Scroll down for this weeks Maths activities.
Oral Maths
Oral Maths is of huge importance for all classes and each Maths lesson always starts with oral games and questions.
Oral Maths games:
Oral Maths questions:
Time:
Maths Scavenger Hunt:
Why not complete some Maths challenges while you are at home?
Oral Maths games:
- Addition (a class favourite): keep asking them oral sums. We usually play against each other so maybe a timer could be used here to make it more exciting.
- Catch a number line: Throw a ball and teddy to each other while counting up the number line. Can also be used for counting backwards.
- Magic number (another class favourite): You can pick a number between zero and twenty. Throw a ball/ teddy to each and whoever lands on that magic number is out!
Oral Maths questions:
Time:
- What day of the week is it? What day was yesterday? What day will tomorrow will be?
- What month is it? What year is it? What season is it?
- What day comes before Tuesday? What day comes after Friday? etc.
- Count 0 to 20. Count backwards from 20 to 0.
- What numbers comes before 7?
- What number comes after 14?
- 0, 1, 2, 3, 4, ?, 6, 7, 8.........What number was missing?
Maths Scavenger Hunt:
Why not complete some Maths challenges while you are at home?
Written Maths
We have created a "Summer Booklet" that you have all received this week. We will be linking the Maths writing activities to this booklet. The booklet is dated and instructions will be uploaded here for the week.
Week starting 22nd of June
Monday
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Real Life 2D Shapes
Last week the children practised sorting 2D and 3D shapes.
Today's activity is all about 2D shapes: the circle, the triangle and the rectangle.
Ask the children to revise the rhymes we use in school for each shape: Suzy Circle, Ricky Rectangle and Tommy Triangle.
Sort all the pictures of items that can be found at home according to their shape.
Cut out each picture and sort them according to their shape.
For example:
The pizza slice is shaped like a triangle.
The doughnut is shaped like a circle.
The door is shaped like a rectangle.
Tuesday
Numbers to 10
The apples have fallen from the tree and have got all mixed up.
Can you put the numbers in order from 1 to 10?
Cut out each apple and stick them in the boxes in order starting at 1 and finishing at 10.
The apples have fallen from the tree and have got all mixed up.
Can you put the numbers in order from 1 to 10?
Cut out each apple and stick them in the boxes in order starting at 1 and finishing at 10.
Wednesday
Number Words
We know the children are very good at counting up to ten....and even above 10.
Can they read the number words as easily?
Cut out each number word and match it to the number.
Week starting 15th of June
Monday
Greater Number
What number is bigger?
For this activity the children will identify the number that is bigger?
If the children are experiencing difficulties identifying the greater number, encourage them to use a number line. The greater the number, the further up the number line it will be.
Alternatively the children can use manipulatives to help identify the bigger number.
Count out a set of four objects (teddies, blocks, colouring pencils etc.) and also count out a set of seven objects.
Which set has the greater amount of objects?
This will show the children the greater number.
What number is bigger?
For this activity the children will identify the number that is bigger?
If the children are experiencing difficulties identifying the greater number, encourage them to use a number line. The greater the number, the further up the number line it will be.
Alternatively the children can use manipulatives to help identify the bigger number.
Count out a set of four objects (teddies, blocks, colouring pencils etc.) and also count out a set of seven objects.
Which set has the greater amount of objects?
This will show the children the greater number.
Tuesday
Jellybean Subtraction
The children will practise their subtraction skills for these sums.
They may need to use some of the strategies shown above to help them with their "take away" sums.
Helpful Hints:
1- Pictures: cross out pictures to show the sum.
4-2=__
Four jellybeans take away two jellybeans. Cross out 2 jellybeans and say how many are left?
2-Fingers: Using their fingers as a counting tool
4-2= __
Show four fingers. Take away/ put down two fingers.
How many fingers are you still showing?
3-Use Manipulatives: Using blocks, teddies, pencils or
anything the children can physically count.
4-2= ____
Count out 4 blocks. Take two away. How many blocks are left?
The children will practise their subtraction skills for these sums.
They may need to use some of the strategies shown above to help them with their "take away" sums.
Helpful Hints:
1- Pictures: cross out pictures to show the sum.
