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Rowsley C of E Primary School
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w.b.27-04-20

Maths w.c. 27.4.20
(Maths is planned by Mrs Hodgson this week - any queries or comments please email s.hodgson@peaktorfederation.co.uk)

 

Monday

Recap the days of the week.  Say a few days in a row and ask your child which day comes next.  Do they know that after Sunday, Monday comes round again? Can they tell you which are the weekend days?
 

Main activity
LO: To begin to know the names of 3D shapes.
Resources needed: some objects to act as 3D shapes.  These can be put back intact after a couple of days, so a box for example doesn’t need to be empty.  Ideally a 2-4 of each shape. Suggestions below.
Cylinders – e.g. food tin, toilet roll/kitchen roll or toilet roll/kitchen roll tube if you have one
Spheres – balls
Cuboids – cereal box, other food boxes, lego/duplo bricks
Cubes – dice, cube tissue box, 

Explain to your child that just like flat shapes have special names like triangle, square, circle, shapes that are not flat also have special names.  These are 3D shapes.  Show one example of each shape and tell them the name of that 3D shape.  Can your child then sort the other objects so that all cubes are together, all cylinders etc.  As they place each shape, recap the name of it. 

 

What is the difference between a cube and a cuboid? Can your child spot which one is made of squares? Explain these are called faces.  Count the faces together by putting a pen mark on them or a piece of blue tac so your child can see which faces you have already counted. 

 

Tuesday

Recap the months of the year using a song or the Macarena dance.  Can children tell you whether a month is a hot or cold month or in between?

 

Main activity
LO: To begin to know the names of 3D shapes.
Resources as for yesterday.

Put the 3D shapes in groups so that cubes are together, cuboids etc. but purposely mix two of the shapes us.  Explain to your child you think you got in a muddle.  Can they put the shapes back in their correct groups? As they do, talk about the name of each shape.  Repeat this a couple of times.

Can your child remember which shape had all square sides? Which other 2D shapes can they spot on the 3D shapes (i.e. a circle on the end of the cylinder, a rectangle on the cuboid).  As you discuss this, keep repeating the 3D name shapes so your child hears them over and over, even if it begins to sound a bit ridiculous to you! (“Yes the cylinder does have a circle on each end, well spotted! Now what about the cuboid?” Yes the cuboid does have rectangles”.)  Count the faces of the cube again, and other shapes as well if your child is interested.

 

Wednesday

Recap the months of the year using a song or the Macarena dance.  Can children tell you whether a month is a hot or cold month or in between?  Do they know when their birthday is? Can your child remember the 4 seasons?

Main activity
LO: To begin to know the names of 3D shapes.
Resources as for yesterday.

Put the groups of 3D shapes in different corners of a room or the garden.  When you shout a shape name, your child needs to run to that corner of the room.  You can make this more fun by adding in tricks like sssssssssssssssssssauages! so they start running to the cylinder before you’ve finished then realise they have to go back to the middle. 

 

Bring the shapes back together.  Can your child sort them into piles of which will roll best and which won’t roll? Can they spot what the rolling shapes have in common? Discuss ‘flat faces’ and ‘curved faces’.

 

Thursday

Start showing a 3D shape from behind the sofa or similar so your child sees it a bit at a time.  Can they say the name of the shape?

 

Main activity
LO: To know the terms left and right and begin to know which is which.

Show chn how they can make an ‘L’-shape using their left hands holding their hands vertically, fingers together, thumbs ‘stuck out’.  Remember, L is for left! Also ask your child to think about which hand they write with.  Draw an imaginary line down their body from their feed and explain everything on one side is left, everything on the other side is right.

 

Play ‘Simon says’. Call out instructions such as: Simon says put up your left hand. Put up your right hand. Simon says touch your right knee. Now touch your left knee. Simon says shake your right leg.

 

Friday

Which number is bigger? Write two numbers on pieces of paper/post-its and ask your child which number is bigger.  If they are struggling, draw dots underneath for them to count.  Some children will manage this with numbers to 10 or 15, others will need to be challenged to bigger numbers.  Repeat a couple of times then repeat a couple more times with your child writing the numbers and challenging you so they can practise their number formation.

 

Main activity
LO: To know the terms left and right and begin to know which is which.

Create a short obstacle course for a teddy and model moving the teddy along it giving directions – “now turn left at the shoe, go forwards and over the toy garage, now turn right and go behind the TV”.  Ask your child to create an obstacle course and help them talk through directions for teddy using left and rights and words like behind, over, under, around.  

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