 2 Hme Activities Oxfrd University Press

3 1 Number Paths with Numbers t 1000 This activity will help yur child becme familiar with numbers t Imprtant wrds and phrases: nes, tens, hundreds smaller than, greater than smallest, greatest 1 mre, 1 less 10 mre, 10 less 100 mre, 100 less Yu will need: Activity sheet 1 a cunter r a small bject t use as a cunter, fr example a cin clured pencils r pens What t d: Lk at Activity sheet 1 with yur child and explain that they need t find ut where each child is ging. Explain that Ruby cunts in tens. Ask: What path des she take? What number des she cunt up t? Where des she get t? Encurage yur child t use a cunter t fllw the path, chsing the mves by cunting in tens: 10, 20, 30,. Agree that Ruby cunts t 150 and ges t the shp. Repeat this fr Millie, wh cunts in hundreds: 100, 200, 300,. Agree that she cunts t 600 and ges t the restaurant. Nw talk abut the path taken by Jack, wh chses the greatest number f the adjacent numbers each time. Fr each mve, make sure yur child identifies all the numbers Jack might mve t. Fr example, frm 25 Jack culd mve t 7, 85 r 108. Ask yur child t cmpare these numbers and explain which is the greatest. Remind yur child: If tw numbers have the same number f hundreds, we cmpare the tens. If tw numbers have the same number f hundreds and tens, we cmpare the nes. Agree that Jack takes the path thrugh 7, 25, 108, 130, 140 and 170, and ges t the swimming pl. Explain that Jack then returns hme by chsing the smallest number each time. Ask yur child t use their cunter t shw this return jurney. Fr each mve, encurage yur child t explain which f the numbers is the smallest. Agree that Jack returns hme by taking the path thrugh 170, 135, 120, 85, 25 and 7. Once yu have identified all the paths, yur child culd mark them n the activity sheet, using a different clur fr each ne. Talk abut: Chse a number, up t Ask: What is the digit in the hundreds place? What is the digit in the tens place? What is the digit in the nes place? Ask yur child t tell yu a number greater than it and a number smaller than it. Tgether chse a starting number, up t 1000, and cunt n r back frm it in nes, tens r hundreds. 3 Year 2 Hme Activities Oxfrd University Press

4 Say a number, up t Ask: What is 1 mre? 1 less? What is 10 mre? 10 less? What is 100 mre? 100 less? If yur child is cnfident with this, ask: What is 20 mre? What is 300 mre? What is 200 less? 4 Year 2 Hme Activities Oxfrd University Press

5 This activity sheet is fr use with Y2 Hme Activity 1 5 Year 2 Hme Activities Oxfrd University Press

6 3 Mdelling Additin and Subtractin Wrd Prblems This activity will help yur child understand hw mdels can be used t describe a prblem, and t make the link between a wrd prblem and the calculatins needed t slve it. Imprtant wrds and phrases: mdel wrd prblem bar diagram part, whle number sentence Yu will need: Activity sheet 2 What t d: Lk at the first mdel n Activity sheet 2. Explain that tgether yu are ging t think f a wrd prblem t g with the mdel. Ask: What additins culd the mdel shw? ( = 29 r = 29) Ask: What subtractin culd the mdel shw? Is there anther? (29 17 = 12 r = 17) Ask yur child t chse ne f these calculatins. Tgether make up a wrd prblem that this calculatin can be used t slve. Yu can use the name and bject next t each diagram as a cntext fr yur prblem. Fr example, the prblem t g with this first mdel culd be abut Millie and hw many biscuits she has, r yu can cme up with yur wn ideas. Repeat this fr ther calculatins, and fr the ther mdels n the activity sheet. Encurage yur child t suggest and talk abut different pssibilities, ensuring they make up bth additin and subtractin prblems. Talk abut: Ask, fr example: What s 18 plus 13? ( = 31) Nw ask: What ther number sentences can yu make with 18, 13 and 31? ( = 31, = 13, = 18). Tgether make up a wrd prblem t g with each number sentence. Lk ut fr: The type f mdel yur child is using is called a bar diagram. Bars are used t represent numbers, creating a simple picture f the prblem. They can be used t find a whle by adding tw r mre parts. Fr example, Omar bakes 10 biscuits. Ruby bakes 12 biscuits. Hw many biscuits d they bake altgether? 6 Year 2 Hme Activities Oxfrd University Press

