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Week commencing Monday 13th July


This week’s maths will be looking at a mixture of activities, practising a range of skills that the children have been taught this year.  Please click on the links below and follow the steps given to complete the activities.  Please pay particular attention to the questions provided as these will challenge your child’s mathematical thinking.

Monday 6th July


This week’s maths will be exploring a mixture of activities, practising a range of skills that the children have been taught this year.  Please click on the links below and follow the steps given to complete the activities.  Please pay particular attention to the questions provided as these will challenge your child’s mathematical thinking.

Week commencing 29th June

This week’s focus is capacity.

  • The children will have experienced full and empty.
  • Encourage the children to extend their understanding to show half full, nearly full and nearly empty.
  •  Provide opportunities for the children to explore capacity using different materials such as water, sand, rice and cereal.
  • They also need different size and shaped containers to investigate.
  • Prompt them to use the language of tall, thin, narrow, wide and shallow.
  • Encourage the children to make direct comparisons by pouring from one container to the other.
  • They can also use small pots or ladles to make indirect comparisons by counting how many pots it takes to fill each container.


Activity Ideas


Exploring Containers

Provide your child with a container.  Ask them to make their container full, make it empty, nearly full, nearly empty and about half full.  Can they find a container that holds more than their container?  Can they find one that holds less?


Investigating containers

Provide a selection of containers and ask the children to investigate which holds the most. They may choose to compare quantities by pouring from one container to the other or to use a small cup to fill each container and see which takes the most cup-fulls to fill.  Encourage the children to record their findings using their own method or recording. 

They could also compare how many cubes or beads each container will hold.  (If the children are counting larger quantities, encourage them to arrange the items onto a tens frames to help them make comparisons)


Sand with Spoons

Provide each child with a bowl or cup and a selection of different size spoons and ladles.  Ask them to investigate how many small spoons it will take to fill a container.  How many large spoons?  How many ladles?  Which sized spoon was the best?  Why?




Week Commencing 22nd June


This week’s focus will be on weight.


  • The children may have had some experience of weight through carrying heavy and light items.
  • Encourage your child to estimate which feels heaviest and then get them to check using balance scales.
  • Prompt them to use the language of heavy, heavier, heaviest, light, lighter, lightest when comparing items.
  • Avoid the common misconception that heavier items are bigger by providing some small heavier items.
  • Children could also use balance scales to make indirect comparisons by measuring how many identical blocks/cubes or beads balance each item.

Activity Ideas



Give the children some dough to play with.  Can they make some dinosaur eggs?  Encourage them to compare the eggs using the language heavier/heaviest/lighter/lightest.  Use the homemade balance scales to check (see link above).  Can they order the eggs from heaviest to lightest?


Loose Parts

Allow children to use the homemade balance scales (see link above) to explore the weight of the objects.  Encourage children to use the vocabulary heavier and lighter as they explore.  Can the children make indirect comparisons by seeing how many cubes/identical blocks weigh the same as the object?


Role Play Post Office

Provide a selection of wrapped parcels of various shapes and sizes.  Ask the children to compare the weight.  Can the children find the heaviest/lightest?   Are the biggest parcels always the heaviest?



Week commencing 15th June

This week we will be learning about length, height and distance.


  • Children to use language to describe length and height, e.g. the tree is tall, the pencil is short.
  • Children may use words such as big or bigger initially.  Encourage them to use mathematical language relating to length (longer/shorter), height (taller/shorter) and breadth (narrower/wider)              
  • Move onto making indirect comparisons using identical objects such as block or cubes to measure item, e.g. the table is 8 cubes long and the chair is 4 cubes long.  The table is longer than the chair.
  • Children may also compare distances to see which is further or nearer.

Activity Ideas


Everyday Activities

Keep an eye out for opportunities to compare length and height in everyday activities, e.g. whose tower is taller, or who has the longest chip.


Measuring Footprints

Draw around everyone’s foot in the house to create a footprint.  Whose is longer or shorter?  Can they put them in order? Children may also be challenged to find items in the house that are longer/shorter than their footprint.


Measuring Sunflowers

Provide the children with the opportunity to grow a sunflower. Can they use cubes/paperclips to measure it as it grows?



Encourage the children to use mathematical language as you challenge them to make different size dinosaur. Challenge the children to make a long/short/thick/thin/tall/short dinosaur.  Can they measure it using blocks or paperclips?


Using Cars

Encourage children to make a bridge for the cars.  How wide/narrow does it need to be?  Which blocks will be best to use to build this? Why?  See who can push the car the furthest.  Can the children think of ways to measure this?

