Online Mathematics
Welcome to the Junior School Mathematics Page!
Please have a look at the following links for information and resources:
1. Mathematics progressions- goals and targets for your child's current level. Progressions
2. Basic facts to support progress in Mathematics Bricks
3. ICT games link- for a range of different games/activities ICT games
Two Day - Date Game
Recently we had the date 22/2/2022, using the numbers 2,2,2,2 0,2 and 2 in any order, use the operations +, -, x and ÷ to write equations for as many of the numbers 0-20 as you can.
e.g. 2 - 2 = 0, 2÷2 = 1
Splat! is a slideshow powerpoint activity which is a very POWERFUL, HIGHLY INTERACTIVE NUMBER SENSE STRATEGY THAT CAN BE USED AT ANY LEVEL.
Click on the link and in 'view' click 'slideshow' and use your right arrow key to take you through the activity. Encourage your child to count how many dots and to try to explain how they worked out the answer. link to slideshow (numbers to 10 level) , Link to slideshow (numbers to 20, Link to slideshow (multi-splat challenge)
Splat! as a paper game. Print a copy of a page with 10 dots, make a splat shape and play a game covering a different number of dots each time. (you can cut/adapt the sheet to have more or less dots).
Worksheets
Here are some worksheets for you to work on based on your Year Level. Have a go with your family!
Rounding
Here are some activities for rounding numbers to the nearest whole number, 10 and100.
Level 1-2 - Rounding to the nearest 10 and 100
Have a look at the slideshow below:
When rounding to the nearest ten, you have to look at the one column to see if you need to round up or down.
When rounding to the nearest hundred, you have to look at the tens column.
Worksheet 1 - Rounding to the Nearest 10
Worksheet 2 - Rounding to the Nearest 100
Level 3 - Rounding Decimals
Greater Than, Less than, Equal to
Today we're going to be looking at the signs we use when comparing numbers. The signs mean greater than, less than, equal to and does not equal.
< - Less than—the number on the left is less than the number on the right; 2 < 3
> - Greater than—the number on the left is greater than the number on the right; 3 > 2
≠ - Does not equal—the number on the left does not equal the number on the right; 2 ≠ 3
= - Is equal to - both numbers are equal
One of the best ways to remember Greater Than and Less than is to think of a crocodile's mouth. The crocodile wants to eat the bigger number, so its mouth will be open to the side that has the bigger number.
We also use "equal to" and "is not equal to" signs in maths as well.
The equals signs is most commonly used in equations:
The equals sign doesn't mean that 7+5 means 12, but rather 7+5 is of the same value as (or is equal to) 12.
The "is not equal to" sign is not used commonly used in lower level maths, but children are still required to understand what the sign means at Level 1.
For example:
8+5 ≠ 14
See if you can create some equations using the 4 signs. You could use lego, pens or nature to create an equation and take a picture of like the one below:
2 > 1
There are also some worksheets you can print off and practice:
NB - They progressively become harder.
Matthis' tricky (or sticky) lolly problem
Try out Matthis' problem
🍬🍬🍬🍬🍬🍬🍬
Matthis, Jamie and Ronan have 7 lollies. Matthis has more than Jamie, and Jamie has more than Ronan. How many does each person have?
Make today a Problem Solving Day!
Lollies!!!
We all like lollies (well most of us do) so today's problems are all about lollies. You may even be able to convince your parents that you need some lollies to be able to solve the problems (that is up to you!).
The problems today are applying the skills of:
+, -, x and ➗
Level 1
Challenge: Write your own problems about lollies, send your problems to lisa.seeley@taitapu.school.nz and I will publish them and try to solve them (although I will use real lollies to help me - yum!).
Happy Problem solving!
Multiplication Activities
Today is all about multiplication. Our younger students start this learning with skip counting fun with 2's, 5's and 10's. They then move onto looking at multiplication as pictures (arrays) and then finally use their time table knowledge to solve problems.
Here are 2 warm up games you can read & play OR print & play. The dice game is best for our younger students and the snakes and ladders game is for students who can work out multiplication equations.
Early skip counting Activities
Song - skip counting in 2's
Song - skip counting in 5's
Array activity
Here is a photo I have taken to show 3 x 2 (3 groups of 2)
3 x 2Take a photo showing a multiplication equation like 5 x 2 or 5 x 3 and send it to lisa.seeley@taitapu.school.nz and I will make a slide show of the pictures. Or you can take a few pictures and make your own slide show.