7 They can als be used t find a part by subtracting frm the whle. Fr example: Hardeep buys large eggs and small eggs. Altgether he buys 20 eggs. There are 7 small eggs. Hw many large eggs are there? This activity reverses the nrmal prblem-slving prcess: instead f slving prblems by creating mdels, yu and yur child will use mdels t write prblems. This is a very pwerful way f learning abut mathematical mdelling, and will help yur child t develp their prblem-slving skills. 7 Year 2 Hme Activities Oxfrd University Press

8 This activity sheet is fr use with Y2 Hme Activity 3 8 Year 2 Hme Activities Oxfrd University Press

9 4 Multiplying and Dividing by Making Equal Grups This activity will help yur child t further develp their understanding f divisin, and t appreciate that sme numbers can be divided in many ways. Imprtant wrds and phrases: equal grups divisin sentence divided by equals Divide bjects int equal grups f bjects. Yu will need: at least 36 small bjects, fr example cunters, blcks, buttns, straws, pasta shapes, dried beans What t d: Make a grup f all the 36 bjects and ask yur child t cunt them and then divide them int equal grups f 2 bjects. Ask: Hw many grups are there? (18) Are all the grups equal? (Yes) Are there any bjects left ver? (N) Help yur child t write dwn the number sentence t g with this divisin: 36 2 = 18. Read the divisin sentence tgether: 36 divided by 2 equals 18. Grup all the bjects back tgether then ask yur child t divide the 36 bjects int equal grups again, but this time they can chse hw many bjects t put in each grup. Again, ask: Hw many grups are there? Are all the grups equal? Hw many bjects are left ver? If yur child chses t make grups cntaining any number f bjects ther than 1, 2, 3, 4, 6, 9, 12, 18 r 36, there will be sme bjects left ver. Ask yur child t repeat this fr ther numbers f bjects in each grup, t explre which numbers 36 can be divided int withut any bjects being left ver. After a few ges, encurage yur child t be systematic. Fr example: they have fund 36 divides int grups f 2, s try grups f 3, then 4, 5 and s n. Ask yur child t write a divisin sentence fr each f the numbers they find. These are all the pssibilities: 36 1 = 36 (36 grups f 1) 36 2 = 18 (18 grups f 2) 36 3 = 12 (12 grups f 3) 36 4 = 9 (9 grups f 4) 36 6 = 6 (6 grups f 6) 36 9 = 4 (4 grups f 9) = 3 (3 grups f 12) = 2 (2 grups f 18) = 1 (1 grup f 36) Fr mre practice, yu culd ask yur child t investigate ther numbers, and find which can be divided in lts f ways, and which can t. Talk abut: Use everyday pprtunities t slve gruping prblems with yur child. Fr example: There are 16 peple. Each car takes 4 peple. Hw many cars d we need? (4) There are 18 pages in this bk. I read 3 pages each day. Hw many days will I take t finish the bk? (6) A flrist has 24 rses altgether. They are sld in bunches f 6. Hw many bunches f rses are there? (4) 9 Year 2 Hme Activities Oxfrd University Press

10 5 Tws and Threes This activity will help yur child t practise cunting in tws and threes ( skip-cunting ) and t learn tw and three times tables facts. Imprtant wrds and phrases: multiplicatin skip-cunting cunt in tws, cunt in threes Hw many grups f are there? Hw many are in each grup? times equals Yu will need: 15 pairs f scks What t d: Spread 20 (unpaired) scks in frnt f yur child (withut telling them hw many there are) and wrk tgether t put them int pairs. Cunt the pairs, ne by ne, as yu g. Ask: Hw many grups f scks are there? (10) Hw many scks are in each grup? (2) Say: Hw many scks are there altgether? Let s cunt in tws. Tgether skip-cunt in tws. Encurage yur child t use their fingers t cunt, raising each in turn, with each ne representing a grup f 2 scks: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20. Encurage yur child t say the multiplicatin sentence and t give the answer as a sentence: 10 times 2 equals 20. There are 20 scks. Repeat this with 30 scks, making them int grups f 3 (imagine this is fr aliens with 3 feet, wh keep their scks in grups f 3). Ask: Hw many grups f scks are there? (10) Hw many scks are there in each grup? (3) Say: Hw many scks are there altgether? Let s cunt in threes: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30. Encurage yur child t say the multiplicatin sentence and t give the answer as a sentence: 10 times 3 equals 30. There are 30 scks. Nw spread, say, 8 scks in frnt f yur child. First ask them t estimate hw many scks there are altgether. Then ask them t check by putting the scks in grups f 2 and skip-cunting in tws: 2, 4, 6, 8. As befre, encurage them t say the multiplicatin sentence and t give the answer as a sentence: 4 times 2 equals 8. There are 8 scks. Repeat this fr ther numbers f scks: either multiples f 2 up t 20 r multiples f 3 up t 30. Fr multiples f 2, ask yur child t make and cunt grups f 2 scks. Fr multiples f 3, ask them t make and cunt grups f 3 scks. (If yu need t, yu can make a quick adjustment t the number f scks as yu g, s that it divides int equal grups with nne left ver.) Talk abut: Use everyday pprtunities t cunt in tws with yur child. Fr example: cunt the number f peple in a bus r train carriage where all the seats are full cunt the number f shes when they re arranged in pairs, the number f eggs in an egg bx. 10 Year 2 Hme Activities Oxfrd University Press

