**Friday 17th July**

Here are some fun activities for you to complete on our last day.

**Thursday 16th July**

I hope you're feeling hungry year 1, today we're going to be making some pizzas! Unfortunately they're not going to be real pizzas for us to eat, we're going to use them to help us with some fraction work.

First of all watch the video below. You only need to watch until 2:21.

Today I'm going to be using this pizza to help me. You can use this one too, which is in the resources provided, or you can make your own. Perhaps you could even make it for real and then eat it for lunch.

Notice I have a line down the middle. When we are learning about doubles, it's important to remember whatever we do on one side we need to do on the other side. Watch as I start to add toppings to my pizza, look what happens to the other side and then look at the number sentences to match.

Watch what happens when I add more toppings to my pizza.

Now today, you can either use my resources or your own, but I want you to have a go at making some pizzas and include the number sentences to match.

Wednesday 15th July

Today you are going to be learning about doubles.

Now it's time to try your activity.

**Monday 13th July**

Now that year 1 are back at school, we are going to be re-capping some of the home learning we covered a couple of weeks ago. Today we are going to be looking at fractions.

Have a look at the knowledge organiser below to recap on some of the learning.

What do we mean by half, quarter ?

Think about cutting a cake into halves or quarters - what happens when we half or quarter a number?

Would a number get smaller when halved or quartered?

How many do we split into?

Have a look at the pictures below. When I'm looking for a fraction, it is easier to look for the number at the bottom of the fraction. It tells us how many groups we need to split our number into.

So when I am finding 1/2 of 12, I am splitting it into 2 equal groups.

I have separated my equal groups so you can see them clearly. Can you tell me how many circles I have in one of my groups? When you can, you have found one half of 12!

When you are ready, you can have a go of today's activity. Fractions are tricky, and you may not be feeling as confident as you were a few weeks ago when we did it. Take your time and choose an activity you feel confident doing.

**Friday 10th July**

Today we are going to do activities based on everything we have learned about time so far. Can you tell your grown up one new thing you have learned?

When you are ready, join in with our warm up song.

Remember, the big hand (the minute hand) will be pointing at 12 for o'clock and 6 for half past.

Now have a look at the different times below. Can you have a go at drawing the times on the clock faces?

Now there are a few different activities for today, depending on where you sit for maths. There are some suggestions for different ways you can complete today's activity too.

Blue - Complete the consolidation worksheet.

Yellow purple - have worksheet with time cards cut and faced down. Children to choose one. turn over and draw that time on the clock faces. (Could place the times outside and ask children to draw the hands on the clock of the times they find.)

Green Red - Cut and stick activity matching the times. (Stick the clocks to the times or, cut and match practically without sticking)

**Thursday 9th July**

Today in maths, we are going to be looking at comparing different times. First of all I'd like you to think back to your learning yesterday. Tell your grown up one thing which you learnt? When you are ready watch the video below to warm up.

Now that you're all warmed up, have a look at this question below. Starting at 12 o'clock, can you help me work out which word needs to go in between the times?

Did you get it? I know that 1 comes before 2 on a clock starting at 12, so 1 o'clock is EARLIER than 2 o'clock.

Have a go at the next one.

When you are ready go through the next questions with your grown up. Make sure your starting times stays at 12 o'clock.

When you are happy you can start today's main activity.

Blue - Children to select two time cards and write sentences using the words ‘earlier’ and ‘later’ to compare the times.

Purple Yellow - Children to select two time cards and complete the stem sentences using the words ‘earlier’ and ‘later’ to compare the times.

Red Green -- (separate activity) order the times starting at 12.

**Wednesday 8th July**

Today in Maths we are going to be continuing our learning about time.We are going to be using words like quicker, slower, earlier and later, to compare time.

Look at the sentences and fill in the missed spaces using faster and slower.

This time you need to use the words earlier or later to fill in the blanks.

Now it's time to have a go at your Maths activity for today.

Choose the activity for the Maths table that you would normally sit on.

**Tuesday 7th July**

Today in Maths we are going to continue our learning about time. We will be looking at o'clock and half past.

Can you make half past the hour and o'clock with the clocks below.

Can you match the clock to the correct time?

Now it's time to try one of the activities.

**Monday 6th July**

Today we are going to continue looking at time. Last week you looked at finding time to the hour. This week we will be looking at finding time to the half hour. Let's think back to last week. Tell your grown up something you know about time! When you have discussed your learning last week, watch the video below to warm up.

You might already know where the minute hand points to when it is half past? Can you tell your grown up?

When it is half past, the big hand points to the number 6. When it is o'clock it points to the number 12!

