Maths Pink Home Learning Plan
Week commencing 01/06/2020
Intended Outcome:
Pupils develop a range of ways to describe position, direction and movement in everyday life and mathematical problems.
Specific objectives covered across the week:
 Can position language to describe their relative position such as ‘behind’ or ‘next to’.
 describe position, direction and movement, including whole and half turns
Day

General notes 
Learning activities/Web links/worksheets 
1, 2 and 3

Your child will be learning to describe their own position
Depending on which activities you choose to do. You will need cardboard box, small objects to hide, blankets, pots, chairs
Examples of Key Questions: What is position? What position is the …….? Where are you? What are you next to? Where is the ………? Can you find something that is ‘on top’? Can you put……….beside the …..? What does ‘beneath’ mean? What does ‘under’ mean?
Key Vocabulary: Relative position, next to, beneath, under, behind, on, inside, outside, between, on top, beside, above, below, in front, find, look,
Your child will begin to learn, explore and investigate using their knowledge of positional language within a problem contexts
Depending on the activities you choose, you will need cars or other objects of interest, pen, paper

Introduction to positional language. Print out the positional cards (do not use the compass cards) or make your own – look at the printouts first. Place objects around the room, for example on, under, next to, behind, in front of other items. · Explain that you are going to play ‘I spy’ together, but that you are going to be using positional language clues. Ask them  What does ‘position’ mean? · Show the Positional Language Word Cards and look at each one in turn. Model each position, asking your child to use their hands, e.g. ‘over’ their heads, ‘next to’ their bodies, ‘under’ their legs, ‘behind’ their backs. · Then, model playing the game by saying, “I spy something that is ‘under’ the table.” Ask your child to suggest what the object could be. How do they know what it could be? Discuss your child’s ideas. · When your child has guessed correctly, encourage them to have the next turn at giving clues. Help them to use ‘I Spy’ in a sentence.
Please choose an idea from the following activities below. You can adapt it or come up with your own ideas – you can take photos, make a video or write notes. Give your child a cardboard box and give them the following instructions  stand behind it, in front of it, next to it and lie underneath it. If it is a big box, you could ask them to sit inside it too! Take photos and print the pictures. Next get your child to label each one using their position. Each time they label the picture, describe the position to an adult, e.g. “I am standing in the box.”
Build an obstacle course in your garden or yard with your child. You could use chairs to go under, steps to go over, pots to go around and a blanket tunnel to crawl through. When your child has finished building the obstacle course with you, get them to model and explain to you, using the correct language, e.g. “First, I would climb under the chair, then I walk over the steps.” Then, get them to complete the course. Next, ask someone in your family to complete it. You could time them, see who is the fasted or if they can beat their own time.
Take a picture of your child’s whole body and print a small copy of it. Cut it out and attach it to something to make the picture stand up, e.g. a bottle lid, a small wooden block. Get your child to take their character around the house, putting it in different positions. Each time they do, they describe it to you. They could make it as silly and crazy as they like, e.g. “I am standing on top of the dinosaur’s head” or “I am behind the milk.” Take photos and describe/label the pictures e.g. ‘I am sat on top of the dinosaur’s head.’ Please choose an idea from the following activities below. You can also adapt it or come up with your own ideas – you can take photos, make a video or make notes. You can adapt this activity by using different colour cars, other types of toys or objects etc, depending on what your child’s interest are or things you have at home. Below is an example using toy cars. Collect 6 toy cars: a blue one, a red one, a yellow one, a silver one, a black one and a purple one. Ask your child the following questions e.g. Can you put the red car in front of the blue car? Can you put the yellow car next to the red car? Can you put the silver car on top of the yellow car and put the black one behind the blue car? Can you put the purple car in between the red car and the yellow car? Next you can put the cars in different positions and ask your child questions like Where is the red car? What position is the black car?
Hide a teddy bear or favourite toy of your child’s and then write or say some clues about how they can find it. Ask them, Can you follow the clues and work out where …….. is hiding? The clue might say, “Go to the sitting room, look behind the sofa and under the cushion.” Then ask your child to hide something and give clues for someone else to follow? Repeat with different instructions.
Play a simple drawing game with your child. Sit backtoback, so you can’t see what the other person is drawing on their paper. You start and describe something for you both to draw, e.g. “Draw a house in the middle of the page.” Then your child says something to draw, e.g. “Draw a tree next to the house.” Continue this so you each say 3 things and then turn around to see if the pictures match!
Other ideas You can copy/draw these worksheets as below or change the theme to your child’s interest Games and Songs Take the robot for a walk Sing the Beanbag song – power point with music Print out the Positional Board game or make up your own positional board game
Extension  Begin to understand the meanings of full and half turns.
Make a maze for your child to be directed around, you can use chairs, table, toys etc. Direct your child through the maze using the language forward, back, half turn, full turn, left and right. Next, get your child to direct you through the maze. You can make this task as easy or tricky as you like, depending on your child’s ability. Only use the language quarter and three quarter turns if your child fully understands half and full turns.
Key vocabulary back, forwards, left, right, half turn, full turn