11 Try t use everyday pprtunities t cunt in threes with yur child. Everyday pprtunities are harder t find than fr tws, but yu might, fr example: cunt the number f items f cutlery where each place is set with (say) a knife, frk and spn cunt a grup f items by putting them in grups f Year 2 Hme Activities Oxfrd University Press

12 6 Furs and Fives This activity will help yur child t practise cunting in furs and fives ( skip-cunting ) and t learn fur and five times tables facts. Imprtant wrds and phrases: multiplicatin skip-cunting cunt in furs, cunt in fives Hw many grups f are there? Hw many are in each grup? times equals Yu will need: craft sticks f equal length (r an equivalent, fr example llly sticks, straws, pipe cleaners) a large piece f paper glue (ptinal) paint (ptinal) What t d: Ask yur child t cunt ut 5 sticks and t make a shape with 5 sides. Nw give yur child 10 sticks (withut telling them hw many there are). Ask them t make as many f the same shapes as they can. Ask: Hw many shapes are there? (2) Hw many sticks are in each shape? (5) Hw many sticks are there altgether? Cunt in fives. Tgether skip-cunt in fives. Encurage yur child t use their fingers t cunt, raising each in turn, with each ne representing anther grup f 5 sticks: 5, 10. Help yur child t say the multiplicatin sentence and t give the answer as a sentence: 2 times 5 equals 10. There are 10 sticks. Nw ask: Hw many sticks will yu use if yu make 4 f these shapes? Encurage yur child t wrk this ut withut first making the shapes. Agree there are 4 grups f 5 r 4 times 5 sticks, altgether. Yur child may recall the multiplicatin fact 4 5 = 20 r use skip-cunting t wrk ut the answer, cunting n fur fingers: 5, 10, 15, 20. Ask yur child t say the multiplicatin sentence and t give the answer as a sentence: 4 times 5 equals 20. There are 20 sticks. Ask yur child t check their answer by making the 4 shapes and skip-cunting in fives. Repeat this fr ther numbers f shapes, up t 10. Then repeat fr a shape made with 4 sticks, fr yur child t practise fur times table facts. 12 Year 2 Hme Activities Oxfrd University Press

13 Ask yur child t use sticks t lay ut a picture r pattern made with their 4- and 5-sided shapes n a large piece f paper. Yur child may like t glue dwn the shapes and paint them. Once they have finished their picture, ask: Hw many sticks are there altgether in the shapes with 4 sticks? Hw many sticks are there altgether in the shapes with 5 sticks? Hw many sticks are there altgether? Encurage them t use their times tables knwledge t wrk ut the answers, then check their answer tgether, by cunting. Talk abut: If yu display the stick art yur child has made, use it t ask questins. Fr example: Hw many sticks wuld there be if yu had 3 f these shapes and 6 f thse shapes? Practise the fur and five times tables with yur child. Vary the language yu use. Fr example, ask: What s 3 times 5? What s 4 multiplied by 6? Hw many furs make 24? 13 Year 2 Hme Activities Oxfrd University Press