Now underneath is a link to an interactive clock which you could use to help you show the difference between 'o clock' and 'half past'. Grown ups - you will need to help with this, ask your child questions such as -

*Where is the big hand (minute hand) pointing when the time is o'clock?*

*Where does it point when it is half past?*

*Why do you think that might be?*

*Do you remember what 'half' means?*

*Where does the little hand point to when the time is half past?*

If you cant access the interactive link, use your clock that you made last week, or ask a grown up if you can use a clock from around your house.

https://www.teacherled.com/iresources/numeracybasics/?resource=clock

Now that you've had a little practice, watch the video of the ppt, helping you with the basics of telling time to half past the hour.

Now you're ready for your activity today. We are going to go on a time hunt! In the resources there are 2 documents. One which has times written, and a recording sheet. Hide the written time cards outside or around the home, and ask your child to find them. All of the times have a letter on the end which when recorded correctly spell out a word. I have attached pictures of what they look like below.

__Friday 3rd July__

Today we are going to build on from our learning of telling time, to have a go at completing some time games! First, let's warm up with our video.

No we have warmed up, have a look at the picture below. Can you put your clock to tell the times?

Now you have practised the times on your clocks, look at my clocks below. Can you tell me what time the clocks say? I have filled the first one in for you!

Now complete the next ones. Remember the hour hand is the small hand, it tells us which hour it is. The big hand should always be pointing to 12 for o'clock times.

__Main Activity__

Now for today's activity you can choose what you would prefer to do based on how you have gotten with your maths learning this week. Try to challenge yourself though. If you are feeling confident you could push yourself to complete an extra activity.

Green/Red Activity - Time to the hour bingo. Read out the times and tick them off on your board. See if you can get a 'full house'

Yellow/purple -

Read the sentences from the pairs and match them with the correct times -

Blue - Complete the time puzzle - you need to match the correct times along with the time for 1 hour later

Thursday 2nd July - Telling time to the hour

Let's warm up with our video!

Main activity - If you are completing the activity for green group, why not hide some of your answers around your house or outside and find them them on a treasure hunt!

Wednesday 1st July

Today we are going to continue our learning on Time.

Let's warm up first!

Today you are going to make a clock of your own. I have attached them below. You need to add the numbers to the clock and label then different parts of your clock.

You will need to keep your clock for your learning throughout the week.

Can you practise making different times?

Your next activity is to have a go at playing what's the time Mr Wolf.

Tuesday 30th June

Today we are learning about the days of the week.

On some paper write down the days of the week on order.

Now time for your learning.

I hope you have enjoyed your Maths learning!

Here is a challenge for you.

Monday 29th June

This week we are going to learn how to tell the time to the nearest hour. Before we look at clocks though, we are going to look at some of the language associated with time.

First I'd like you to have a look at the picture below. Discuss with your adult what you think could have happened before and after this picture.

Before - the man slipped on the banana peel.

After - the other man apologised.

Now have a look at the other pictures, discuss these with your adult and attempt to use the correct mathematical language to describe what is happening.

Now when you're ready, have a go at the activities on the link below. If you can't print the activities don't worry, just copy the answers onto your paper provided in your packs.

Friday 26th June 2020

Today we are going to round off the week by answering some reasoning and problem solving questions, based on everything we've learnt this week.

First, let's start with this warm up video - try and join in with the song.

Now that we have warmed up - let's have a go at answering some of the questions below.

Here is the first one.

So what is the first thing we need to do? Well first we need to underline the important parts. Bears coin is smaller than 5p but bigger than 1p. Can you think which coin it is?

Now have a go, with your adult, of these next questions. Remember, read the question carefully and underline the most important parts of the question! They get trickier the further down we go so don't worry if you can't complete all of them.

When you are ready, have a look at your activity for today. These are labelled according to what colour you sit at for maths.

Thursday 25th June

Today we are going to build on our learning by comparing amounts of money. Let's think back to yesterday - tell your grown up something you learnt.

Now let's warm up with our greater than less than song!

Now do these ones together, like I modelled, with your grown up.

Now you'e tried some together, have a go at the activities on the link below.

**Wednesday 24th June**

Today in maths you will be learning how to recognise the value of different denominations of coins and notes.

What coins can you recognise?

Do you what each coin is worth?

Today's maths is in the form of a treasure hunt, looking for different coins.

First of all I think we need to warm up.

I wonder what these coins are?

Now it's time to try one of the activities.

Activity 1

Activity 2

Have fun on your treasure hunt!

Time for a challenge

__Tuesday 23rd June__

In our learning today we will learn to recognise and know the value or different denominations of coins and notes.

We can count up money quicker if we count in multiples, 5p has the same value as 5 when we are counting. The same as 10p and 2p. So when we count in 2s, 5s and 10s we could be counting 1p,2p and 10p.

Now it's time for you to do you main activity. Choose from the sheets attached below.