4 
Money Your child will be learning and practising the skills needed to buys things in a roleplay scenario
Only use 1p coins to begin with,
Extension Only if you think your child is ready introduce 2p coins into the roleplay scenario.
You will need money, items to make a shop etc. paper, pen.
Twinkl website has lots of roleplay things you can print off to make, for example, menus, posters, receipts etc. It is free at the moment.

Watch this video · Next choose an activity below
Press coins into playdough to make prints and then get your child to make currant buns from playdough and stick price tags into them. Next, practise buying the buns from the shop, one of you is the customer and the other is the sales assistant, then change roles.
Set up a roleplay cafe using equipment form home. Write a menu together and other signs for a café. Once the café scenario is set up get your child to act out being the customer, they need to check the prices on the menu and then select the correct coins. Create a bus from chairs outside. Your child can pay the bus driver to get on the bus for a ride. This is a great idea if others in your household join in too. They can take turns being the bus driver as well. You could make bus tickets etc. Online games 
Week commencing 18/05/20
Intended Outcome:
To begin to explore and interpret the world around through statistical enquiry and representations.
Specific objectives covered across the week:
 Records, using tally marks and numbers that they can interpret and explain.
 Begins to identify own mathematical problems based on own interests and fascinations.
Day

Learning activities/Web links/worksheets 

1, 2 and 3

Your child will be exploring different ways to collect and represent data and then answer questions about the information found. You will need: Tally work you will need pen, paper, objects to put into categories and to count Graphs/pictograms you will need objects that can be categories, paper, pen, chalk, paint  depending on what activities you choose to do Collecting and representing data requires an understanding that objects and, later, more abstract information can be sorted into sets, depending on various attributes of interest at the time. For example, one day children will sort the animals into teddies and dolls, but on another they may choose the ones with red hats, blue hats and so on. The key mathematical principle is that each object must be sorted into only one group and that criteria must be applied consistently. Watch the YouTube video on how to collect data and draw a bar chart. Remember only use objects not pencil or pen to fill in the bar charts – see pictures. They will learn to draw in the information later on if ready  see extension work
Collecting data Making a tally with your child 1. Place a group of 3 objects in front of your child. Ask your child how many objects are in the group. Have your child count them if necessary. 2. Tell your child, "I can show this number by making a mark for each object." 3. Let your child watch you as you draw a mark for each object, counting as you make the tally marks, "One, Two, Three…." 4. When you are finished making the tally marks, tell your child, "this is a tally mark," as you point to one of the marks. Explain that there is one tally mark to represent each object. 5. Repeat the steps above with a group of 4 objects. 6. Set out a third group of 2 objects, this time have the child count the objects and draw a tally mark for each object. 7. When the child has a good grasp of the activity, tell the child that you are going to draw a tally mark for each of their 5 fingers. Show the child that the 5th tally mark is usually slanted across the other 4. Allow the child to practice drawing sets of 5 tally marks themselves, then start your activity Representing the data There are many different ways in which we can represent the data from your tallying chart  look at these examples
You can make a bar chart or pictogram using objects like buttons, sweets, and toys, you can use Lego bricks to show amounts or draw a bar chart or pictogram. Find something your child is interested in. You could collect data over a week or a day – see minibeast and weather tally charts Extension then represent the information/data found onto a bar chart or pictogram Graph Choose an activity a day. Use one of the ideas I have shown you, or come up with your own ideas. Remember to do the tally first followed by the graph or pictogram showing the information from the tally. Remember use objects only to fill in the graphs Questions Which ………… is the most popular? Which……………is the least popular? How many………..altogether?
Extension draw a bar chart or pictogram using pen and pencils
Adult watch the video
How many more………is there then…………? How many less………. is there than ……..? How many ………….. and …………… altogether?
The examples of all these questions and how to show your child how to find the answer are on the YouTube videos Watch, listen and play See the Home Learning challenges poster for more ideas




