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Rowsley C of E Primary School
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w.b 20-04-20

Maths w.c. 20.4.20
(Maths is planned by Mrs Hodgson this week - any queries or comments please email s.hodgson@peaktorfederation.co.uk)

Thursday

 

LO: To start to become familiar with the term o'clock and what an hour is.

 

Explain to your child that there are too many minutes in a day to count, so we measure times in hours.  Explain an hour is a long time – from sitting down eating lunch at school to coming back inside after playing.  Every time another hour has passed, the little hand on the clock will point to the new time.  Look at the interactive clock together here https://www.youtube.com/watch?v=cXuAUZVEufc .  Go through the day starting with the time they get up, sticking to o’clock times, e.g. “7 o’clock you got up, then at 8 o’clock it was breakfast, 9 o’clock, 10 o’clock, 11 o’clock, 12’o’clock we had lunch etc.”, encouraging your child to count along with you.  Note that reception children are not expected to read o’clock times, but rather to understand time is something that can be measured and be familiar with the term o’clock.

 

Give your child some small bits of paper and ask them to draw six things they did yesterday, prompting them that this could include getting dressed, brushing teeth etc.  Can they put them in the order they happened? Discuss the approximate o’clock time of each and look at them together on a clock. 

 

Wednesday

 

LO: To understand how long a minute is.

Ask your child to close their eyes and have them try to guess when a minute has passed.  Tell them if their guess was more or less than a minute.  Try a few times if your child is willing.  If they are guessing too soon, you can say ‘not yet’ and let them have another guess.

 

Complete more one minute challenges.  How many times can they sing Twinkle Twinkle in a minute? How many toys can they tidy away? How many times can they run from one end of the garden to another? Encourage your child to also be the time-keeper (either with a digital stopwatch on a phone or similar, or an analogue clock), shouting go and stop whilst you or a sibling completes an activity.

 

 

Tuesday

 

Starter activity:

 

Ask your child to help a cuddly toy or puppet who keeps getting in a muddle with their days of the week.  Lay out the flashcards from yesterday, but with two of the days the wrong way round.  Ask the cuddly toy to read out the days and see if your child can help correct him.  Play this a couple of times.  Does your child know what day it is today? Show your child this flashcard.  What day was it yesterday? What day will it be tomorrow? If your child doesn’t know, ask them to put their finger on the Tuesday card then count back/forward one day and read it out to them.   Some children might be able to work out what day it will be in 2 or 3 days’ time and which day it was 2 or 3 days previously.

 

 

 

Main activity:

  

LO: To understand how long a minute is.
 

Moving on now to understanding units of time.  Explain that your are going to sit and watch how long it takes for the second hand to go all the way around the clock, and that this is called one minute.  If you don’t have a clock with a second hand, this interactive clock has one https://www.visnos.com/demos/clock.  You could also watch one minute passing using the stopwatch on a phone. (If you have been doing Joe Wicks’ PE lessons, you could also point out each exercise + each rest = one minute). Be clear that a minute in length always takes the same amount of time. Give your child some challenges to complete in one minute, counting how many actions they can do.  For example, how many times can they write their name? How many times can they stand up and sit down? Think about your child’s counting ability when setting the actions; some might need support with counting if the number of actions goes above 20. 

 

 

Monday

LO: To know the days of the week.

 

This week’s work is focused around time, starting with the days of the week.  Read The Very Hungry Caterpillar by Eric Carle, or, watch it here https://www.youtube.com/watch?v=75NQK-Sm1YY.   Read/watch it for a second time, asking your child to point out whenever there is a day of the week mentioned.  Point out that all the day words end in day.  Using the printed days of the week flashcards or flashcards you’ve made yourself, read through the days of the week together, pointing at each card as you say it.  Remind children the days always come in the same order each week.  Can your child tell you the days they are normally at school? Can they tell you the day they have PE (Weds) or the day they go to the woods (Thurs)? Can they tell you the day they have Mrs Hodgson and special mentions in Collective Worship (Fri)? Try saying several days in order and see if your child knows what comes next (“Tuesday, Wednesday,…?”)

 

Extra activity – you and your child could learn the British sign language for the days of the week by watching a YouTube video like this one https://www.youtube.com/watch?v=cXuAUZVEufc  Actions to go alongside words can help children remember a sequence.

If your child still wants to do more, start looking ahead to months of the year - we'll be coming on to this later in the week but it's quite a big area for children to cover.

Friday

 

Starter: Count round a clock together for o’clock times. 

 

Main activity

LO: To begin to know the months of the year.

Print off the month balloons (I’d recommend 4 to a page; you can also just write the months out on separate bits of paper) and read the months of the year to your child.  There are lots of months of the year songs – if you know one, why not sing it with your child? Alternatively, there are lots of songs on YouTube.  The closest tune to the one I learnt as a child is this one https://www.youtube.com/watch?v=5enDRrWyXaw.  You can also say the months of the year as you do each action of the Macarena dance if you know it.  Older Rowsley children would be able to demonstrate this if your child has siblings.  Go back to your balloons and write down when different things happen on them – family birthdays, Christmas, Hallowe’en if you celebrate it etc.  You might not have something for every month. 

 

Split a piece of A4 paper into 4 and help your child to draw pictures to represent the 4 seasons.  Write down for your child the months of the year that fit into each and explain that it means January is always a cold month, in April there is blossom on the trees etc. 

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