Week commencing 8th June


This week the focus is on odds and evens

  • The children begin to understand that quantities which can be shared into 2 equal groups with no items left over are even.
  • Those that have one leftover when shared into 2 groups are odd.

Activity Ideas


Odd and Even Investigation

Encourage the children to investigate whether small quantities are odd or even by sharing into two groups or pairs.  Encourage the children to recognise that some numbers can be halved or grouped into pairs and that some numbers have one left over.

Ten Frames - Building Odd and Even numbers

Ask the children to count objects 1-10 on the tens frames and then sort them into those that have equal groups(even) and those who have two unequal groups (odd). Make links to earlier work on doubles and halves.  Which ten frame patterns show doubles and halves and which do not?

Odd and Even Pots

Provide pots of items containing quantities from 1-10.  Ask the children to count the items in each pot and decide if there is an odd or even quantity.  How could they check?  They might even make some odd and even sets of their own.



Go for a walk with the children and encourage them to recognise that the houses on one side of the road are even and on the other side they are odd.  Encourage them to make their own model houses and to line them up in order with the odd on one side of the street and the even on the other.

Week commencing 1st June

This week’s focus is on halving and sharing.


  • The children need to halve quantities by sharing them into two equal groups.
  • Please model examples of sharing fairly and unfairly and emphasise that half is one of two equal parts.  When sharing all parts must be equal.
  • Once children can halve small quantities provide opportunities for them to share between 3 or 4 people.
  • They will notice that sometimes there are items left over.  Allow the children to come up with ideas for how to resolve this.




Activity Ideas


Sharing Strawberries

Show a bowl of strawberries to your child.  Tell them that you are going to share them with them so that you are having half each.  Put a handful of strawberries onto each plate without counting them.  Make sure one plate has lots more than the other.  Ask your child if it is fair.  Can they help make it fair?


Teddy Bears Picnic

This activity could be used for halving or for sharing with more teddies.  Set the picnic up with the amount of teddies you want. Give each teddy a plate and place objects in the middle that represent the food.  Can the children share the objects out fairly so that all teddies have the same amount of food?  Explore what would happen if another teddy bear joined the picnic.


Everyday Sharing Opportunities

Keep an eye out for everyday activities that your child might be able to help you share.  For example, sharing out cards or dominos in a game, sharing food out at mealtimes, sharing building blocks.

Week commencing 18th May

This week’s focus is doubling.


  1. Encourage the children to understand that double means ‘twice as many’.
  2. Give the children opportunities to build doubles using real objects and equipment such as counters and cubes.
  3. Encourage children to say the doubles as they build them, e.g. Double 3 is 6.
  4. Provide examples of doubles and non-doubles for the children to sort and explain why.
  5. Once your child can confidently recall their doubles to 10, you may wish to challenge them further by asking them to record the number sentence to match the double, e.g. 3 + 3 = 6



The story of Alison Hubble- who went to bed single and woke up double!

Activity Ideas


Building Doubles

Allow the children to build the doubles using real objects and practical equipment. Practical equipment might include fingers, cubes/building blocks, a tens frame and the part-part-whole model.  

Domino Doubles

Provide your children with a set of dominos.  Ask your child to find all the dominos with doubles on.  Play dominos with them and encourage them to recognise the sets of doubles they make as they put them down.


Doubles Dice

Take it in turns to roll two dice.  Each time you roll a double you receive a point.  The first person to score 3 points wins.


Doubling with measures

Make towers or rows with building blocks that are double the height or length.  Can the children thread beads and then make it double the length?  Can the children find a container that holds double the amount of water or sand to another container?



Ladybird/Butterfly doubles

Use the templates provided to make doubles by adding the same number of objects to each side. 

Week Commencing 11th May

This week’s focus is counting to 20.


  1. Provide opportunities for the children to count beyond 10 learning the number names in order.
  2. Once the children can recite the number names, forwards and backwards, provide opportunities for them to match them to quantities and symbols.
  3. Prompt children to recognise that as we count, each is one more than the number before. If possible, you can make a staircase to show the growing pattern within numbers to 20.

Activity Ideas:


Represent Numbers in Different Ways

Encourage children to represent numbers to 20 in different ways. You may wish to find objects from the garden or around the house to represent the numbers.  You may choose to make Lego towers or use counters. Watch the clip on the link below for ideas too.

Counting onto ten frames

Provide different collections of loose items to count such as shells, buttons, beads or other items they could count.  Encourage the children to estimate how many items there are and then count them onto ten frames so that they can see the full  ten and then part of the next ten.