__Monday 23rd June__

Our learning today is to recognise and know the value of different denominations of coins and notes.

Let's do our warm up!

Monday 22nd June 2020

Today we are going to learn all about money. Tell your grown up what you know about money? Why do we use money? Where does it come from?Have you ever used money to pay for something before? Have you counted money before? Do you know what the different coins are?

Now let's watch the video and look at some of the coins. Maybe your grown ups can show you some coins at this point and talk about them with you.

Think about the Olympics and the colour medals that get won. Could you sort them by colour? Remember different colours are worth different values!

Now who's ready for a money hunt?!

Below I have attached documents that you will need for a money hunt. Ask your grown up to either place real coins, draw the coins with their value like the resources, or simply print the resource and leave around the house. Now have a hunt for them and record them on to your table on your sheet. Pick the colour sheet for where you sit in maths. If you are struggling with some of the questions, don't worry - this is a really tricky concept to learn. If you'd like, you can choose which questions you'd like to have a go at answering on the other sheets.

Remember to email your learning to your class teacher so we can see what you have been up to and share the pictures with your friends.

Happy hunting!

Friday 19th June

Today I have recorded another video of today's activity. Please let me know if anyone is struggling to view and I can use a different platform.

Thursday 18th June - one more one less

Today we are going to be adding and taking away 1, looking at one more and one less!

First, let's warm up with this video!

Now today I've recorded myself showing you how to complete today's activity. Watch the video and then complete the learning according to your table colour.

**Wednesday 17th June 2020 **

Ordering numbers

Today we are going to be using mathematical language like 'bigger, biggest and fewer' to compare numbers up to 100.

Let's do our warm up first.

Now try this one on some paper or a whiteboard.

Can you draw a line to match the position to the bike?

Now it's time to try your main activity.

Tuesday 16th June

Today we are going to compare numbers up to 100. We are going to using the phrases 'greater than >', 'less than < ' and equal =.

Let's warm up first with our alligator chomp song.

Have a look at the questions below, think about the learning that you did yesterday.

.Once you have completed these with support from your grown up, you're ready to move on to today's activity. There are lots of these style questions on the sheets. Choose the coloured activity based on where you sit for maths

Monday 15th June

Today we're going to continue to compare numbers up to 100. First of all let's start by watching the video.

Have a look at the question below. How would we answer it? Think about the learning you completed last week to help you.

Both numbers have the same value of tens - there are 5 tens in each. There are 5 tens and 3 ones in the first number making 53, and 5 tens and 7 ones in the second number making 57.

Now have a look at the table below. Pick 2-digit number to put in the table by putting 'tens' in the first square and 'ones' in the second. Can you compare them with other 2 digit numbers by using the terms 'greater than' and 'less than'?

Once you have completed these with support from your grown up, you're ready to move on to today's activity. There are lots of these style questions on the sheets. Choose the coloured activity based on where you sit for maths.

Friday 12th June 2020

Today we are going to practise counting up to 100. First of all watch the video below.

Use your 100 square from the packs. Look at the 100 square and count from the given numbers - what number do you land on?

Look at the 3 numbers,write down the number that comes before 80.

Look at the numicon on the board - what number is shown? How do you know? How can you count it? Do we need to count in ones? We don't always need to count in ones, if we count in tens it is quicker (skip counting). Count together to model and remind the chn about counting in tens.

Look at the numbers on the page (some in words, some in digits) fill in the gaps

Now have a look at your main activity for today. The worksheets are provided underneath.

__Maths - Thursday 11th June 2020__

Today, we're going to be developing our skills from yesterday's maths into today's learning. First, let's try this question below.

Did you get the answer? When I change the question into a number sentence it looks like this:

32 < 30. But is that right? That says 32 is greater than 30. Remember, the crocodile mouth always eats the biggest number. For the sentence to be correct, it should actually look like this.

32 > 30 That says 32 is greater than 30!

Now, I know that the 'rod' the 'base 10' is worth 10. In the first picture I have counted 5 groups of 10. I know that makes 50. There are 5 ones. Together these make 55. The other picture shows 4 groups of 10 and 3 ones. That makes 43. When I put this into a number sentence it looks like this.

55 > 43. 55 is greater than 43.

Now look at the next picture carefully and try to work this one out yourself.

Now, when you see a question like this, it is important that you try to find ALL OF THE POSSIBLE ANSWERS. Not just one. Have a look and try and find as many as you can.

Excellent. Now today, you have lot's of similar styled questions to work on. These are called 'reasoning' questions. We are looking for full explanations to your answers. Use as much mathematical vocabulary (words) as you can which you have learnt so far this week. Greater, more than, fewer, less than, equal to.

Your worksheets are within the tabs below. You can either copy the answers straight onto the paper provided in your packs, or if you have a printer you can print the sheet and work from that.

