Good morning everyone! Here is your Monday morning workout!
Today we are going to have a look at some animal patterns. Open the uploaded document and slowly scroll through, looking at each pattern. See if you can guess which animal they are found on.
You can have a go at recreating some of these animal patterns. You can use paint if you have it, or pens or pencil crayons. You could even collage them with different materials if you like? Think about the different shapes on the patterns. How are you going to recreate these shapes? What tools and techniques are you going to use?
Have a think. Why do these animals have these patterns on their fur or skin?
White Rose Maths
The book of choice this week is ‘The Princess and the Wizard’ and Monday’s activities recap over some of our learning. Ordering days of the week and creating patterns using shapes.
This week we are moving back to number work and so I will be splitting the groups into Mr Singleton’s and Miss Johnson’s Group.
Mr Singleton’s Group
This week we are going to explore number bonds to 10. I have attached a tens frame (Under Miss Johnson's Group) which the children have used before. Either print this or draw your own and find some small objects you can use as counters. Ask the children to put a number of the objects on e.g. 6. Get them to then write this number down in their blue book and then write + next to it. Ask your child to now count the number of empty spaces on the frame and then write this number on their addition sum, then write = and the answer will always be 10 because this is the number they are making. Get your child to explore many different possibilities by telling them to put different numbers of counters on, using the same method to find the bond to 10.
Miss Johnson’s Group
This week we will be looking at doubling. Today I would like you to let your child just explore doubles. I have uploaded a tens frame which you have used before. Either print this or draw it out and find some small objects you could use a counters. Let your child explore putting the same amount in the top and bottom lines. They should begin to understand that double means ‘twice as many’ or two of a number’. Using the tens frame helps them to see a ‘pair’ of numbers. Encourage your child to identify the amount they are doubling and to then to work out the answer. See if they can figure out how to do this themselves. You do not need to write anything down but you may want to note down things they say along the way.
Mirrors are also a great way of exploring doubles. This leads into talk about reflections and symmetry. As your child explores further into bigger numbers to ten, encourage them to start using language such as ‘double 2 is 4’. Also, provide examples of non-doubles and explain why this can’t be a double.