Here are some pictures to work out HOW MANY by skip counting:
Activities for students who can calculate using multiplication:
Time Table House Building - PRINT
Multiplication Word Problems - READ or PRINT
Number Identification
Today's activities are all about practising identifying numbers. Being able to identify a number is a critical enabler in mathematics to succeed with learning new strategies.
Number identification to 20
Counting up to 20
Counting down from 20
Games to play - Number Mat & Lily Pads
using this number grid (printable version)
Number Mat idea
Parents: can you write these numbers on a large piece of cloth, maybe an unwanted sheet OR a large piece of PVC OR chalked onto the ground.
Ask your child to jump onto a number that you have chosen for them. You can play "Twister" by having 3 or 4 numbers called out consecutively.
Extend thinking by asking your child to touch the numbers before or after a given number.
Lily Pad idea
Use numeral cards lined up in order to create lily pads. The children act as frogs and jump on specific numbers, or the number just after or just before a given number.
Number identification to 100
Big Number Song
100 square
Dinosaur - missing numbers (1-100)
Teen and Ty Bingo
The difference between teen and ty (13 and 30) numbers can be troublesome for children, here is a simple bingo game you can easily create to learn the difference.
Number identification to 1000
Teaching video
Enjoy!
Strand Math - Let's Tell The Time!
Watch these fun clips to warm up the body and the brain. Join in!
For o'clock watch this:
For half past, quarter to and quarter past. Also for matching analog and digital time watch this:
Using our hands:
Let's make a clock! You will need: paper or cardboard from a cereal box (any will do), pencil, a plate to draw around.
Step 1: Draw around your plate on your paper or cardboard so that you have a circle just like the picture below.
Step 2: Write the numbers 1 to 12 around your clock.
Step 3: Use branches from outside to make a small and big hand.
Step 4: Practice showing and saying different times on your clock.
Have fun!
For our Experts: Look at a digital clock at your house. Make an analog clock above and show someone how your can make your analog clock match the digital time. Do this every now and then throughout the day.
Other ideas: Make a clock out on your driveway with chalk!
Worksheet about o'clock:
Worksheets about all analog time. You can do one or all of the sheets. It is up to you. : )
In the NZ Curriculum Level one goes over years 1&2 of school and Level 2 goes over years 3&4 of school. There are activities below for both levels, please feel free to go between the levels to suit the needs of your child.
WARM UP!
- What shapes do you notice?
- Is there anything you can count?
- What objects do you notice?
PROBLEM SOLVING - Level 1
Here is a link to a fantastic problem called Robot Monsters.
This problem is great for practising the problem solving skill of working systematically as the students need to work out tallest and shortest by putting body parts together. You can print a sheet of robot parts to use or you can scroll down and manipulate on the screen to make your robots. Here is one of mine.
Have fun!
PROBLEM SOLVING - Level 2
Here is a link to a number problem called Fifteen Cards. You will have to make yourself fifteen cards with the numbers labelled 1-15.
N. B. The link will take you to a page which has a 'getting started' tab for advice on how to start the problem on the left.
This problem practises the problem solving skill of trial and improvement, working systematically and not giving up!! Good luck & have fun!
Number
In the NZ Curriculum Level one goes over years 1&2 of school and Level 2 goes over years 3&4 of school. There are activities below for both levels, please feel free to go between the levels to suit the needs of your child.
WARM UP! Let's wake up our number brains with a fun game!
Number Boggle Game
This is a great game for adding and taking away practice:
Here is a link to the instructions.
New entrant children - if you are learning your numbers to 10 you could draw a grid outside, ask a parent/sibling to call out a number and hop onto it.
MATHEMATICAL PATTERNS - Level 1, repeating patterns
Use the pictures below to work out how the pattern repeats and answer the questions too 😊
Create your own repeating pattern using these fun ideas:
Stickers 
In the garden
Can you think of another creative way to practise repeating patterns? Please send your ideas to your teacher for sharing.
MATHEMATICAL PATTERNS - Level 2, number patterns
Number patterns follow a rule such as adding 5 or taking away 3.
