year 1 maths•now that you have warmed up your maths brains, we are going to look at how counting...
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YEAR 1 MATHSTerm 6 Week 1
Mathletics and Professor Assessor
This week we have set some place value activities for children to try on Mathletics: https://www.mathletics.com/uk/
We have also set a 10 times tables test on Professor Assessor: www.prof123.co.uk/
Later in the week (from Friday 5th June) there will also be a place value assessment for children to try on Professor Assessor.
You will have 1 week to complete each of these tasks. All of this will help us to know how you are getting on with your learning.
This week – Place Value
• Each session should take about 45 minutes.
• This week we are focusing on:
• Lesson 1 – Recap the language more than, less than and equal to.
• Lessons 2 and 3 – Compare numbers as words and numerals using the symbols < > =
• Lesson 4 – Link counting in 2’s, 5’s and 10’s to the times tables.
• Lesson 5 – Times table mental maths games and problems to solve by counting in 2’s, 5’s and 10’s.
Session 1 – More than, less than or equal to
• In this session we are going to recap comparing amounts using the words: ‘more than’, ‘less than’ and ‘equal to’.
• Remember, ‘equal’ means ‘the same’.
• Can you complete each of the sentences below using this language? Hint: You could use your number line to work out which amount is bigger or smaller.
15 cars is ___________ 18 cars.
21 cakes is ____________ 14 cakes.
44 fish is ____________ 44 fish.
• The answers can be found on the next page.
Session 1 – More than, less than or equal to
15 cars is less than 18 cars. (This is because 15 is smaller than 18.)
21 cakes is more than 14 cakes. (This is because 21 is bigger than 14.)
44 fish is equal to 44 fish. (This is because 44 is the same as 44.)
• Another way to say ‘less than’ is to use the word ‘fewer’ and sometimes ‘greater than’ can be used instead of the words ‘more than’.
• On the next few pages are 3 activities to try at 3 different challenge levels. Please work with an adult to choose the appropriate starting level.
• Lastly, there is a problem to solve using the language we have explored today.
Session 1 – Activity 1
Session 1 – Activity 2
Greater Than or Less Than Use the words more/greater than, fewer/less than or equal to complete
these questions.
38
88
7 + 7
21 + 5
50 + 8
9 + 6
31 + 3
20
91
14
25
57
16
36
Session 1 – Activity 3
Session 1 – Problem Solving
Session 2 – Comparing amounts using the symbols < > =
• Today we are going to think about symbols that represent the words more than, less than and equal to.
• Please work through the next few slides and then try one of the activities set at 3 different challenge levels. Please work with an adult to select the appropriate starting level for you. The answers can be found on the page after each activity.
• Finally, we would like you to tell your own story about Cory the Crocodile (this will be clear who he is by the end of the lesson).
Welcome Cory the Crocodile
Cory the Crocodile LOVES eating numbers….
However, Cory is a very fussy eater…
… he only ever eats the biggest number he can see!
5
9
8 2
1
7
So if we have the numbers:
5 2
Which number will Cory try to eat?
How can we show this mathematically?
5
5 2
2
>This symbol is like Cory’s
mouth. It is open towards
the bigger number.
Greater than >
Less than <
Cory’s past meals
45 > 30 95 > 80
50 > 10 26 > 24
34 < 38 150 < 180
42 < 48 61 < 64
In all of these the
first number is
greater than the
second number.
In all of these the
first number is
smaller than the
second number.
Which number could be missing?
32 > ?
Which number could be missing?
46 < ?
Which number could be missing?
125 < ?
Which SYMBOL is missing?
89 42
Which SYMBOL is missing?
118 142
Greater Than or Less Than – Activity 1 Put the correct sign (<, > or =) between these numbers. Remember – the
crocodile always eats the bigger number!
8
88
77
21
58
96
16
10
91
77
98
57
95
16
Activity 1 AnswersPut the correct sign (<, > or =) between these numbers. Remember – the
crocodile always eats the bigger number!
