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Maths

This weeks maths as below to print if you need it...

Objectives that will be covered this week: Spelling/ordering days of the week and months of the year.

Read and write numbers from 1 to 20 in words

Recognise and use language relating to dates, including days of the week, weeks, months and years

Your Science and DT tasks this week mean that you need to use these skills repeatedly through the week so they will help you to perfect your mathematical spelling.

Monday –

Group 1 Please write out the days of the week in order.

Group 2 Please write out the months of the year in order.

Discuss any misspelt days/months and come up with a funny way to break down your spelling. The rewrite in the chunks/syllables to help you remember. Please don’t forget months of the year and days of the week all start with a capital letter.

For example: Wednesday – you may break this down into Wed-nes-day

February – Feb- ru – ary

Say it like that to help you spell it. Discuss Thursday – starts with a digraph ‘Th’ but Friday an F and consonant blend ‘Fr’. Saturday uses the ‘ur’ digraph and Monday – the ‘o’ make an ‘u’ sound.

June uses a split ‘u_e’ digraph, the ‘u’ in July uses the vowel name. November uses split o_e same as December using split e_e

 

Tuesday

Group 1 – numbers as words 0 – 10

Again discuss any possible errors or patterns. Two is a homophone with to, too.

Four is like for but you add a u. five, nine use a split i_e

Group 2 and 3 – 0 -20

 

Wednesday

Group 1 – 11 – 20 and then multiples of 10

Please talk about ‘teen’ and ‘ty’ teen like teenagers is older than 12 but younger than 20. ‘ty’ being multiples of ten. Try to relate to the spellings of 0-10 to help. Eleven uses split e_e and twe – in twelve and twenty is similar to two. Thir in thirteen and thirty is similar to three. Fift in fifteen and fifty represents five.

 

Group 2 and 3

Please write your numbers from 20 in words as far as you can go!!

 

Thursday

Estimate then work out. Use estimation to check that his/her answers to a calculation are reasonable e.g. knowing that 48 + 35 will be less than 100

This task should help you to apply your skills of more/less, half/double, bonds to numbers to 20, understanding of commutative law, multiplication skills, it will also support mental maths.

 

For each calculation you need to make an estimation. Please try to either write your reasoning or explain it to your adult. Should your answer be more or less at the end? Is it a near bond or a near double? Are you adding in multiples?

If your child needs support adding 2 digit numbers use some pencils to represent sticks of 10 and some pebbles/counters/buttons/raisons to be the ones (what we called units).

Please make sure you estimate and give reasons first. NB parents – don’t let them look at it too long or say it mentally otherwise they will automatically try to complete it rather than focus on their other mathematical reasoning.

 

Group 1

5 + 6 =                    2 + 3 =             10 + 10 =              13 + 1 =

10 – 9 =                   10 – 3 =             __ + 7 = 10          __ + 2 = 10

20 – 10 =                  8 – 2 =              12 – 2 =               14 – 1 =

2 + 2 + 2 =                 10 + 10 + 10 + 10 =                    13 x 10 =

 

Group 2

6 + 7 =              12 + 8 =        20 + 25 =       30 + 30 =

20 – 3 =            20 – 5 =         14 + ___ = 20         5 + ___ = 20

33 – 13 =           45 – 5 =         52 – 3 =            66 – 22 =

5 + 5 + 5 =            60 – 5 – 5 - 5 =       13 x 5 =

 

Group 3

40 + 60 =                 50 + 60 =       33 + 33 =      44 + 44 =

105 + 105 =              99 – 11 =          63 – 31 =       100 – 40 =

120 – 60 =                 66 – 26 =       ___ + 30 = 90       ___ + 25 = 75

100 – 5 – 5 – 5 =          160 – 10 – 10 – 10 – 10 =         27 – 3 – 3 -3 =

13 x 3 =                   13 x 5 =            20 x 10 =


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