Follow the rules for these number patterns to find the missing numbers:
1. The rule is add 3. 5, 8, 🗍, 🗍, 🗍,
2. The rule is take away 2. 100, 98, 96, 🗍, 🗍, 🗍,
3. The rule is add 5. 1, 6, 11, 🗍, 🗍, 🗍,
4. The rule is double. 1, 2, 4, 🗍, 🗍, 🗍,
5. The rule is take away 9. 99, 90, 81, 🗍, 🗍, 🗍,
Here are some more number patterns for you to identify the rule and create your own pattern using your own rule:
Good work for today!!
Number
In the NZ Curriculum Level one goes over years 1&2 of school and Level 2 goes over years 3&4 of school. There are activities below for both levels, please feel free to go between the levels to suit the needs of your child.
WARM UP! Let's wake up our number brains with a fun game!
Game: Level 1 - Total of 10
- 1 or more players
- A pack of cards with the picture cards removed. Ace is worth 1.
How to play:
- Shuffle the cards and lay out face up into 4 rows of 5 cards.
- The aim of the game is to remove all the cards from the table in sets of 2 or more cards which add up to 10 E.g. 8 and 2 could be removed and a 3,5 and 2 could also be removed.
- The game can be played individually, with players trying to clear as much of the table as they can.
- If played with others, take it in turns to remove cards. The winner is the person to have removed the most cards by the end of the game.
- The game can also be played by finding cards which add up to 20.
Game: Level 2 - Addition Game 'Pig'
What you will need to play:
- 2 players
- 2 dice
- Paper & pen
How to play:
The first player roles the dice and if the dice lands on a 2,3,4,5 or 6 they can either record the number and let the other player have a turn, or throw again to try to increase the total.
The aim of the game is to be the first player to reach 100, by throwing a dice and adding to the total each time.
If a 1 is thrown at any stage, the player loses all the points that round and score zero.
The game can also be played with 2 dice, with players adding the totals of both dice each time. If at any stage, they throw two 1's, then not only do they lose any points from that round, but they lose all the points gained in the game so far.
NOW THAT WE ARE NICELY WARMED UP LET'S THINK ABOUT DOUBLES .....
Knowing our doubles facts and having them at our fingertips is very useful as a strategy for working out problems that involve numbers close to a doubles fact.
DOUBLES Level 1
Here are 2 songs we use in class to help us learn our doubles facts up to double 10:
Here are practice sheets and board games to help learn our doubles facts:
Embed
DOUBLES Level 2
Adding and taking away near doubles
Tom has 17 plums.
Todd gave him 17 green ones.
How many plums did he have then?
To solve this problem you can use facts you know double 10 added to double 7 (10+10 and 7+7) = 34
Work out these problems using doubles. Record how you did each:
1. 
Belinda had 5 oranges.
She got 4 more.
How many oranges did she have then?
2. 
Max had 8 bananas.
He got 7 more.
He got 7 more.
How many bananas did he have then?
3. 
Sula had 14 kiwi fruit.
She was given 15 more.
How many kiwi fruit did she have then?
Here is another problem you could solve using doubles that you know.
On Monday Milly found 22 and Sam found 18.
How many did they find altogether on Monday?
How many did they find altogether on these other days?
Tuesday Milly 24 Sam 21
Wednesday Milly 23 Sam 24
Thursday Milly 18 Sam 23
Friday Milly 28 Sam 33
Great work! If you're feeling like a challenge, can you work out the total number of apple cores found on the school field that week?
FRACTIONS:
Let's start with some revision by colouring and labelling fractions:
Level: 1
Level: 2
Level: Expert
New Learning:
Activity 1) Equivalent Fractions
Look at these two pizzas, what do you notice:
The first one is 2/2 or 1 whole and the other is 4/4 which is also 1 whole. Even though they are cut differently they are both equals we call this equivalent fractions.
Take a look at one of these worksheets and have a discussion to work out which ones are the same:
Level 1/2 Equivalent Fractions
Level 2/3 Equivalent Fractions
Activity 2) Comparing Fractions
Look at these two pizzas, which one would you choose if you wanted to eat the most?
That's right the one on the left is 1/3 and the one on the right is 2/4, when you compare them you can see that the one on the right is bigger than the one on the left. We write it like this 2/4 > 1/3.
These are the greater than less than symbols: < > to know which way it goes pretend it is the mouth of a crocodile, the crocodile always eats the bigger number.