4-2=__
Four jellybeans take away two jellybeans. Cross out 2 jellybeans and say how many are left?
2-Fingers: Using their fingers as a counting tool
4-2= __
Show four fingers. Take away/ put down two fingers.
How many fingers are you still showing?
3-Use Manipulatives: Using blocks, teddies, pencils or
anything the children can physically count.
4-2= ____
Count out 4 blocks. Take two away. How many blocks are left?
Wednesday
2D or 3D Shapes
Are these shapes 2D or 3D?
The children will explore 2D and 3D shapes in this activity.
The children can review the 2D shapes using the picture above .
The children can explore 3D shapes using the song above.
Using the colours blue and yellow the children will sort the shapes.
All the 2D shapes will be coloured blue.
All the 3D shapes will be coloured yellow.
Thursday
Ordering Numbers
The children will practise ordering the numbers from smallest to greatest.
The children could practise the caterpillar ordering game above to sequence numbers from o to 20 from smallest to greatest.
The squirrel has lost his nut! Help him retrieve it.
For the written activity, the children will cut out each number and sequence them in order of smallest to greatest from the squirrel to his nut.
Friday
Numbers 1 to 20
The children are very good at counting orally from one to twenty.
Can they sequence the numbers in order?
The children will cut out each number and sequence the numbers in order from 1 to 20.
Week starting 8th of June
Monday
Ten Frames
For this activity the children will use their counting skills.
They will count the amount of black dots and write the total amount in the pineapple.
HINT: The children are only learning to write numbers above 10.
Remind them that one always comes first when talking about numbers between 10 and 19.
Tuesday
Subtraction to 5
The children will practise their subtraction skills for these sums.
They may need to use some of the strategies shown above to help them with their "take away" sums.
Helpful Hints:
1- Pictures: cross out pictures to show the sum.
3-1=__
Three suns take away one sun. Cross out 1 sun and say how many are left?
2-Fingers: Using their fingers as a counting tool
3-1= __
Show three fingers. Take away/ put down one finger.
How many fingers are you still showing?
3-Use Manipulatives: Using blocks, teddies, pencils or
anything the children can physically count.
3-1= ____
Count out 3 blocks. Take one away. How many blocks are left?
Wednesday
Add and Colour
The children can add the two numbers together and write the answer.
If the children are experiencing any difficulty adding the two numbers, encourage them to use lego blocks, dolls, teddies to help them with their counting.
The children can complete the picture by colouring using the colour code at the end of the page:
For example: 4+4=8
When the answer is eight, the children will colour that section orange.
Answer colour codes:
4=green 5=brown
6=blue 7=yellow
8=orange 9=pink
Thursday
Ten Frame Addition
The children can add the two numbers together and write the answer.
The children can "draw out the sum" by putting dots in a box for each number.
For example: 2+3= ______
Two red dots and three blue dots equals 5 dots altogether.
If the children are experiencing any difficulty adding the two numbers, encourage them to use lego blocks, dolls, teddies to help them with their counting.
The children can add the two numbers together and write the answer.
The children can "draw out the sum" by putting dots in a box for each number.
For example: 2+3= ______
Two red dots and three blue dots equals 5 dots altogether.
If the children are experiencing any difficulty adding the two numbers, encourage them to use lego blocks, dolls, teddies to help them with their counting.
Friday
Missing Addends
What number is missing?
The children can use their addition and subtraction skills to complete these sums.
Helpful hint for Maths language: There are 3 cookies in a jar.
How many more cookies do you need to put in the jar to have 5 cookies altogether?
Example 1: The children can use their fingers, blocks or draw pictures to help with their counting.
Draw 3 cookies. How many more do you need to draw to have 5 cookies altogether? Maybe use two different colour pencils.
Example 2: Ask the children to count 5 blocks out. Put 3 to one side. How many are left? How many were needed to be added to the 3 blocks to make 5 altogether?
What number is missing?
The children can use their addition and subtraction skills to complete these sums.
Helpful hint for Maths language: There are 3 cookies in a jar.
How many more cookies do you need to put in the jar to have 5 cookies altogether?