If you are completing the Green or Red activity, you will need to use the 0-9 digit cards or something similar.

At school, the children are using the 0-9 cards. They choose 3 at random and from that write the smallest possible number and then the biggest possible number.

Challenge -

**Wednesday 10th June**

Today we are learning how to identify and represent numbers using objects and pictorial representations including the number line.

We are going to begin using mathematical language like: equal to, more than, less than(fewer), most and least.

This is a picture of what the warm up should look like.

When you are doing your maths learning think about how many tens and how many ones you can see.

Have a go at the number problems below. You could do them on some paper or a whiteboard.

**Main activity**

Think about which Maths table you sat on and choose that sheet to complete at home.

**Tuesday 9th June**

Today we are going to continue our place value learning within 100. Today we will be using base 10 to help us. Assuming you don't have these at home you will need to make some 'rods' of ten and some 'cubes' like this.

Now for your main activity!

Maybe you would kike to have a go at the challenge.

**Monday 8th June**

Today we are going to cover place value within 100. Today we will be using base 10 to help us. Assuming you don't have these at home you will need to make some 'rods' of ten and some 'cubes' like this.

First of all follow the link to complete our warm up

https://www.bbc.co.uk/teach/supermovers/ks1-maths-digits-&-numbers-with-marlon-wallen/zfyjbdm

When you've watched this, have a look at the powerpoint underneath. I've made it into a video so you should all be able to see it. We're going to be using our knowledge of base 10 today so make sure you pay close attention.

Now that you've watched the videos, and have your base 10 blocks. Use them to help you the questions below! These are the questions that the children at school will also be looking at. You might want to ask your grown up to discuss the answers with you.

Now that you have practised and discussed with your grown up, below are links to your activity sheets today. Choose the one which you feel most comfortable doing. The most important this is that you have a go!

Challenge -

Friday 5th June

Good morning! You are all working so hard with your maths this week. Today you are going to need listening ears to be able to follow instructions to make some different shapes. At school, the boys and girls will be using cubes to do this. You might not have any cubes at home - you will need to draw some squares and either colour them in, or draw the squares and right the letter that colour begins with if you don't have anything to make the colours. You will need about 10 cubes and they should be red, yellow, green, blue and brown.

This is how Miss Brennan has practised at home.

If you can print any resources, I have made some 'cubes' in a word document that you could print and cut out.

Now that you have all of your resources in place, I want you to watch the video again underneath, paying close attention to the names of the positions. You're going to need them for today's task!

Thursday 4th June 2020

Position and direction.

Morning boys and girls, I hope you have been enjoying your maths learning so far this week. From what I have seen you are all doing a brilliant job with it! Today we're going to continue with more positional work. First I'd like you to watch the video before following the next steps.

Now that you have sang the song, think about your learning from yesterday and have a go at this question.

Did you get the answers? The Strawberry is up from the banana and the banana is right of the orange!

Now today, what I'd like you to do is to have a really good look around you and have a go at filling out the table underneath. You could draw the table on your paper or print the table if you are able to. I have started to fill out the table to show you how it might look. I bet you could probably guess where I am sitting right now!

Once you have filled out your table with lots of detail about your position, I want you to try to out these into sentences.

I could say 'The kettle is in front of the table' or I might say 'The radiator is behind the table'. If I am feeling really confident I might want to add to positions in my sentence. 'The cooker is in front of the table and to the left of the sink'. 'In between the cooker and sink is the kettle'.

Underneath I have uploaded three versions of this sheet, they are assigned to the colour table you would be sitting at school. If you don't have a printer, don't worry. Simply copy the answers on to the paper provided to you. Don't forget to email your work to your class teacher and Miss Brennan will look and respond as soon as she can!

Once you have completed your work, have a go at the challenge!

__Wednesday 3rd June__

Position and direction - forwards, backwards, left and right

Warm up

Now it's time to have a go at the activity below. You need to remember which maths table you are on and do the activity for that table.

__Tuesday 2nd June 2020__

__Position and Direction: Describe Position__

Today we are going to learn about describing the position of objects. Some of the words we will use are: left, right, forwards, backwards to describe the position of objects and shapes from different starting positions.

Firstly, do you know your left from your right?

Now warm up with super granny

https://www.bbc.co.uk/teach/supermovers/ks1-maths-position-&-direction/zhh9scw

__Learning Task:__

Do one or more of the following:

1. Choose the learning sheet that you feel most comfortable with to explore describing position.

2. Play a board games such as Snakes and Ladders and Twister to explore positional language – using the words backwards, forwards, left and right as you play.