8
88
77
21
58
96
16
10
91
77
98
57
95
16
<
<
=
<
>
>
=
Greater Than or Less Than – Activity 2 Put the correct sign (<, > or =) between these numbers. Remember – the
crocodile always eats the bigger number!
10
16
4 + 1
15 + 5
5 + 5
13 + 10
16 + 4
12
10
41
16
10
23
22
Activity 2 AnswersPut the correct sign (<, > or =) between these numbers. Remember – the
crocodile always eats the bigger number!
10
16
4 + 1
15 + 5
5 + 5
13 + 10
16 + 4
<
>
<
>
=
=
<
12
10
41
16
10
23
22
Greater Than or Less Than – Activity 3 Put the correct sign (<, > or =) between these numbers. Remember – the
crocodile always eats the bigger number!
18
88
70 + 12
21 + 11
58
10 + 2
16 + 3
20
91
83
32
47 + 10
7 + 5
12 + 6
Activity 3 AnswersPut the correct sign (<, > or =) between these numbers. Remember – the
crocodile always eats the bigger number!
18
88
70 + 12
21 + 11
58
10 + 2
16 + 3
<
<
<
=
>
=
>
20
91
83
32
47 + 10
7 + 5
12 + 6
Session 3 – Comparing amounts using the symbols < > =
• Today we are going to recap the greater than, less than and equals symbols.
• If 2 numbers or amounts are the same we can use the = symbol.
• If the first number is bigger then we use the > symbol (greater than).
• If the first number is smaller then we use the < symbol (less than).
• If you feel you need a further reminder then you could go through the Cory the Crocodile explanation from yesterday.
• Now we would like you to try the problem on the next page. Can you find all the possible solutions to the problem? The answers can be found on the page after.
• Finally, can you write your own problem using a different symbol? Can you find out all the answers to your problem? If you send your problem to [email protected] then the children in school could try yours out!
Session 3 – Activity
Session 3 – Activity Answers
You could choose any number between 0 and 7 as these are all smaller than 8 footballs.For example:
4 <
Session 4 – 2, 5 and 10 Times Tables• Over the year we have been learning to count in 2’s, 5’s and 10’s.
• We would like you to start today’s session by playing Bingo. Please follow this link https://www.whitleyabbeyprimary.co.uk/gordonsnumber.html and click on ‘Bingo – Counting’. Then try the counting in 2’s, 5’s and 10’s games.
Session 4 – 2, 5 and 10 Times Tables
• Now that you have warmed up your maths brains, we are going to look at how counting in 2’s, 5’s and 10’s links to their times tables.
• Look at the table below. Can you see any patterns in the answers?
1 x 2 = 2
2 x 2 = 4
3 x 2 = 6
4 x 2 = 8
5 x 2 = 10
1 x 5 = 5
2 x 5 = 10
3 x 5 = 15
4 x 5 = 20
5 x 5 = 25
1 x 10 = 10
2 x 10 = 20
3 x 10 = 30
4 x 10 = 40
5 x 10 = 50
Counting in 2’s Counting in 5’s Counting in 10’s
Session 4 – 2, 5 and 10 Times Tables
• Next, try this Calculation Balance game to practise counting in 2’s, 5’s and 10’s to answer times tables questions: https://www.topmarks.co.uk/Flash.aspx?f=CalcBalancev5
• Lastly, can you try writing out your 2, 5 and 10 times tables? You can look on the next page to check your answers.
Session 5 – Times Table Problems
• Today we would like you to start by completing the Place Value Assessment on Professor Assessor: www.prof123.co.uk/
• This has been set from Friday 5th June and you will have 1 week to complete the test. This will help us to know how you are getting on with your learning.
• After this you could try some of the times tables problems on the next few pages. Please work with an adult to select the appropriate level for you out of the 3 activities.
• As an extra task, you could follow this link to try the Mental Maths Train game: https://www.topmarks.co.uk/maths-games/mental-maths-train
Session 5 – Problem solving activity 1
Session 5 – Problem solving activity 2
Session 5 – Problem solving activity 3