Week commencing 11/05/2020
Intended outcomes:
For pupils to develop their understanding of multiplicative relationships including between the operations of multiplication and division.
Specific objectives covered across the week
They solve problems, including doubling, halving and sharing.
Day

Learning activities/Web links/worksheets 
1 and 2

Today’ and tomorrow’s activities are introducing the concept of doubling You will need a mirror, small objects/counters e.g. counters, Lego bricks, buttons. paper, pen or whiteboard Choose one the activities for today’s lesson and another activity for tomorrow’s lesson or more if you wish 1. Give your child a mirror and ask them to hold up one finger. Seeing the reflection of their finger in the mirror will instantly demonstrate how to double one (1 + 1 + 2). Continue using this method of holding up fingers until they double to five (5 + 5 = 10) 2. Next, explore doubles by placing different objects in front of the mirror and counting them.
How to teach doubles with a mirror 1. Position one counter/object in front of the mirror. 2. Add how many counters/objects can be seen altogether including in the reflection of the mirror. Write the answer on the whiteboard i.e. 1 + 1 = 2 double 1 = 2. 3. Repeat the process with e.g. 2 objects, 3 objects etc. 4. Continue with the activity using however many counters/objects as they wish. Through repetition and hands on learning your child will soon grasp the concept that doubling is making an identical set. 5. If you haven’t got a white board then paper is fine to write the answers on.
For the next activity you will need: paint, paper, small paint brush or cotton wool bud 1. See photo (below) and download this Doubles Template or you can draw your own template just like in the photo and then fold the paper 2. Get your child to make a mark/circle on the paper and ask them
What do you think will happen to this circle when we fold the paper over? How many circles will there be altogether? Encourage them to think about it doubling How can we check to see if you are right? Get them to count the circles 3. Write the sum down e.g. 1 + 1 = 2 4. Repeat with numbers up to 5  5+ 5 = 10 You might want to use different colour paint for each sum or do each sum on a new piece of paper Other ideas you could do

3

Today’s activity is to introduce the concept of sharing and halving Depending on how you want to teach this you will need, paper, small objects, eg plastic toys, counters, Lego,
1. Explain what halving means by showing them by cutting a banana, apple, cake etc. in half and explain we can do this with numbers. Explain that you are both going to investigate and find out whether you can or cannot half a number equally between 2 people. Ask, what does investigation mean? Support your child to come to the conclusion that investigation means finding out something by doing it. 2. Ask, what other word can we use instead of half when we half something equally? Give them a demonstration e.g. give them one half of the e.g. banana and you the other half, this will hopefully encourage them to think about the word sharing. Then ask What does sharing equally mean? Support your child to come to the conclusion that both people will have the same amount of e.g. both people will have 2 sweets each 1. Watch the interactive Investigating Equally power point 2. You can either draw the halving mat as in the picture on some paper or use the example with the cakes to teach this lesson 3. Investigate different numbers 110, which numbers can you share and what numbers you cannot share Can you share 2 counters? How do we know that number can be shared equally? How do you know that number cannot be shared equally? Ask these questions with other numbers 110
Extension Increase the numbers to 20 get your child to write out the sums that can be halved ……………………../shared 
4 
Money Begin to understand that each coin has a different value. We started this two weeks ago and I got you to help your child to order coins by value. This week we go going to continue and build upon their knowledge that each coin is worth a different value.
1. Watch https://www.youtube.com/watch?v=dFzAU3u06Ps 2. See picture and get your child to set their work out like this. You may want to use real coins and take photos, draw around coins or print out the coin sheet and cut and stick the coins. Do this for 1p, 2p, 5p, 10p and 20p so 5p = 1p +1p + 1p + 1p + 1p etc. use the coins with your child as in the picture, then get them to write the sum under the coins 3. Watch the interactive Coin Reveal power point
Extension Do the same for 50p, £1 and £2
PowerPoints and Online Games To access Twinkl Go! games you will need the following code: K N 3 2 1 5 
Week commencing 04/05/2020
Intended outcomes:
For pupil to be more confident in understanding, relating and using systems of measurement in their everyday lives and within mathematical problems
Specific objectives covered across the week:
 Measure and begin to record the following; lengths and heights, capacity and volume
 Compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]
Day