Example 1: The children can use their fingers, blocks or draw pictures to help with their counting.
Draw 3 cookies. How many more do you need to draw to have 5 cookies altogether? Maybe use two different colour pencils.
Example 2: Ask the children to count 5 blocks out. Put 3 to one side. How many are left? How many were needed to be added to the 3 blocks to make 5 altogether?
Week starting 1st of June
Monday
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Bank Holiday
The children have been working so hard at home, as have the parents, so we think you all deserve to take a break on this Bank Holiday Monday. The children's work for today is to have fun out in the sunny weather. |
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Tuesday
Patterns
Can you complete the pattern?
Ask the children to say the pattern and then to complete the pattern by drawing the correct shape in the box.
Ask the children to complete the patterns by using different colours for each shape to make a colour pattern also.
Can you complete the pattern?
Ask the children to say the pattern and then to complete the pattern by drawing the correct shape in the box.
Ask the children to complete the patterns by using different colours for each shape to make a colour pattern also.
Wednesday
Counting On
What number comes next?
Ask the children to complete the mini number lines by counting on from the number in the fish bowl.
For example:
Starting at 5...what number comes next? 6
what number comes after 6? 7
what is next? 8
Thursday
Number Before and After
What number comes before 5?
What number comes after 2?
Ask the children to identify the number before in the first column.
Ask the children to identify the number after in the second column.
The number line will help the children to complete this task.
What number comes before 5?
What number comes after 2?
Ask the children to identify the number before in the first column.
Ask the children to identify the number after in the second column.
The number line will help the children to complete this task.
Friday
Count and Graph
How many fishes are there?
How many surfboards are there?
How many starfish are there?
How many glasses are there?
Colour the correct amount of boxes to match the total number of each item.
For example: For starfish colour 2 boxes in the column.
AT HOME IDEAS
The children could make their own bar chart by asking their families questions.
For example: They could pick four chocolate bars and ask their family "What is your favourite chocolate bar?"
They could ring their grandparents, aunties, uncles or friends to make a bigger graph.
Week starting 25th of May
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This week's written activities for Maths will be based on the topic: Number
The children will practise a range of number skills:
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Number Hunt
Outdoor Challenge for this week:
What numbers can you see when you are out on your walk?
Look for numbers:
- On doors
- On signs
- On vehicles....buses, cars, trucks.
Monday
Surfing Addition
The children can add the two numbers together and write the answer.
If the children are experiencing any difficulty adding the two numbers, encourage them to use lego blocks, dolls, teddies to help them with their counting.
Tuesday
Butterfly Addition
The butterflies have lost their spots!!
Ask the children to help them by drawing the correct numbers on each wing.
The children can then add the two numbers together and write the answer.
If the children are experiencing any difficulty adding the two numbers, encourage them to use lego blocks, dolls, teddies to help them with their counting.
Wednesday
Number Before and After
What number comes before 12?
What number comes after 12?
Ask the children to identify the number before and the number after the middle number.
The number line will help the children to complete this task.
Thursday
Mermaid Maze
Can you help the mermaid get to her shell?
Using the number fishes, ask the children to find the mermaids path to the shell.
The children will count from 1 to 20....and the mermaid will be able to return home!
Hint: The numbers must go in order, across or down, for the number maze to be completed.
Can you help the mermaid get to her shell?
Using the number fishes, ask the children to find the mermaids path to the shell.
The children will count from 1 to 20....and the mermaid will be able to return home!
Hint: The numbers must go in order, across or down, for the number maze to be completed.
Friday
Missing Numbers
Some of the teddies have lost their numbers!
The children will complete the mini number lines by filling in the missing number.
Some of the teddies have lost their numbers!
The children will complete the mini number lines by filling in the missing number.
Week starting 18th of May
Monday:
Length scavenger hunt:
1. Hold and look at your pencil. Find something in your house longer than your pencil and shorter than your pencil. Draw a picture of both.
2. Sweeping brush handle. Find something in your house longer than it and something shorter than it. Draw a picture of both.
3. Milk carton: Find something taller than the milk carton and something shorter than the milk carton. Draw them.
Length scavenger hunt:
1. Hold and look at your pencil. Find something in your house longer than your pencil and shorter than your pencil. Draw a picture of both.