Try one of these worksheets to practise finding the bigger fraction:
Level 1/2
Level 2/3
Activity 3) Adding and Subtracting Fractions
These pizzas are both cut in the same way, they both show quarters, If we add them together how many quarters would I have?
That's right you would have 3/4.
Have a go at these worksheets to see if you can add and subtract fractions:
Level 1/2
Level 2/3
Activity 4) Word Problem Cards
Here are some fraction word problems cards to test your understanding:
Word Problem Cards
Activity 5) Fraction Hunt
Fractions are all around us! Walk around the house, yard and neighbourhood with your child. Where do you see fractions? What would you call one part of the whole? For example, one rectangular stepping stone of 13 equally sized stepping stones would be 1/13th of the stepping stones. What if the objects are of different sizes? Can they still be represented as a fraction?
Draw shapes on some concrete in chalk. Split the shape in half and shade half, name the fraction you see. Split the shape in half again, making fourths. What would you call the coloured portion now? Write an equivalence statement.
Finding ½ in an art piece. In this piece of art below, highlight where you see ½.
FYI – the level 1 activities are for years 1&2 and the level 2 activities are for years 3&4. However students are ready for and enjoy a variety of learning at different times so feel free to dip into activities from both levels.
Your child will also have been set some MathsBuddy tasks to support our FRACTION work.
My Perfect Pizza
In this activity you may choose to create your pizza on paper or create your pizza for real!
Level 1 Idea
Learning Intention – to read & understand quarters.
1.Use the link to plan a pizza with 4 of your favourite toppings (see picture).
Discussion: parents please talk about quarters being 4 equal parts and introduce the symbol for 1/4 .
2. Now create your pizza using paper collage or for real to eat for lunch or dinner.
Level 2 Idea
Learning Intention – know unit fraction symbols and find fractions of shapes.
1. Write down 6 pizza toppings you like, either draw your toppings (as in the picture) or create a real pizza. Number your toppings 1-6.
‘
· Put topping 1 on half of your pizza
· Put topping 2 on one sixth of your pizza
· Put topping 3 one four sixths of your pizza
· Put topping 4 on three sixths of your pizza.
· Put topping 5 on one third of your pizza
· Put topping 6 on two thirds of your pizza
Discussion: Parents please talk about sixths being six equal parts and help your child to identify how many pizza pieces make up: one half, one third, two thirds etc. and help them to notice that three thirds is the same as one half.
Activity 2 – Using your Maths Eyes
Use your maths eyes to notice things about this picture, it does not have to be about fractions.
Now try to answer these fraction questions about the picture:
- How many gingerbread men are in half of the group?
- How many gingerbread men are in a third of the group?
- How many gingerbread men are in a quarter of the group?
- How many gingerbread men are in two quarters of the group?
- How many gingerbread men are in two thirds of the group?
Activity 2 – Problem solving
Level 1 problem
Level 2 problem
TIME
FYI – the level 1 activities are for years 1&2 and the level 2 activities are for years 3&4.
However, students are ready for and enjoy a variety of learning at different times so feel free
to dip into activities from both levels.
However, students are ready for and enjoy a variety of learning at different times so feel free
to dip into activities from both levels.
Level 1 Objectives:
*Directly compares the duration of two events
*Uses non-standard units to compare the duration of two or more events
*Tell time to the hour and half-hour using analogue clocks
*Directly compares the duration of two events
*Uses non-standard units to compare the duration of two or more events
*Tell time to the hour and half-hour using analogue clocks
HOW LONG?
Activity 1: Clapping time
In this activity, we indirectly compare "quick" events by clapping and stamping.
Resources
- Paper
1. Begin by asking your child which they think would take them longer, writing their name or walking
to their bedroom and back. Time the events by clapping ensuring you keep a steady
beat.
Record the results:
Writing my name 9 claps
Walking to my bedroom 11 claps
2. Ask for other ideas for timing events, for example. clicking fingers or stamping.
3. List events that could be timed.
4. Take turns with your child doing the event and timing it with your chosen method.
5. Display and share the results with your child.
Walking to my bedroom 11 claps
2. Ask for other ideas for timing events, for example. clicking fingers or stamping.
3. List events that could be timed.
4. Take turns with your child doing the event and timing it with your chosen method.
5. Display and share the results with your child.
Activity 2: Making Clocks
In this activity, your child creates their own clocks using paper and then use the clock to showtimes
during the day.
during the day.
