Key Stage One Mathematics Remote Learning
Week 3 (28th September 2020)
Watch the comparing numbers song before trying the following tasks.
Task One:
Task Two
Task Three
Task Four
Task 5 (Something tricky!)
Week Two (21st September 2020)
Watch the number bonds to ten song before trying the following:
- Can you find ten items in your house and try and group them into the appropriate number bonds? For example a group of 4 and a group of 6.
- Can you write down all of the number sentences for the number bonds to 10? For example 1+9=10 9+1=10
- You could make a rainbow number bond to ten just like the picture below!
- You can play the number bonds to ten game by clicking here. (Tablet friendly)
- Try this game too by clicking here. (Laptop computer)
Want an extra challenge? Why not try the activities with numbers to 20?
Week One (14th September 2020)
Lesson 1 Children will be adding the number of two adult cats and four kittens, children are encouraged to write an equation to represent how many cats there are altogether. Attention is drawn to how we can write the addends in either order, but we still have six cats altogether.
Lesson 2- children will notice that when you change the order of the addends the sum remains the same. They use the generalised statement: ‘We can change the order of the addends, the sum remains the same.’
Lesson 3- Through looking at measures contexts, children are encouraged to use the generalised statement from the previous lesson. This deepens understanding of the maths where the ‘ones’ can’t be seen as easily – cardinality isn’t visible. They explore pairs of expressions that are equivalent – where they have the same addends but are written in a different order.
Lesson 4- This lesson reviews some of the equations of the form a + b = b + a. The emphasis is on the fact that there is an expression on both sides of the ‘=’ sign encouraging the children to see that an equation does not always read as finding a solution to a calculation.
Lesson 5 –Numberblock characters land on the moon and children are encouraged to look at the composition of 10. Different representations are used to support children to build fluency and practise with pairs of numbers that sum to 10, such as the part-part-whole diagram and the tens frame. Reference is once again made to the fact that: ‘We can change the order of the addends, the sum remains the same.’ So if 7 + 3 = 10 then 3 + 7 must also equal 10.