General notes 
Learning activities/Web links/worksheets 

1

Today’s activity is introducing measure at home. They will practise strategies they have learned in school and explore this in their home environment. Directly compare two objects with a measurable attribute in common.
You will need paper, scissors, pen, the same small objects of the same size e.g. paperclips, Lego bricks or cubes and 1 of the same objects but larger e.g. small Lego bricks and 1 longer Lego brick – see pictures below

1. Watch
2. Next draw around your child’s foot and then yours. Cut out the outline of each foot – see picture 1 3. The adult measures each foot, using the paperclips/cubes but use 1 bigger cube/paperclip to measure the bigger foot – see photo 1 4. Get your child to count the paperclips/cubes on each foot. You then highlight the answer by saying ‘It took 4 paperclips/cubes to measure the bigger foot and 6 to measure the smaller foot.’ And then ask your child the following questions Does that make sense? Why or why not? What did I do wrong? How can I fix it? 5. Next get your child to measure the feet again, but this time with the same size paperclips,/cubes – see picture 2 How long was your foot? How long was your partner's foot? Whose foot was longer? What did you notice about how many cubes/paperclips it took to measure your foot versus how many it took to measure your partner's 6. Measure objects around the house. Get your child to estimate how many paperclips/cubes long the object is first, next get them to check their estimation by measuring the objects with the paperclips/cubes
Extension Use some chalk to measure how tall you are on an outside wall. Ask the people in your home to measure how tall they are too. Who is the tallest? Who is the shortest? Is anyone the same height as somebody else? 

2

Today’s activity your child will practise using their problem solving skills and prior knowledge to solve a measuring problem/question. You will need lots of objects to order e.g. pencil, ruler, crayon, spoon, straw, pen lid clothes peg – see photos for ideas

The more objects that are on the floor, the harder it gets. Some objects are very close in size, and kids really have to focus to see which is longer. It is an excellent opportunity to revisit good strategies for comparing lengths (i.e. lining objects up on one end). 1. First show your child the pile of objects you have and tell them that you need them to be put them in size order from shortest to tallest Make sure your child has a place to order the objects e.g. along the edge of mat, along the edge of a long piece of tape etc. – see photo 2. You start by putting one object down. Ask your child why it's important to line objects up on one end and then together come up with a strategy to do that for all of the objects. 3. Next, get them to start putting the objects down. Do not show them where to place it. They have to estimate where it will go in the whole scheme of things. For example, it wouldn't be the best idea to put the paperclip right next to a ruler. Moving objects around to make room for new objects is part of the whole problemsolving process however, guide them through with questioning: I noticed you left a lot of room between your pencil and the rubber. Can you tell me why you did that? What else could go between them? 4. After they have ordered the objects ask them to show you objects that are longer/shorter than e.g. a ruler. Ask them. How do you know? What does that meanshorter? (or longer?). Extension Get your child to draw what they found out in bullet point 4 on some paper like the picture opposite (only need to draw about 6 objects) Try measuring in cm 