14 7 Mdelling Multiplicatin and Divisin This activity will help yur child practise slving wrd prblems using mdels, this time fr situatins invlving multiplicatin and divisin. Imprtant wrds and phrases: mdel wrd prblem bar diagram multiplicatin, divisin equal grups sharing equally Yu will need: Activity sheet 3 What t d: Tgether read questin 1 n Activity sheet 3 and lk at the mdel. Talk abut the links between the prblem and the mdel: the 5 rectangles represent 5 grups (jars) and each rectangle represents 3 items (insects). Help yur child t write the multiplicatin sentence (5 3 = 15) and cmplete the answer statement. Read it tgether: Ella puts 15 insects int the 5 jars. Nw read questin 2 and lk at the mdel. Tgether link the prblem with the mdel: each rectangle represents 4 items (stickers) and the ttal number f items is 32; the dtted lines shw that we d nt knw the number f grups (pages). Help yur child t write the divisin sentence (32 4 = 8) and cmplete the answer statement. Read it tgether: Jack puts stickers n 8 pages altgether. Nw read questin 3 and lk at the mdel. Encurage yur child t explain hw the mdel represents the prblem in terms f grups and items: the 4 rectangles represent 4 grups (bxes) and there are 24 items (apples) altgether. Help yur child t write the divisin sentence (24 4 = 6) and cmplete the answer statement. Read it tgether: There are 6 apples in each bx. Talk abut: Use everyday pprtunities t slve prblems by multiplying r dividing. Fr example: There are 5 packets f rlls. There are 4 rlls in each packet. Hw many rlls are there in 5 packets altgether? (5 4 = 20) I want t buy 16 rlls. Hw many packets shuld I buy? (16 4 = 4) Encurage yur child t answer with a sentence. Fr example: There are 20 rlls in 5 packets. Yu shuld buy 4 packets. 14 Year 2 Hme Activities Oxfrd University Press

15 This activity sheet is fr use with Y2 Hme Activity 7 15 Year 2 Hme Activities Oxfrd University Press

16 16 Year 2 Hme Activities Oxfrd University Press

17 8 Ant Antics t Measure Length This activity will help yur child with their understanding f length and distance, and t practise wrking with measurements in metres. Imprtant wrds and phrases: metres length, distance curve, straight line lng, lnger, lngest shrt, shrter, shrtest nearer, further Hw far is it frm t? Yu will need: Activity sheet 4 a pencil and rubber What t d: Lk at the map n Activity sheet 4 tgether. Yur child can clur it in if they like. Talk abut what it shws. Explain that the ants that live in the anthill nly use the marked paths t get t the ther places n the map. Ask sme questins abut the distances between the places n the map. Fr example: Hw far is the anthill frm the pnd? (10m). Hw far is it frm the pnd t the field? (7m) Ask: What d yu ntice abut the paths? Encurage yur child t recgnise that all f the paths are shwn as curves; nne are straight lines. Talk abut hw this affects the distances the ants walk. Ask: What wuld happen if the ants changed their paths s that they walked frm ne place t anther in a straight line? Wuld their jurneys be lnger r shrter? Nw give yur child sme wrd prblems that can be slved by adding r subtracting. Fr example: An ant walks frm the anthill t the trees and then t the flwers. Hw far des it walk altgether? ( = 29. The ant walks 29m altgether.) Hw much further is it frm the anthill t the pnd than it is frm the pnd t the field? (10 7 = 3. It is 3m further.) Wrk with yur child t slve each prblem. Encurage them t draw a bar diagram f the prblem. Fr example: Allw yur child t add r subtract using their preferred methd. (They might, fr example, cunt, add mentally r write ut the vertical calculatin.) 17 Year 2 Hme Activities Oxfrd University Press

18 Talk abut: Yur child has been learning hw t measure in centimetres using a ruler, including hw t measure a curve by matching string t its length, then straightening the string alng the ruler. Wrk with them t measure things arund the hme. Ask: Can we measure this length with the ruler? Help them t decide whether the length is straight r curved, and whether they need t use string. Talk abut what t d if the ruler is shrter than the length t be measured. If yu have ne, yu culd shw them hw t use a mre suitable measuring instrument, such as a tape measure. If nt, yu culd help them t use string. 18 Year 2 Hme Activities Oxfrd University Press