2. Sweeping brush handle. Find something in your house longer than it and something shorter than it. Draw a picture of both.
3. Milk carton: Find something taller than the milk carton and something shorter than the milk carton. Draw them.
Tuesday:
Estimating & Measuring: Estimating is when you think about the measurement of something and make a thoughtful guess. Measuring is using a tool to find the exact measurement.
Measure the length of the table. What household objects can we use to measure the length? (pencils, straws, lollipop sticks, markers, crayons, books, hands and so on). Take an estimate first. i.e. I think my table will be the length of 5 of my copybooks. Then measure with the copybooks and record your answer. Were you near with your estimate? Repeat using different measuring tools. Which tool worked the best? Why? (For example: The pencils were all different lengths/the crayons were too short and we needed too many of them).
Why not try doing this with a number of other objects, e.g. chair, windowpanes, doors, door panels, bed, bedroom, television, tiles, carpet tiles, etc
Estimating & Measuring: Estimating is when you think about the measurement of something and make a thoughtful guess. Measuring is using a tool to find the exact measurement.
Measure the length of the table. What household objects can we use to measure the length? (pencils, straws, lollipop sticks, markers, crayons, books, hands and so on). Take an estimate first. i.e. I think my table will be the length of 5 of my copybooks. Then measure with the copybooks and record your answer. Were you near with your estimate? Repeat using different measuring tools. Which tool worked the best? Why? (For example: The pencils were all different lengths/the crayons were too short and we needed too many of them).
Why not try doing this with a number of other objects, e.g. chair, windowpanes, doors, door panels, bed, bedroom, television, tiles, carpet tiles, etc
Wednesday:
1. Length song - reminding ourselves of some of the length vocabulary.
2. Chef Pierre measuring cinnamon rolls game
http://www.thelearningodyssey.com/sample_act/math_k/grade/subject/mak_04_03_03.html
1. Length song - reminding ourselves of some of the length vocabulary.
2. Chef Pierre measuring cinnamon rolls game
http://www.thelearningodyssey.com/sample_act/math_k/grade/subject/mak_04_03_03.html
Thursday:
Revision tasks:
1. Practice writing out numbers 1-10 in your copy. Ask your child is there any number that they think they could have wrote better? Write out the numbers 1-10 again. This time, see can you write any of the numbers in their word form. (one, two, three, four and so on.
2. Addition sums below to be put in copy.
Revision tasks:
1. Practice writing out numbers 1-10 in your copy. Ask your child is there any number that they think they could have wrote better? Write out the numbers 1-10 again. This time, see can you write any of the numbers in their word form. (one, two, three, four and so on.
2. Addition sums below to be put in copy.
Friday:
Outdoor Maths trail (weather permitting). Task cards below.. Enjoy! :-)
Outdoor Maths trail (weather permitting). Task cards below.. Enjoy! :-)
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Week starting 11th of May
This week we are learning about length.
Monday:
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Worms: Using a ball of play dough, ask your child to make a few worms. Ask your child to describe their worms. Discuss what is different about each worm they made and encourage using the vocabulary 'long, short, longer, shorter'. Now ask your child to make a worm that is the shortest and a worm that is the longest. Observe and discuss the worms.
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Tuesday:
Picturebook: 'Guess how much I love you': Listen to the story being read aloud. Focus on the new vocab 'Wide, high and long'. See if they can find a way to measure arm span (arms out wide from tips of finger on one hand to the other) and compare whose is wider! (using string, blanket, sweeping brush handle) Then compare heights with whoever is in the house and see who is taller!
Extra challenge:
- Have a hopping competition! Hop and see who can go higher.
- Stretching competition! Lie down and stretch to see who is longer.
When making measurements suggestions could be using string, wool, the wall (for height) and place a peg/item to mark the length
Picturebook: 'Guess how much I love you': Listen to the story being read aloud. Focus on the new vocab 'Wide, high and long'. See if they can find a way to measure arm span (arms out wide from tips of finger on one hand to the other) and compare whose is wider! (using string, blanket, sweeping brush handle) Then compare heights with whoever is in the house and see who is taller!