3 
Today’s activity your child will practise using their problem solving skills and prior knowledge to solve a measuring problem/question to do with capacity You will need different size containers, a marker or pen, water, food colouring and a funnel 
Choose which capacity activity you would like to do – see pictures Capacity Activity 1 Get a selection of different containers and ask your child to find out buy exploring through play Which container has the largest capacity? How do you know? Which container has the smallest capacity? How do you know? Capacity Activity 2
Can you fill this bottle so it is half full/full? How do you know it is half full/full? Do this with quarter full and three quarter full Use different size containers to answer the questions
Capacity activity 3
Which container holds the most water? Which container holds the smallest amount of water? How do you know? Which container is the biggest? Which container is the smallest? Which container holds more/less? Extension Ask your child to put the containers in order from smallest to largest. Ask them how can they do this? Watch how they do this and ask them questions like. Why have you put that container there? Is that correct? How can we check? They may need some help with this. You will need to introduce measuring the water using a measuring jug. Show them that is how you know what order to put the containers in. The one that holds the most water is bigger etc. You may only want to order three containers where the capacity is more obvious to begin with. Tip mark the measuring jug with a marker from the first container so you can see if the next container contains more/less water in it. 

4 
Time Using prior knowledge and experience to find out how we measure time in different ways
You will need, paper, pens or pencils, sand timers, clock, stop watch, diary, calendar, phones etc

1. ONLINE GAME YOU WILL NEED THIS CODE TO ACCESS THE GAME: I E 8 1 2 3
2. With an adult draw a picture of a clock you have at home. Look carefully at the clock. What numbers can you see? Write the numbers onto your clock picture. Can you draw the hands of the clock? Which numbers are they pointing to? Do you know what time it is?
3. Look around your house and see how many different ways of measuring time, you can find. Can you find a clock? …a watch? …a timer? …a sand timer? …a stopwatch? ….a calendar?.......a diary?........a phone? Are there ways of measuring time on our phones? What are these things used for? What numbers can you see? Take some photos or draw a picture of some different ways to measure time. 
Week commencing 27/04/2020
Intended outcomes:
For pupils to be more fluent at using addition and subtraction skills, including using number bonds and other known facts in order to more effectively and efficiently solve problems in a variety of contexts.
Specific objectives covered across the week:
 Represent and use number bonds and related subtraction facts within 20.
 Solve onestep problems that involve addition and subtraction, using concrete objects and pictorial representations
Session  General Notes  Learning Acitvities/Web links/Worksheets  
1 AND 2 
Today’s and tomorrow’s activity is practising the strategies they have been learning about for number bonds to 10
For these activities you will need paper/card, pen, glue, 10 small objects to count eg lego, playdough balls, counters and three containers eg plastic cups
Vocabulary Add, addition, added, total, number, altogether, one, one more, step, pattern, explain, show, how many, check, count. 
First watch this video, it will give you an explanation on what number bonds are and ideas on how you can teach it to your child
Next, decide on how you would like to teach it over the next two lessons. Below are some ideas for you to choose from
Extension: Use the above ideas to focus on number bonds to 20
Games 

3 
Today’s activity your child will practising their number bonds along with their subtraction skills. By using their previous knowledge of number bonds they will begin to see a pattern e.g.
5 + 5 = 10 10 – 5 = 5
They can start to visually see that you can use number bonds to answer subtraction sums
You will need 10 small objects to count and something like a hula hoop in the picture below e.g. plate, string to make a circle, a mat, anything that can demonstrate the sums below 
Can you remember what we did yesterday? What number where we making? Can you remember any two numbers that make (add together) to make 10?
Extension As above but with number bonds to 20
Interactive power point Hungry Monster Subtraction
Go onto subtraction, then up to 10, can also try up to 20 if they like 