19 This activity sheet is fr use with Y2 Hme Activity 8 19 Year 2 Hme Activities Oxfrd University Press

20 9 Measuring and Cmparing Masses This activity will help yur child t practise estimating, measuring and cmparing the masses f different bjects. Imprtant wrds and phrases: mass weigh heavy, heavier, heaviest light, lighter, lightest grams estimate Yu will need: a weighing scale that measures in grams (the type with a dial and pinter, if yu have it) 6 r 7 bjects that can be weighed n the scale, with a variety f masses less than 1kg (fr example: a small bag f flur, a pencil, an apple, a bunch f grapes, a ptat, a mug, a plate) Activity sheet 5 What t d: Lk at the bjects with yur child. Encurage them t weigh the bjects in their hands. Ask them t cmpare pairs f bjects. Fr example: Which d yu think is heavier, the apple r the plate? Nw ask: Which bject d yu think is the lightest? Which ne d yu think is the heaviest? Can yu put all the bjects in rder, lightest t heaviest? Supprt yur child t wrk ut an rder (still just weighing the bjects in their hands). Once the rder is cmplete, lk at Activity sheet 5 with yur child. Write the names f the bjects n the chart, in the same rder. Then, fr each bject in turn, ask yur child t weigh it in their hands again, estimate hw heavy it is in grams, and write their estimate n the chart. Next ask them t weigh the bject n the scale and write the actual mass in grams n the chart. Help yur child t read the measurement frm the scale. If the pinter is between marks, guide them t use the nearest mark. Once the chart is cmplete, lk at it with yur child. Guide them t cmpare the actual masses f the bjects and explain whether r nt the rder they wrked ut previusly was crrect. If nt, ask them t rearrange the bjects s they are in the crrect rder. Help yur child use the crrectly rdered bjects and the masses they recrded in the chart t cmplete the sentences at the bttm f the activity sheet. Guide them t wrk ut the subtractin needed t cmplete the final sentence. Fr example, if the heaviest bject is 760g and the lightest bject is 20g, the subtractin is = 740 and the final sentence is The heaviest bject is 740g heavier than the lightest bject. Talk abut: D sme cking with yur child, fllwing a recipe that gives masses in grams r kilgrams. Encurage yur child t weigh ut the ingredients accurately. 20 Year 2 Hme Activities Oxfrd University Press

21 Lk ut fr: In daily life, the wrd weight is ften used instead f the mre strictly crrect mass. While yur child shuld be familiar with this everyday language, nte that Inspire Maths nly uses the wrd mass the verb weigh is used, but nly in talking abut weighing smething t find its mass. 21 Year 2 Hme Activities Oxfrd University Press

22 This activity sheet is fr use with Y2 Hme Activity 9 22 Year 2 Hme Activities Oxfrd University Press

23 11 Mney Bags This activity will help yur child with finding and cmparing amunts f mney in punds and pence and recrding the amunt in punds. Imprtant wrds and phrases: Hw much is there? punds and pence First cmpare the punds. Then cmpare the pence. Yu will need: Activity sheet 6 cins and ntes (either play mney r real) a pencil and rubber What t d: Lk at Activity sheet 6 with yur child. Read the instructins tgether. Ask yur child t cmplete the questins. Yu culd help them by, fr example, giving them cins and ntes t cunt with and exchange, if they find this useful. If yur child needs help t cunt n t find the amunts in punds and pence, fr example, fr the secnd bx in questin 1, say: 10, 11, 12 punds. And 50, 100 pence, r 1 pund. That makes 12 punds and 1 pund, which is 13 punds altgether. When yur child has cmpleted the activity sheet, yu culd ask them t make all the amunts using as few cins and ntes as pssible (fr example, 43p can be made with tw 20p cins, ne 2p cin and ne 1p cin). They culd als find ttal amunts, fr example the ttal amunt f mney in each questin (in bth bxes), by making and cmbining the amunts, then exchanging cins and ntes until they have the fewest pssible, and cunting the punds and pence. Talk abut: Use everyday pprtunities t practise wrking ut and cmparing amunts f mney with yur child. Fr example, ask yur child t: cunt hw much mney is in a purse, wallet r jar exchange the ntes and cins frm the purse, wallet r jar s that there are as few as pssible, and check that the ttal is still the same cmpare this ttal with the cst f an item (yu can make this up, fr instance give the ttal cst f sme grceries) and say whether there is enugh t pay fr it. Lk ut fr: Remind yur child t write amunts in punds with a dt separating the pence frm the punds. Fr each pair f amunts, encurage them t cmpare the punds first, then (if they are the same) the pence. 23 Year 2 Hme Activities Oxfrd University Press