Race to 20

Provide each player with a number track to 20. Take it in turns to roll the dice and add counters/figures onto the track to mark off each amount they get.  Who can get to 20 first?  Really encourage the children to focus on the numerals as they put the counters down. We have included some number tracks below but there are lots more available on Twinkl.

Spot the mistake

Make deliberate errors whist counting up or down. Ask your child to listen carefully and stop you if they hear something wrong.  You may choose to miss numbers out, repeat numbers or say a number in the wrong place.  You could also play this game by writing the numbers and seeing if they can spot the errors. Can they spot mistakes if you continue beyond 20?

One more, one less

Use blocks to build a teen number.  Ask your child how many blocks are in the tower.  Can they work out what number is one more and one less than the amount you have built?

Week Commencing 4th May

This week’s focus is on taking away.   


1. Use real objects to see that the quantity can be changed by taking away (physically).


2. Get groups of objects, fruit, buttons etc. up to 10. Count, take away and recount. Write a subtraction to match.


3. Take away on fingers and write a subtraction to match.


4. Line up objects to 10. Take some away and find out how many are left by using different methods from number lines, frames, fingers, counting back.


5. Count out cubes, take some away and see how many are left.


6.Provide the children with lots of opportunities to count back.  You can do this by playing the ‘I count, you count’ game.  Start with a number below 20 and count back taking it in turns to say a number.  You may wish to make it competitive by making the winner/loser the person who says a specific number.  E.g. Number 2.


Here are some example subtractions you could use.

10 - 4 = 6

9 – 2 = 7

5 – 0 = 5

6 – 3 = 3


Then progress to…

17 – 5 = 12

20 – 3 = 17

12 - 6 = 8

15 – 5 = 10


*Don't forget there a range of subtraction activities and PowerPoints on Twinkl 

Week commencing 27th April

This week the focus is on adding 2 groups together to make an addition.


1. Using small objects put them in 2 small groups close to each other e.g. 4 and 5 cheerios. Count the cheerios in each group and then count them altogether.


2. Draw pictures to show how many in each group and how many altogether.


3. Write an addition sentence to match what has been drawn and counted. Repeat the above 3 steps with other numbers within 10.


4. Say the first number in the addition and then hold up fingers to count on e.g. say 4 and then count on 5 more using fingers.


5. Count on in head from a smaller number to find a total. Use lots of different examples up to 10 and the progress up to 20. 

Here are examples you could use.

3 + 5 =

2 + 6 =

5 + 5 =

7 + 2 =

Then progress to...

11 + 3 =

14 + 3 =

16 + 2 =

17 + 3 =

*Don't forget there a range of addition activities and PowerPoints on Twinkl 

Week commencing 20th April

This week is all about learning numbers to 20.


1.We would like the children to count forwards and backwards to 20 (focus on backwards)


2. Write all the numbers up to 20 in order

e.g. 1   2   3   4   5   6  etc


3. Write all the numbers backwards from 20 to 0.


4. Use objects to add 1 more to a group. Maybe use toys, Lego bricks, raisins, sweets etc

5. Add 1 more to numbers to 10 and then to 20.

Write simple addition facts

e.g.    6 + 1 = 7       15 + 1 = 16

Week commencing 16th March

This week we are using positional language to describe where objects are. Focus on language such as on, in, under, on top of, inside, between, next to, over, through.

Hide your teddy around the house and garden and describe where it is. My teddy is under the table...

Draw images to show where you found your teddy and label using the above language.

We have read 'We're going on a bear hunt' and 'Rosie's walk'. These are available on You Tube.

Week commencing 30th March

1. Make repeating patterns with 2 and 3 units of repeat.


2. Make a shape pattern using 2 different shapes and draw it.


3. Use sweets like smarties or skittles and make a pattern using the colours. You could use Haribo sweets and make a pattern using the hearts, bears, cola bottles, eggs etc. Can you choose 3 things and make a pattern?


4. Take a photo of yourself making patterns and email it to us so we can see how many different patterns you have made.


Week commencing 23rd March


In Mathematics this week, we would have been learning to use mathematical names for ‘solid’ 3D shapes and in mathematical terms describe them.  



1. Label 3D shapes around the home and in the garden (cube, cuboid, sphere, cone, pyramid, cylinder)


2. Use objects and shapes to build models. Count and discuss how many and what shapes they have used.


3. Draw models that have been made using shapes. Use junk-modelling boxes and tubes etc to make larger models.


4. Make a tally of shapes they can see around the house. Count the tally’s and find the total.


5. Discuss number of sides, corners, straight and curved edges.  What shape are the faces?


*Don't forget there are plenty of shape activities and PowerPoints on Twinkl