4 
Money Begin to understand that each coin has a different value.
You will need, glue, paper, real coins or these paper coins to cut out. 
1p and 2p interactive power point Give your child coins and get them to put them in order like the picture, they made need some support doing this. Get them to draw around or stick the coins (if paper coins) in that order onto some paper – see photo Label each coin like this photo.
We can use this piece of work next time we do work on money. 
Week commencing 20/04/2020
Intended outcomes:
Pupils begin to recognise and familarise themselves with the mathematics in the world around them through developing their understanding of properties of 3D shapes.
Specific objectives covered across the week:
 They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
 Recognise and name common 3D shapes [for example, cuboids (including cubes), pyramids and spheres].
 Make 3D shapes using modelling materials
Session  General Notes  Learning Acitvities/Web links/Worksheets 
1 
Today’s activity your child will begin to use mathematical language to describe the characteristics of 3D shapes. They will begin to notice similarities and differences between each 3D shape and group them depending on their characteristics.
You will need A selection of 3D shapes from around the home, at least 2 or 3 of each shape if possible
Cube e.g. dice, building brick cuboid e.g. cereal box, tissue box sphere e.g. ball, marble cylinder e.g. tin, glue stick, kitchen roll pyramid  (a bit tricky to find around the home – do not worry if you cannot find)
Extension: Playdoh or something to make 3D shapes See this 3D word mat for support 
Activity  3D shape sorting
Does the shape have any straight sides? How many? Does this shape have any curved sides? How many? Does the shape have corners? How would you describe this 3D shape? What is the name of this 3D shape? Is there anything similar about these shapes? Is there anything different about these shapes? Why have you chosen to sort this shape into this pile? Is there another shape pile it could belong to?
Extension: Make 3D shapes out of playdoh Record what they say either through writing down their responses or they could make a minivideo! Or take photos. 
2 
Today’s activity will build on their memory and recall from yesterday, as well as extending their knowledge about the characteristics of 3D shapes
You will need A selection of 3D shapes from around the home, at least 1 of each shape if possible,
Cube e.g. dice, building brick cuboid e.g. cereal box, tissue box sphere e.g. ball, marble cylinder e.g. tin, felt tip, glue stick pyramid  (a bit tricky to find around the home – do not worry if you cannot find)
white board marker or pen or you can draw faces on bits of paper and stick the faces to the 3D shape 
Activity  recognising faces
How many faces does this 3D shape have? Which 2D shape is this face? Does this 3D shape have a flat face or a curved face?
Extension: Get your child to explore the 3D shape faces by letting them paint and print the faces on paper or try these online games: Record what they say either through writing down their responses or they could make a minivideo! Or take photos. 
3 
Today’s activity is building on their memory and recall from the last two lesson, your child will explore characteristics of everyday objects and shapes and use mathematical language to describe them.
You will need A selection of 3D shapes from around the house, at least 2 or 3 of each shape if possible
see above for ideas
Extension cello tape or glue, empty containers from around the home 
Activity  3D shape hunt around the house
Ask the same sort of questions as lesson 1 – see what they can remember
Will this shape stack or not? Why? Does this shape have curved of flat faces? Which is best for stacking? Can you show me the edges (sides) of this shape? Can you show me the vertices (corners) of this shape? Can you show me the faces of this shape? Which shapes are best for stacking? Why? Which shapes are hard to stack? Why? Why have you chosen that shape?
Online game Can you tell what the shape is? Extension Make a model using 3D shapes
Record what they say either through writing down their responses or they could make a minivideo! Or take photos. 
4 
Time Today’s activity is all about time. Your child will be using their own experiences and will build on their existing knowledge to complete the activities set.
You will need to print out the jigsaw puzzle. If unable to print out the puzzle you can make up your own puzzle by copying the text onto paper or card. The pieces do not need to be a puzzle shape, writing the information on bits of paper or card is fine, they can still match them.
Extra activity make own watch

Play the game using the o’clock option only, if you think your child could have a go try the half past option after. Adult needs to change the time on the clock One hour later jigsaw puzzle – print and cut out the jigsaw puzzle. Follow the instructions and match the puzzle pieces to the correct time.
Extension Telling the time online games o’clock and half past. Chose the correct level for your child
ONLINE GAME 1ONLINE GAME 2ONLINE GAME 3

Previous Weeks
Week commencing 13/04/2020
Intended outcomes:
To develop pupils broader number sense through exploring the differences between numbers and in different representations and contexts.
Specific objectives covered across the week:
 Finds one more or one less from a group of up to five objects, then ten objects.
 Estimates how many objects they can see and checks by counting them.