24 This activity sheet is fr use with Y2 Hme Activity Year 2 Hme Activities Oxfrd University Press

25 25 Year 2 Hme Activities Oxfrd University Press

26 12 Adding and Subtracting Like Fractins This activity will help yur child t make sure their understanding f fractins is secure, and t practise adding and subtracting like fractins. Imprtant wrds and phrases: fractin like fractins part, whle equal parts half, halves, thirds, quarters, fifths, sixths, eighths, twelfths What fractin f the whle is clured? bar diagram Yu will need: Activity sheet 7 scissrs a pencil and rubber cluring pencils r pens a few sheets f paper glue What t d: Cut ut the paper strips frm Activity sheet 7. Give yur child ne f the strips. Ask: Can yu fld this t shw ne-half? Emphasize that the parts the strip is flded int must be equal. Ask yur child t draw a line alng the fld, then clur the first part and label it as. Repeat this with further strips t shw ne-third, ne-quarter and ne-sixth. Help yur child t make accurate flds, in particular fr thirds and sixths. T make quarters, they can fld the strip in half and then in half again. T make thirds, fld ne edge s that it cvers half f the remaining strip. T make sixths, they can fld the strip int thirds and then in half. Line up the strips ne belw the ther, but ut f rder. Ask yur child t put them in rder, with the smallest fractin at the tp. Agree that the rder, smallest t greatest, is:,,,. Nw lk again at the strip shwing. Ask: Hw many halves is the whle strip divided int? (2) Hw many halves make 1 whle? (2) Can yu use anther strip t shw 1 whle? Hw many flds d yu need t make? (Nne) Line up the whle strip belw the strip shwing halves and ask yur child t label it 1 whle. Then repeat fr the ther strips, agreeing that, and are all the same as 1 whle. Nw lk at the strip shwing. Ask yur child t clur anther (tw-quarters) in a different clur. Ask: Hw many parts f the whle are clured altgether? (3) Hw many quarters are clured altgether? (3) What fractin f the whle is clured? (Three-quarters) Glue the strip t a piece f paper. Wrk with yur child t label the clured parts f the strip t shw a bar diagram, like this: 26 Year 2 Hme Activities Oxfrd University Press

27 Talk abut: Use everyday pprtunities t talk abut fractins f a whle with yur child. Fr example: Tgether cut a fd item (fr instance a pizza) int equal parts and identify what fractins have been made: cutting it int tw equal parts makes halves, fur equal parts quarters, eight equal parts eighths, and s n. Emphasize that the parts shuld be equal. As yu eat the item, ask questins abut the fractins. Fr example: I have eaten tw eighths and yu have eaten ne eighth. What fractin have we eaten altgether? (three eighths). What fractin is left? (five eighths) Lk ut fr: When tw r mre fractins are the same type fr example they are all fifths, r all thirds they are called like fractins. When they are written with numbers, the number at the bttm is the same. S and are like fractins, as are and, but and are nt. Bar diagrams can be used t mdel fractins. T represent, fr example, 8 rectangles (all the same size) and 3 f them are clured r shaded:, the bar is shwn as Bar diagrams can als be used t mdel additin and subtractin f fractins. Fr example: If yur child needs help t rder fractins, encurage them t cmpare the lengths f the fractins that they clured in. 27 Year 2 Hme Activities Oxfrd University Press

28 This activity sheet is fr use with Y2 Hme Activity Year 2 Hme Activities Oxfrd University Press

29 13 Finding the Time Taken This activity will help yur child t understand the idea f duratin, using a clck face t practise finding time taken either 1 hur r half an hur frm start and end times. Imprtant wrds and phrases: (fr example) eight twenty Hw much time des take? Hw lng des last? befre, after later, earlier 30 minutes, half an hur Yu will need: Activity sheet 8 (if available) a clck with hur and minute hands a pencil and rubber What t d: Read thrugh the TV guide n Activity sheet 8 tgether. Shw the times n a clck face as yu read them. Use a clck with hur and minute hands if yu have ne. Help yur child t read the times in hurs and minutes, fr example t read 4:30 as: Fur thirty. Ask questins abut the times and lengths f different prgrammes. Fr example: What channel is The Car Shw n? What time des it start? What time des it finish? Hw lng des it last? Hw d yu knw? What is n the ther channel at the time The Car Shw begins? Hw d yu knw? Supprt yur child t wrk ut the answers. Guide them t recgnise that the time at which a prgramme ends is the same as the start time f the next prgramme. They can use the clck face t help. Fr example, t find ut hw lng a prgramme is they can shw the time it starts and cunt in fives as they mve the minute hand (r visualize it mving) t the finish time: 5, 10, 15,, 50, 55, 1 hur. Ask yur child t use the guide t plan what they wuld watch. Set a time limit, fr example ne and a half hurs. Supprt them t wrk ut a viewing schedule. Talk abut their ptins and the decisins they will need t make. Explain that they can t watch prgrammes that are n at the same time. Ask: Which prgrammes wuld yu like t watch? Hw lng des each ne last? Check that the prgrammes dn t clash. Wrk ut the length f each f the prgrammes chsen and then the ttal, t check that it is within the time limit. Yu can use the clck face t help, fr example cunting n each duratin in turn. Talk abut: Ask questins abut time taken. Fr example: A swimming lessn starts at 10:00 and ends at 10:30. Hw lng des it take? Ella leaves hme at 8:00. It takes her half an hur t walk t schl. What time des she get there? Hardeep is late. He arrives at 11:30. He shuld have arrived an hur earlier. What time shuld he have arrived? 29 Year 2 Hme Activities Oxfrd University Press