3. Go outside and make a grid 3x3 either use cones, tape, chalk (or anything else you can think of to form a grid). Mark a start and a finish point on the grid, you could also place different objects in the square like a leaf, ball, stick. Then direct a member of your family to the different objects, take it in turns to be the person moving or the person giving the directions. Remember to use the words forwards, backwards, left and right. *How many different ways can you find of getting from the start to the finish?*

__Monday 1st June - Position and Direction: Describe Turns__

Today we are going to learn about describing turns. Some of the words we will use are: full/whole, quarter, half, three quarter, clock wise and anticlockwise. Your learning about halves and quarters before half term will help you remember what some of these words mean.

Make sure you have a piece of paper and a pencil in front of you along with 5 objects e.g. pencil, spoon, shell, stone, lego brick. Watch the you tube clip, working through it using your paper and objects.Now stand up and have a go at making turns.

__Learning task: __

Look at the pictures below discuss with your grown up how you think the objects have turned – quarter, half, three quarter, whole (full) turn. Use the discussion questions to extend your learning and thinking.

Then have a go at the learning sheet that you feel most comfortable with. If you feel that this task is too tricky that’s fine. Have a go at repeating the activity from the youtube video. The most important thing to understand today is what is meant by a quarter, half, three quarter and full turn.

If you are really confident then, once completing your activity sheet, move on to the challenge tasks (pictures below).

__Discussion points:__

What is each turn called?

Is there only one direction shapes/objects can move in?

Does it make a difference which way the shape / object / person is turned?

What part of a whole has the shape/object turned?

What will the shape/object look like before or after the turn?

**Friday 22nd May - Finding quarter of an amount**

**How did you find your learning yesterday? It was great to see some of your photos. Today we are going to answer some reasoning and problem solving questions, using our knowledge of halves and quarters.**

**Think back to how we answered some problem solving questions last week. Do you remember what we did to help us? ****That’s right - we used the RUCSAC method.**

**I have added the video again from last week, showing you how we might answer a question like this using that method. **

**Learning task - **

**There are 2 sets of questions again today. Set 2 is a little trickier than Set 1. If you didn’t fully complete the questions in yesterday’s task we would like you to complete this first before moving on to Set 1 today.**

**If you are feeling really confident, you might want to complete both sets.**

**You can either print off the sheets if you have access to a printer, or simply answer the questions straight on to the paper provided in your packs.**

**Challenge - Can you write your own problem for your grown up to solve, involving quarters?**

**Thursday 21st May 2020**

**As today is outdoor learning day, we have an outdoor activity based on finding quarters of amount. For today’s learning you will need **

**- leaves**

**-paper**

**-scissors**

**-coloured pencils**

**First of all, have a look at the video below for a quick recap of how to find quarters of an amount.**

**Now you have watched the video, we are going to find some quarters using some ladybirds, and then use these later to help us answer the questions!**

**First of all, find a nice cosy spot outside, preferably in the shade. You will need to draw and cut out up to 36 little ladybirds. You might need to ask your adult to help you with the cutting!**

**Once you have done that you need to try and find 4 leaves. Why 4 leaves you ask? Because we are finding quarters, so you will be sharing into 4 equal groups!**

** If you can’t find any leaves big enough, you can draw and colour some and cut them out. Once you have all your resources ready it’s time to begin!**

**Have a look at the range of resources I'm using. **

**You could use leaves from outside.**

**If you would like to, you could print the sheet below with the resources on and use these like below**

**If you don’t have coloured pencils, that’s okay.**** You don’t have to colour them in. You can just use the paper supplied in your packs. I drew some spiders to show that you can still do the learning if you're not sure how to draw ladybirds.**

**If you have ran out of paper, still do today’s learning but with permission use whatever you can find from around your house and take it outside to enjoy taking part in ‘Outdoor learning day’.**

**So, if you struggled with yesterday's learning, we just want you to repeat the same activity, using your ladybirds until you're ready to answer the questions below. That might not be until tomorrow, but that's still okay - practise makes perfect!**

**If you're happy and feeling confident, have a go of these questions below. They get trickier as they go on! Remember use your ladybirds and leaves to help you to find the answer. **

**I'll show you an example below.**

**What is one quarter of 12?**

**First you will need to find 12 ladybirds and have 4 leaves. You then need to share your ladybirds into 4 equal groups. Count as you go, making sure you have an EQUAL amount.**

**3 is the answer. 12 shared into 4 equal groups is 3. One quarter of 12 equals 3. We can also write one quarter like this:**

For now, we would just like you to write 'quarter'.

Here is a copy of the questions. A word document of this has been added should you wish to print it off.