Extra challenge:
- Have a hopping competition! Hop and see who can go higher.
- Stretching competition! Lie down and stretch to see who is longer.
When making measurements suggestions could be using string, wool, the wall (for height) and place a peg/item to mark the length
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Wednesday:
1. Compare Two Objects of Different Length: Find two pencils / pens. What do you notice about these pencils? How could we describe these pencils? How are these pencils the same? How are these different? Ensure to use the vocabulary! 2. Compare objects again with focus on the comparative language. Find something around the house to use. e.g. a straw/ ribbon. Find some things longer than this straw. Find some things shorter than this straw. How will we check if we are correct? Whose ribbon is wider? mine or yours? Whose ribbon is narrower? How can you be sure? |
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Thursday:
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Teddy Bears: See any teddy bears / soft toys that you may have around the house. Put all the teddies on the table. Ask the children to sort them into 3 groups of height. I.e. Put taller teddies in one group, shorter teddies in another and teddies of the same height in the third group. After heights have been compared ask the children to suggest other ways that the teddies could be compared.
For example: bigger or smaller feet, longer or shorter legs. In groups of three, pupils put their teddies in order. Ask the children why they ordering their teddies in such a way. |
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Friday:
1. Take two pens/straws of different colour (if possible), otherwise identical.
Ask the questions: Is the green pen the same length as the blue pen, or are they different lengths? Watch carefully. The green pen stays where it is and I move the blue pen. Is the green pen the same length as the blue pen or are they a different length? Why do you say that? (They are the same length, need to start at the same point to measure
2. Planet maths games :
- Activity for height and length https://content.folensonline.ie/programmes/PlanetMaths/PMSI/resources/activitya/pm_si_104/index.html
- Activity for height, length and size
https://content.folensonline.ie/programmes/PlanetMaths/PMSI/resources/activities/pm_si_105/index.html
- Activity for height and length https://content.folensonline.ie/programmes/PlanetMaths/PMSI/resources/activitya/pm_si_104/index.html
- Activity for height, length and size
https://content.folensonline.ie/programmes/PlanetMaths/PMSI/resources/activities/pm_si_105/index.html
Week starting the 5th of May
Tuesday:
Vocab for this week: in, under, beside, over, in front, behind, above, below
1. Ask the children to follow oral instructions. For example
- Draw a mat on the floor.
- Draw a table under the window
- Draw a chair beside the door
- Draw curtains on the window
- Draw yourself beside the chair
Vocab for this week: in, under, beside, over, in front, behind, above, below
1. Ask the children to follow oral instructions. For example
- ‘Walk to the oven. Where are you now?’ (‘I am standing beside/infront of the oven’)
- ‘Put your school bag under/on top of the table. What did you do?’ (‘I put my school bag under/ on top of my table’)
- ‘Walk over to the door. Where are you now?’ (‘I am standing near/beside/close to the door’)
- Draw a mat on the floor.
- Draw a table under the window
- Draw a chair beside the door
- Draw curtains on the window
- Draw yourself beside the chair
Wednesday:
1. Where is the fox? Ask your child to tell you where the fox is practicing the vocab learned from yesterday.
2. I spy game with a twist: Instead of guessing the word beginning with a certain letter, give clues as to the object’s position, e.g. “I spy with my little eye, something behind the …” or “next to the …” at home.
Thursday: Home Challenges
1. Counting in my house - How many of the following do you have? Write down your answers in your copy
(a) Bedrooms ___
(b) Bathrooms ___
(c) Windows ___
(d) Doors ___
2. Use 2D shapes that we have learned (circle, square, rectangle, oval, triangle) to draw a picture of your house.
1. Counting in my house - How many of the following do you have? Write down your answers in your copy
(a) Bedrooms ___
(b) Bathrooms ___
(c) Windows ___
(d) Doors ___
2. Use 2D shapes that we have learned (circle, square, rectangle, oval, triangle) to draw a picture of your house.
Friday: Home challenges
1. Go to your fridge. Can you find something that is full, something that is half full and something that is empty. Draw a picture of the three things you find.