30 Fr each questin, ask yur child whether it is mre likely that the time will be a.m. r p.m. Use everyday pprtunities t talk abut lengths f time with yur child. Fr example: Ask yur child hw lng they think ne sessin f an activity they d regularly lasts. Talk abut hw they culd check. Read and talk abut schedules and timetables yu see when yu are ut and abut, fr example shps pening hurs, bus and train times. 30 Year 2 Hme Activities Oxfrd University Press

31 This activity sheet is fr use with Y2 Hme Activity Year 2 Hme Activities Oxfrd University Press

32 14 Vlume f Water fr Weekend Washing This activity will help yur child practise using language abut vlume and becme familiar with using litres as a unit f vlume. Imprtant wrds and phrases: vlume litres Hw much altgether? mst, least Yu will need: Activity sheet 9 a pencil and rubber What t d: Read thrugh Activity sheet 9 with yur child. Talk abut the infrmatin it gives. Ask questins such as: Which uses the least water, a bath, a shrt shwer r a lng shwer? Which uses the mst? Wh has the mst shwers and baths? Wh desn t have a shwer? Wh desn t have a bath? Wh d yu think uses the mst water? Wh d yu think uses the least water? Ask yur child t answer questins 1 and 2. If they need sme help, encurage them t draw a bar diagram f each prblem. Guide them t recgnise that they can find the answer t questin 2 by adding tgether the answers frm questin 1. Help them t add the answers, fr example by cunting n in hundreds and tens. Fr example: 80 plus 110. That s 80, 180, plus 140. That s 190, 290, 300, 310, 320, 330. Check that the answer is that the family uses 600l f water fr washing in a weekend. Talk abut the answers with yur child. Ask, fr example: Wh uses the mst water? (Omar s brther) Hw much des he use? (180l) Wh uses the least water? (Omar) Hw much des he use? (80l) Hw much less water des Omar use than his brther? (100l) Talk abut: Tgether estimate hw much water is used fr washing in yur wn hme in a weekend. Yu can use the vlumes fr baths and shwers frm the activity sheet r make yur wn estimates. Yu culd expand this t the ttal vlume f water used in yur hme in a weekend. Identify all the different uses washing, flushing the tilet, drinking, cking, cleaning, and s n and make an estimate fr each, then find a ttal. Yu culd als talk with yur child abut what the family culd d t use less water. Use everyday pprtunities t talk abut and calculate vlumes in litres. Fr example, when yu are ut shpping, ask: What vlume f lemnade is in that bttle? Hw many litres are there in 3 bttles? Hw many bttles wuld I need t buy if I wanted 6 litres? 32 Year 2 Hme Activities Oxfrd University Press

33 This activity sheet is fr use with Y2 Hme Activity Year 2 Hme Activities Oxfrd University Press

34 34 Year 2 Hme Activities Oxfrd University Press

35 15 Reading a Picture Graph This activity will help yur child practise reading picture graphs. Imprtant wrds and phrases: picture graph stands fr Yu will need: Activity sheet 10 cluring pencils r pens What t d: Lk at the picture n the Activity sheet 10 tgether. Ask: What can yu see? What animals can yu see? What plants can yu see? Nw lk at the picture graph tgether. Ask: Hw many animals des each symbl stand fr? (2) Explain that the graph shws the number f each type f animal in the wildlife park. Ask yur child t wrk ut frm the graph the number f mice in the park. If they need sme help with this, prmpt them t multiply the number f symbls by 2. Say, fr example: There are 3 symbls. 1 symbl stands fr 2 mice, s 2 symbls stand fr 4 mice, and 3 symbls stand fr? Ask yur child t cmpare the number f mice in the picture. Agree that all the mice in the park (4) are shwn in the picture. Repeat this fr snakes. Agree that the graph says that there are 2 snakes in the park but the picture nly shws 1 snake. Invite yur child t draw anther snake s that the picture matches the graph. Repeat this fr the remaining animals. Yur child shuld add t the picture: 6 mre parrts t make 8 altgether 1 mre zebra t make 2 altgether 3 mre lins t make 4 altgether 3 mre mnkeys t make 6 altgether. Yur child can als clur in the whle scene if they like. Talk abut: Once the picture n the activity sheet is cmpleted, talk abut what else is in it, apart frm the animals. Ask, fr example: Hw many trees can yu see? Hw many bushes? Hw many flwers? Wrk with yur child t draw a picture graph t shw the number f the different types f plants in the scene. Use everyday pprtunities t talk with yur child abut what they culd draw picture graphs f. They may als enjy drawing sme f these. Fr example: the types f clthes, bks r tys they have the number f knives, frks and spns in the cutlery drawer what t pack fr a trip away frm hme. 35 Year 2 Hme Activities Oxfrd University Press