**Challenge - **

**Wednesday 20th May 2020**

**Good morning Year 1, today we are going to continue to find a quarter of an amount. We are going to keep it really practical today and take it slowly.**

**First what we would like you to do is either explain to your adult, or write on your paper.**

**I f you split something into quarters, how many are you sharing it by? How many equal groups will there be?**

**What is the difference between finding quarters and finding halves like last week?**

**Well done - When we are finding quarters, we are sharing or dividing it into four equal groups. Last week we were finding halves so we were sharing into two equal groups. That is the difference!**

**For today’s learning I want you to find as many ways as you can to find a quarter of these amounts - 4**

**12**

**16**

**20**

**How many different ways can you find a quarter of that amount? Try and aim for two for each number.**

**I am going to show you all of the different ways that I have found quarters but I will just show you finding a quarter of 8. You don't have to use the things I have used. You could simply just share items into groups of 4 (which is the same as finding a quarter of an amount) or you could make it as unusual as possible. You could number the groups, you could use toys for the groups, maybe use plates, or simply draw 4 circles on a piece of paper and share the counters.**

**I decided to add a quick story to explain what we did. If you really wanted to challenge yourself you could try this too. We cant wait to see what you get up to!**

Once upon a time, in a little house in Stowmarket lived four cuddly friends. Jerry the giraffe was a little bit bored, so he asked all of his friends if they wanted to play a game of cards. They started with 8 cards and shared them into 4 equal groups. They all received 2 cards each.

After their fun game, Benny the bear was feeling creative so he went to get the coloured crayons to make a beautiful picture. Peppa was really excited to do some crafts - she was very creative. Benny shared the 8 crayons equally between the 4 friends. They all had 2 crayons each.

After their creative time, they decided to do some number work. "Go get the bears out of the brown cupboard and we can use them to count!" shouted Peppa. Benny decided to go, after all, he was a bear too! It was Peppa's turn to share the counting bears. She had 8 to begin with and had a quarter of them to her self. She and he friends all had 2 each. They decided to go in a circle and count in 2s. I wonder if you could show them how you do it?

All of that learning called for a snack. "Let's find something tasty to eat!" shouted Jerry. Before Jerry had taken his next breath Daisy the dog hurried into the kitchen and found the closest thing she could get her teeth into. "Close your eyes!" she exclaimed excitedly waiting for her friends to enjoy their tasty treats! She had shared 8 potatoes equally between the 4 friends. They all got 2 each.

"Potatoes!" the friends sadly shouted. "We don't want raw potatoes, Daisy!" Daisy went back to the kitchen.

Daisy happily wagged her tail as she trotted back to the mat with the yummy treats. She started with 8 treats. She shared them equally into 4. She had one quarter of the treats. Daisy and her friends all had 2 each.

And they had left none for Miss Brennan. "Today we are finding quarters, we need to share and divide all our items into 4."

...So Miss Brennan took the bag and enjoyed the rest by herself!

The end.

**Challenge - **

**Have a go at answering my question. What’s wrong with it?**

__Tuesday 19th May 2020__

Today we are going to continue to learn how to recognise quarter of an object or shape. Tell your grown up what you already know about a ‘quarter’, think back to your learning from yesterday.

Now let’s watch and listen to this song.

Look at this picture – can you talk to your grown up and tell them which shape has been quartered correctly? Tell them how you know – use the word ‘equal’ in your answer.

__Learning Task:__

Use the discussion points below to challenge your thinking and reasoning whilst doing these activities – you do not need to do all the activities, choose whichever one you feel most comfortable with. They all practise the same skills.

1. Look at the pictures below and work out which shapes have been quartered correctly.

2. Look at the next picture and sort the shapes in to quarters and halves or download and print the sheet attached to do this on paper.

(Sheets to download and view or print are attached below.)

Finally, have a go at the challenge activities below (last two pictures).

*If you are finding this tricky don’t worry – repeat yesterday’s activity of finding a quarter of objects. You could find some food items in your kitchen (with a grown up!) and talk about how you would cut them into quarters. Maybe you could draw a picture of them and then draw two lines to show how you would cut them into quarter.*

__Discussion points:__

How do you know if an object or shape has not been split into

Quarters?

Is this the same for all shapes?

Can we make a quarter in a different way?

__Monday 18th May 2020.__

Thank you for all the photos we had of people practising their halving of objects and quantities. Following on from learning about halving, this week we are going to learn about another fraction – a quarter.

Watch the video clip and then discuss these questions with your grown up...

Tell you grown up what you think the word ‘quarter’ means? Where have you heard it before? Where have you seen or found quarters in real life?

Now make sure you have a piece of paper in front of you and then watch and listen to Mrs Brown’s video below.

__Learning task: __

Look at the picture below and decide if the objects can be divided into quarters – can you say why you think that?

If you are able to, print the sheet out (link to download below) and then cut out the objects and fold them into quarters to see if you were right.