1. Go to your fridge. Can you find something that is full, something that is half full and something that is empty. Draw a picture of the three things you find.
2. Who is the tallest in your house? Draw them. Who is the shortest in your house? Draw them. Write the person's name underneath the picture.
Week starting 27th of April 2020
This week, the focus of Maths will still be Money. Below is a weekly guide about how we would have continued to learn about Money.
Monday:
- Watch the short video of the Storybook 'The Berenstain Bears Trouble with money'. If you have the storybook at home, read it aloud to your child. This story introduces the vocab of 'price, spend, expensive, too much and cent'. The story is about Brother and Sister Bear who spend money as soon as they get it. Mama and Papa Bear want the cubs to learn that there is more to know about money than just how to spend it.
- After watching the clip talk about these questions and ideas with your child:
- At first, where did the Bear cubs get their money? How did they spend their money?
- Where do you get money if you want to buy sweets or toys?
- What other resources did the cubs use to earn money? How did Mama and Papa Bear feel about how the cubs earned money? Why did the cubs want to earn money?
- What did Papa Bear want the cubs to learn about money? What did the Bear family do to help the cubs learn to save money?
Tuesday:
- Different ways to make up a certain amount. Start with the smallest in value, place the 1c in the middle of the page. Are there any other ways to make up 1c? No. So now try 2c. Draw the ways coming out of the middle how we can make 2c.. so two 1cs or one 2c. Now for 5c. What ways can we make up 5c? Well we can use just the 5c, we can use a 2c and three 1cs, we can use two 2c coins, and 1c, and finally we can use five 1c coins!
- Do the same for 10c and 20c.
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Wednesday:
- At the shop. So this week we are now introducing the concept of change. Counting on can be seen as a great way to calculate change. So for example, the potatoes were 2c. You gave me 5c. Thats 3,4,5.. you get 3c change.
- Using the price list below and the idea of change, engage in a role play with your child. One person in role as the shopkeeper and one as a customer. Then reverse roles. Make sure you are using the new vocab 'price, expensive, cheap, too much, change'.
Thursday:
Sale!
Friday:
Price increase:
All day long you’ll have good luck.
Share the cent with a friend,
And your luck will never end.
Give the cent to charity,
And then your heart will be merry.
Put the cent in your bank account,
And see your saving grow in amount.'
Sale!
- Ask your child what is their understanding of the word 'Sale' and if they have seen it before anywhere.
- Explain how now in our shop there is a sale of 1c off everything in the shop today!
- Engage in shop role play once again, this time remembering the child has to count back 1c of each of the prices in the shop due to the sale.
- Online maths game https://content.folensonline.ie/programmes/PlanetMaths/PMSI/resources/activities/pm_si_112/index.html
Friday:
Price increase:
- Explain that sometimes shopkeepers increase their prices. Decide that everything in the shop will now be increased by 1c / 2c. Encourage them to count on to calculate the change.
- Read and learn the money poem
All day long you’ll have good luck.
Share the cent with a friend,
And your luck will never end.
Give the cent to charity,
And then your heart will be merry.
Put the cent in your bank account,
And see your saving grow in amount.'
Week starting 20th of April 2020
This week, the focus of Maths will be Money. In Senior Infants, the children learn to recognise coins up to 20 cent and also to solve problems and tasks with money up to 10c. Below is a weekly guide about how we would have learned about Money.
Monday:
This week, the focus of Maths will be Money. In Senior Infants, the children learn to recognise coins up to 20 cent and also to solve problems and tasks with money up to 10c. Below is a weekly guide about how we would have learned about Money.
Monday:
- Find coins around the house
- Look at the colour, the shape, how it feels, the size
- Note how the brown coins are worth less than the others
- Draw a picture of each of the coins , 1c , 2c, 5c, 10c, 20c.
Tuesday:
- Coin rubbings: Make coin rubbings by placing coins under a piece of paper and rubbing a pencil/crayon lightly over the top and matching the rubbings to the original coins when finished. This will encourage the children to look more closely at the coin design features and help them to recognise the coins.
- Draw an empty piggy bank. Put a coin or two in the piggy bank. Ask child to name the coins.