36 This activity sheet is fr use with Y2 Hme Activity Year 2 Hme Activities Oxfrd University Press

37 37 Year 2 Hme Activities Oxfrd University Press

38 16 Straight Lines and Curves This activity will help yur child t practise using a ruler and pencil t draw straight lines. Imprtant wrds and phrases: straight line curve Yu will need: Activity sheet 11 a ruler a pencil and rubber a piece f card, fr example frm a cereal r washing pwder bx (ptinal) a piece f string, thread r wl at least 2 metres lng (ptinal) scissrs (ptinal) What t d: Lk at Activity sheet 11 and read the instructin tgether. Help yur child t use a ruler and pencil t draw a straight line between the tw dts that are numbered 1, then anther t jin the tw dts numbered 2, and s n, until all nine pairs f dts have been jined with straight lines. Talk with yur child abut the pattern they have made. Ask: What have yu drawn? What des it lk like? What shapes can yu see? Yu might describe the pattern as lking a bit like a fishing net, fr example. Yur child might als ntice that the pattern frms what lks like a curve. Talk abut this with them, encuraging them t recgnise that it is actually made up f lts f shrt, straight lines. Yu can extend the activity by wrking with yur child t make the pattern with string, thread r wl. Draw the tw straight lines frm the activity sheet n a piece f card and mark evenly spaced dts alng each line. Number the dts as n the activity sheet and make a hle at each ne. Tie a knt in ne end f a lng piece f string then help yur child t thread the string thrugh the hle numbered 1 at the tp left, s that the knt is at the back f the card. Ask: Which hle shuld we push the string thrugh next? Help yur child t thread the string thrugh the ther hle numbered 1, then arund the back f the card t the hle numbered 2 at tp left, and s n, until the pattern is cmplete. Then tie ff the string at the back f the piece f card, and cut ff any extra. Agree the pattern n the frnt f the card is the same as the ne n the activity sheet. 38 Year 2 Hme Activities Oxfrd University Press

39 Turn the card ver. Ask: What can yu say abut the pattern n the back? (It is similar t the pattern n the frnt, but is made by jining numbers that are ne less r ne mre than each ther: 2 t 1, 3 t 2 and s n. The curve it creates is slightly different than the ne n the frnt, thugh this is difficult t see.) Talk abut: Use everyday pprtunities t spt shapes made with curves, straight lines r bth, fr example in pictures. Yu culd als spt flat surfaces n bjects, which yur child has als been learning abut. 39 Year 2 Hme Activities Oxfrd University Press

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41 17 Shape Pictures This activity will help yur child t practise identifying shapes: triangles, squares, rectangles, circles, semicircles and quarter circles. Imprtant wrds and phrases: triangle, square, rectangle circle, semicircle, quarter circle Hw many different shapes d yu see? What are they? Yu will need: Activity sheet 12 scissrs glue cluring pencils r pens (ptinal) What t d: Read questin 1 n Activity sheet 12 with yur child. Talk abut what each picture shws (a car, a bat and a bird). Lk at the car tgether. Ask: Hw many different shapes d yu see? What are they? (There are 6 shapes altgether: 2 triangles, 3 rectangles and 1 semicircle.) Repeat this fr the bat and bird pictures. (The bat has 10 shapes altgether: 3 triangles, 3 rectangles and 4 circles. The bird has 9 shapes altgether: 3 triangles, 2 rectangles, 3 circles and 1 quarter circle.) Yur child may have nticed that smething is missing frm each picture. Read questin 2 with them. Ask: What s missing frm the car? (A wheel) What shape shuld it be? (A semicircle) What s missing frm the bat? (The mast) What shape shuld it be? (A rectangle) What s missing frm the bird? (A ft) What shape shuld it be? (A triangle) Help yur child t cut ut the shapes and glue them in place. Once the pictures are cmplete, yur child can clur them in. Talk abut: Use everyday pprtunities t spt shapes yur child is familiar with in pictures, including triangles, squares, rectangles, circles, semicircles and quarter circles. Yur child has als been learning abut slid (r 3D ) shapes: cubes, cubids, cnes and cylinders. Use pprtunities t spt these shapes in bjects arund yu, fr example mst cereal bxes are cubids, sme party hats are cnes, sme tissue bxes are cubes, mst tin cans are cylinders. 41 Year 2 Hme Activities Oxfrd University Press

42 This activity sheet is fr use with Y2 Hme Activity Year 2 Hme Activities Oxfrd University Press