You could also have a go at making a morning snack again this week, perhaps have an apple, slices of cucumber, grapes (maybe a piece of cake) – can you cut these the items into quarters? Is there more than one way of doing it?

__Discussion points:__

How many parts does my whole have?

Are my parts equal or not equal?

How can you show a quarter of something?

How do you know if a shape is split into quarters?

How many quarters make a whole?

Can we count them?

**Friday 15th May**

**Today we are going to continue working with halves, whilst working on your problem solving and reasoning skills.**

**First watch the video, how many halves can you spot?**

**Remember the RUCSAC approach when we are answering reasoning questions - we use this method because it helps us to make sure we have remembered all of the steps, including checking if our answer is right.**

**Watch my video below demonstrating how you could use this to help you solve the questions.**

**Have a look at the sets of questions below. If you are not ready to answer the questions, that’s okay - just go back and repeat some of this week’s activities until you are ready.**

**When you are confident, have a go at answering the questions on the sheet below. Feel free to print off or just answer the questions on the paper provided in your packs.**

**Set 2 are a bit trickier than Set 1 so you might want to do these once you’re ready to challenge yourself**

**Thursday 14th May**

**Good morning boys and girls. Today, we are going to continue to find half of quantities.**

**First of all, we would like you to watch the video to help recap your learning.**

**Now you have watched the video, we’d like you to have a go at the questions in the pictures.**

**If you’re not ready to move on to today’s activity, that’s okay, go back to yesterday’s learning and recap.**

**First try this set of questions. You can use the paper in your packs to record on. If you want to, you can draw the objects or use counters to help you find out the answer.**

**I****f you are feeling confident, try these questions next. Maybe you could challenge yourself and answer the questions without counting or drawing the objects out.**

**Challenge - **

**Have a try at today’s challenge.**

Ben ate 30 hot dogs. Anna only ate half of those. How many hot dogs did Anna eat?

__Wednesday 12th May - Find half of amounts__

**Good morning boys and girls, we hope you are enjoying your learning so far this week. Today we are going to build on from or prior learning this week to find half of quantities.**

**Quickly, explain and show an adult what we mean by ‘half’...ready? Go!**

**Well done, it’s when we split or share an item into two equal parts or groups - and that is what you have been focusing on so far this week. We’re going to have a go at doing it with different amounts. Have a look at the pictures below.**

**Do you see? When we are halving an amount, we are just really sharing it into two equal groups. (This is what we did last week!)**

**So what we would like for you to do for today’s learning, is to have a go at halving some amounts. **

**If you are not sure or don’t remember how to share between two equal groups, watch Miss Brennan’s videos again from last week which might help you.**

**If you are feeling ready to halve (remember it’s the same as sharing into two equal groups) then try finding half of these amounts - **

**Half of 8**

**Half of 12**

**Half of 20**

**Set out your work like the picture below, with the paper provided in your packs!**

**If you are feeling really confident, you might want to try these ones as well - **

**Half of 18**

**Half of 24**

**Half of 30**

**You can use whatever objects you can find around your house to help you find half of that amount.**

**You could set them out like this to help.**

**Challenge - **

__12/05/20 - ____Find a half__

Well done for all your brilliant learning about halving objects yesterday. We loved seeing the photos you emailed into us. Tale a look at the photos on the daily learning page to see what your friends have been up to as well!

Today we are going to continue to learn how to recognise half of an object or shape. Tell your grown up what you already know about ‘half’, think back to your learning from yesterday.

Now let’s watch and listen to this story.

Look at this picture – can you talk to your grown up, discuss and match the shape to its other half?

__Learning Task:__

Use the discussion points below to challenge your thinking and reasoning whilst doing these activities. (You do not need to do all three activities, choose whichever one you feel most comfortable with. They all practise the same skills.)

- Look at the pictures below and work out which shapes have been halved correctly
- Play this interactive game online to identify the halves or halves. http://www.snappymaths.com/counting/fractions/interactive/halfornotimm/halfornotimm.htm if you would rather
- Print the sheets attached and sort the shapes into the correct place – half or not half.

__Discussion points:__

How do you know if an object or shape has not been split in

half?

Is there more than one way to show half of a shape or object?

Is this the same for all shapes?

*If you are finding this tricky don’t worry – repeat yesterday’s activity of finding half of objects. You could find some food items in your kitchen (with a grown up!) and talk about how you would cut them in half. Maybe you could draw a picture of them and then draw a line to show how you would cut them in half. You might like to practise folding a piece of paper in half, or perhaps some items of clothing.*

__Monday 11th May 2020__

__Find a Half__

This week we are going to learn about finding a half.

First of all, watch this song below and then discuss the following questions with your grown up.

*Tell you grown up what you think the word ‘half’ means? Where have you heard it before? Where have you seen or found halves in real life?*

Now make sure you have a piece of paper in front of you and then watch and listen to Mrs Brown’s video clips below.