Wednesday:
- Sort the coins from smallest value to the biggest value. With the coins you find around the house put them in order. Then draw them out from smallest to biggest.
- Planet Maths sorting game https://content.folensonline.ie/programmes/PlanetMaths/PMSI/resources/activities/pm_si_109/index.html
- 'Which is worth more, which is worth less?' - Hold up two coins and ask child to pick out the one with biggest / smallest value
Thursday:
With shopping activities introduce vocabulary: cost, price, cheap/expensive, change, too much/too little
2. A banana for 2c
3. A sweet for 3c
4. An apple for 5c
5. An orange for 7c
Draw your answers in your copy.
Friday
(a) Have they enough money to buy 2 lollipops?
(b) Will they have any money left over?
(c) Can they buy an extra lollipop for their friend Tom?
2. Benny went to the greengrocer’s shop. He wanted to buy a nice juicy apple for his lunch. He saw some big red apples on a shelf. A sign under the shelf said: ‘Lovely sweet apples – just 5c each.’
(a) How much money does Benny need to buy 2 apples?
(b) What coin / coins can he use?
With shopping activities introduce vocabulary: cost, price, cheap/expensive, change, too much/too little
- Shopping activity with 1c coins
- How many 1c coins do I need to make up
2. A banana for 2c
3. A sweet for 3c
4. An apple for 5c
5. An orange for 7c
Draw your answers in your copy.
Friday
- Adding small amounts of money together
- Make believe shopping activity with items in the house up to 10c. 'How much is the apple? What coins can you use to buy ___?
- Read these problem stories out
(a) Have they enough money to buy 2 lollipops?
(b) Will they have any money left over?
(c) Can they buy an extra lollipop for their friend Tom?
2. Benny went to the greengrocer’s shop. He wanted to buy a nice juicy apple for his lunch. He saw some big red apples on a shelf. A sign under the shelf said: ‘Lovely sweet apples – just 5c each.’
(a) How much money does Benny need to buy 2 apples?
(b) What coin / coins can he use?
Week starting 13th of April 2020
This week the focus of Maths will be on the number line. In Senior Infants the children learn about counting all, counting on, counting on the number strip and recording these sums. Below is a weekly guide to how we would have learned about the number line in school.
Monday:
- Bank holiday Monday - Oral maths games
- Practice number writing 1-10.
- Write numbers 1 - 10 on big squares of paper. Mix the numbers up. Rearrange the numbers into the correct number.
- Missing number game - Remove number from number line. 'Which number is missing? How do you know? Between/ after / before
- Create a number line 1-10.
- Find the number game. 'Find number 9, Find the number before 8, Find number 4, Find the number after 3'.
- Oral counting with the number line and then without.
Thursday:
Friday
- Counting on the number line.
- Start on 7. Go on 2 more. Where am I?
- Start on 2. Go on 5 more. Where am I?
- Start on 4. Go on 4 more. Where am I?
- Start on 3. Go on 6 more. Where am I?
- Start on 5. Go on 3 more. Where am I?
Friday
- Planet maths number line online gamehttps://content.folensonline.ie/programmes/PlanetMaths/PMSI/resources/activitya/pm_si_050/index.html
- Number line worksheet below
- Activity: Write out a number of sums for you child (making sure the total is not more than ten) and ask your child to write the answers using the number line.
Use the format _ +_=_ (for example 4+5=_)
Week Starting Monday 6th April 2020:
This week the focus of Maths will be on time. In Senior Infants the children learn about the layout of a clock, numbers 1 to 12 and the big hand and small hand. Below is a weekly guide to how we would have learned about time in school.
**A game of what time is it Mr Wolf would be great to help with this week's maths lessons :-)**
Monday:
- The layout of a clock, numbers 1 to 12
- Draw/ make a clock and practise the layout of a clock (suggestions below).
- Discuss why the clock has two hands and how they differ in size.
- The big hand is for the minutes and the small hand is for the hour.
- Show how both hands start in the middle of the clock.
**We would love if you sent us pictures of the clocks you make**
| clock_template.pdf |
Alternatively the children could complete the clock template attached above.
Tuesday:
Tuesday:
- Making and showing the time: Focus on o'clock.
