__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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