__Learning task: __

**First:** look at the picture sheet below and discuss how you could cut the objects in half.

**Next:** make a morning snack perhaps have an apple, slices of cucumber, grapes (maybe a piece of cake)

Can you cut these the items in half? Is there more than one way of doing it?

*Take some photos and email them to your teacher - we would love to see your halving and also share them on our website for your friends to see.*

__Discussion points:__

How many parts have I split my object into?

How can you show a half of something?

How do you know if a shape is split into halves?

How many halves make a whole?

Can we count them?

__Thursday 7th May__

**Good morning Year 1, we hope you had fun with your tea party! It was lovely to see so many of your fantastic pictures. Today we are going to build on from our learning yesterday.**

**If you struggled with yesterday’s learning and you’re not ready to move on today - that’s okay. For now, go back and complete the activity again, sharing different amounts of items between two groups.**

**If you are ready to move on, take another look at videos 2-5 from yesterday before completing today’s questions. **

**You can answer these straight on the paper provided in your packs. If it helps use some objects to help you count the shared items into equal groups.**

**You could use pasta, counters, smarties whatever you can find!**

**Complete the sentences;**

**Challenge - If you're feeling really confident and have completed the sentences above, you may want to have a go at the challenge question below!**

**Wednesday 6th May**

**Morning boys and girls. Today we are going to be building on from our learning this week; making equal groups and sharing them equally.**

**First of all I want you to think back to the questions from yesterday - explain to your grown up what equal means, you have 10 seconds - ready? Go!**

**Well done - equal means to have the same, so when I’m making 2 groups of 5, each group has 5 in. The groups are the same. **

**So today we’re going to start with all of the items, and share them into equal groups. For this you will need some helpers. I have got some teddies to help me. Now watch the videos to help you complete today’s activities. (There's a lot of videos but they are only very short. Technical issues!)**

**Remember to record your sharing in sentences like this**

**There are ____ altogether**

**There are ____ groups**

**There are ____ items in each group.**

**For now, just try to share items in equal groups of 2, remembering to record with sentences like mine.**

**If you’re not ready to move on to sharing today, that’s okay - repeat yesterday’s activity and have a go when you’re ready.**

**If you’re feeling really confident you could have a go at sharing into groups of 5 as well as groups of 2 - we have been practising a lot counting forwards and backward in 2s 5s and 10s that should help you!**

**Discussion points - **

**How can I share my items equally?**

**What am I sharing? How many are there altogether?**

**Are they equal?**

**How can I share the objects equally? **

**How many equal groups**

**am I sharing the objects into? Are the groups equal? **

**Are there any left over?**

**Challenge - **

**5/05/20: Making equal groups - grouping**

Today we are going to continue to practice putting objects into groups of an equal amount.

Watch my videos below to see how I do this:

__Learning Task:__

Now I want you to take the given number of objects shown in each question (they could be stones, pasta, buttons, squares of paper, anything you can find!) and complete these sentences. Use the method Mrs Brown showed in the video to help you complete it.

**With 10 objects I can make: **

**____ equal groups of 2.**

**_____ equal groups of 5.**

**_____ equal groups of 10.**

**With 20 objects I can make: **

**____ equal groups of 2.**

**_____ equal groups of 5.**

**_____ equal groups of 10.**

**With 30 objects I can make: **

**____ equal groups of 2.**

**_____ equal groups of 5.**

**_____ equal groups of 10.**

*If you find this tricky watch Mrs Brown’s video from yesterday and repeat the same activity. If and when you are confident move on to today’s activity but just focus on putting 10 objects into groups of 2 and 5.*

__Discussion Points:__

*How can you tell if the groups are equal?*

*If I have 21 objects can I split them into groups of 5? Do I have equal groups? How do you know?*

*For an extra challenge have a go at the question below*

__4/5/20 ____Making equal groups - grouping__

Today we are going to be recognising groups of objects.

We are going to look at a set of objects and put them into groups and say how many groups we have.

Watch Mrs Brown's video to see how we do this . . .

**Learning task: **

Now see if you can copy what I did in the video to find the answers to these questions. You can use stones, pasta, buttons, squares of paper, anything you can find to put into groups.

**There are 8 in total. There are 2 in each group. How many groups? ____**

**There are 15 in total. There are 5 in each group. How many groups? ______**

**There are 25 in total. There are 5 in each group. How many groups? ______**

**There are 30 in total. There are 10 in each group. How many groups? ______**

**There are 20 in total. There are 10 in each group. How many groups? ______**

**Discussion points - Use these questions with your child, to challenge their thinking during this task**

How do you know that the groups are equal?

Can you put 8 into 2 groups? How many objects would be in each group?

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