- Move both hands to make _ o clock on their clocks they made on Monday.
- Help them to understand when it is __ o' clock the big hand will always be at twelve.
- Draw the following times on clock template attached below (or they can draw clocks and draw the hands of the clock).
- 6 o' clock
- 1 o' clock
- 3 o' clock
- 11 o' clock
- 9 o' clock
- 12 o' clock
- It is important when showing the time on clocks that the two hands differ in size to show the small hand and the big hand.
| blank_clocks_template.pdf |
9 o' clock
|
12 o' clock
|
1 o' clock
|
Wednesday
- Revisit making and showing the time: Focus on o'clock.
- Move both hands to make _ o clock on their clocks they made on Monday.
- Help them to understand when it is __ o' clock the big hand will always be at twelve.
- Draw the following times on clock template attached below (or they can draw clocks and draw the hands of the clock).
- 2 o' clock
- 5 o' clock
- 4 o' clock
- 10 o' clock
- 9 o' clock
- 12 o' clock
- 6 o' clock
- It is really important when showing the time on clocks that the two hands differ in size to show the small hand and the big hand and they both start from the centre point.
| blank_clocks_template.pdf |
Thursday
- Reading the time: with a focus on o' clock.
- Discuss the following questions:
- Where will the big hand be when it is showing o clock?
- Where will the small hand be at 5 o clock, 12 o' clock, 4 o' clock etc.?
- Read the time on the following clock and write the answers __ o' clock.
Friday
- Reading the time: with a focus on o' clock.
- Discuss the following questions:
- Where will the big hand be when it is showing o clock?
- Where will the small hand be at 1 o clock, 9 o' clock, 11 o' clock etc.?
- Read the time on the following clock and write the answers __ o' clock.
Week Starting Monday 30th March 2020:
This week the focus of Maths will be on the number 10.
Below is a weekly guide to how we would have learned about number in school. Each of these activities can be completed in a copy/ notebook or on pieces of paper stapled together.
Monday:
- How to form the number 10.
- Learn the number rhyme for number 10
- "Number ten is the hero, First a one and then a zero"
- A bubble number 10: write the number ten in large bubble writing and ask the child to trace it.
- Important to focus on the number sequence: one always comes before zero
- A common error is putting the zero first!
Tuesday:
- Counting and showing the number 10
- Counting any objects in the house and grouping them into sets of 10
- ten lego blocks/ ten dolls/ ten pencils/ ten teddies etc.
- Writing the number 10
- Drawing sets of ten: ask them to pick three things they like to draw and draw three sets of 10
- For example if they like to draw robots, unicorns and dogs ask them to draw 10 robots, 10 unicorns and 10 dogs.
- Encourage to count each set as they are drawing to make sure they have drawn enough/ not too many.
- The story of ten: explore all the ways to make ten
- Explore the story of ten orally first before writing it: pick a set of ten objects (i.e. ten crayons or ten blocks)
- Starting at 10+0=10, move one object over and say the next sum. The children are used to this format from school and should be able to show you how to do once you mention "the story of a number".
- Writing the story of ten: once the child follows step by step format they will be able to write the story of ten independently.
- If the child misses one of the sums, talk them through the story from the beginning checking with them had they written each sum.
- Draw ten teddy bears.
Thursday:
- Similarly to the work of Wednesday: explore the number of ten again.
- Explore the story of ten orally first before writing it: pick a set of ten objects (i.e. ten crayons or ten blocks)
- Starting at 10+0=10, move one object over and say the next sum. The children are used to this format from school and should be able to show you how to do once you mention "the story of a number".
- Writing the story of ten: once the child follows step by step format they will be able to write the story of ten independently.
- If the child misses one of the sums, talk them through the story from the beginning checking with them had they written each sum.
- Draw ten butterflies.
Friday:
- Addition up to number 10.
- Activity 1: Write out a number of sums for you child (making sure the total is not more than ten) and ask your child to write the answers.
- Use the format _ +_=_ (for example 4+5=_)
- Activity 2: Let your child become the teacher. Write out a number of sums with the answers filled in. Let your child correct them with a tick or an X.
- The more X's they have to give you, the more they will enjoy the task!