Resources:
- Clock worksheet
- A large and a small hand fixed at the centre.
- Digits 1 to 12.
- Digits 1 to 12.
1. Discuss ideas for positioning the numbers evenly around the clock.
2. Construct clocks fixing the hands in place with a split pin or blue tack.
3. Now use the clocks to show hour and then half-hour times. Display both the analogue and
digital written forms.
4. Make a list of the activities your child does each day. Write the time in digital form then get them
to make the time on the clock (analog)
5. Throughout the day ask the students to change their clocks to show the "real" time. Do this several
times on the hour and half-hour. Each time look at tell the time using both digital and analogue forms.
Level 2 OBJECTIVES
- tell time to the hour and half hour using digital clocks
- solve time problems involving hours and half hours
- estimate the time taken for daily activities in hours and minutes
- use advanced counting or partitioning strategies to solve problems involving minutes and hour
HOW LONG DOES IT TAKE
This unit involves students in looking at the lengths of time various activities take and calculating
how long is spent on these activities in a week.
how long is spent on these activities in a week.
Getting Started
Brainstorm a list of things your child does each week such as sleeping, playing, and eating.
1. Once the list is complied discuss how often the activities occur. Are they daily, just on school days or a few times a week?
2. Explain that this week they are going to look more carefully at some of these activities and work
out how long they spend on them over the course of a week.
3. Have your child choose one of the activities from the list, and calculate how long they spend on
your child select which activity to focus on to ensure the process is not too complicated.
4. Discuss the strategies they are using.
How could we work out what seven lots of 2 are all together?
How do you know 5 lots of 5 minutes is 25 minutes altogether?
How could you check?
How do you know 5 lots of 5 minutes is 25 minutes altogether?
How could you check?
5. Encourage your child to discuss the methods they are using.
If we know 2 lots of 5 are ten is it reasonable for 5 lots of 5 to be 8 which is less than that?
How long do you think you would spend brushing your teeth in a week?
From our calculations which activity takes the most of our time over the course of a week?
Which takes the least?
Emphasise that the calculations they have done are based on estimates and are not statements of fact.
Exploring
Show your child Copymaster 2.
1. Over the course of the next few days look at the statements individually and assess whether
or not they are reasonable. You need not look at all the statements, but work at the pace of your
2. Encourage your child to compare their ideas about what times they think are reasonable for
the various activities as well as their methods for calculating to check the statements.
3. A calculator could be used as a final check your child encouraged to confirm the reasonableness
of the answers provided with mental calculations.
4. At the end of each session, the types of questions you might use to help develop students
understanding include:
How many minutes in an hour? In half an hour?
How did you work out how long she spends each day?
How could you check your calculations?
Is it reasonable to spend that long to brush your teeth? How long do you think it takes you?
How did you work out how long she spends each day?
How could you check your calculations?
Is it reasonable to spend that long to brush your teeth? How long do you think it takes you?
5. Show your child Copymaster 4. Use the same process as above to decide which statements are
reasonable and which ones are unreasonable.
Who takes the longest?
How much longer do they take?
How does this compare with how long you would take to do that?
Copymaster 5 can help in these comparisons.
How much longer do they take?
How does this compare with how long you would take to do that?
Copymaster 5 can help in these comparisons.
6. Get your child to write three statements but make only two of them reasonable and one unreasonable.
Copymaster 6 can be used to record their statements.
7. Discuss:
Did you find the statement that was unreasonable? How?
What made you think it was the unreasonable one? How did you check?
What made you think it was the unreasonable one? How did you check?
O'Clock, half-past, quarter-past, quarter to
Word Problem: To the nearest hour or half-hour
Word Problems: #1
Word Problems: #2
Word Problems: #3
Level 1
Activity 1: Fast and Slow
In this activity we discuss things that move quickly and slowly. We begin by reading the story of the hare and the tortoise. Here is a link to a video you can show.
Resources:
- Paper
- Begin the activity by exploring fast and slow actions.
Let’s wave our hands quickly…now slowly
Let’s clap quickly…slowly
Let’s blink quickly…slowly - Ask your child to share their ideas for other fast and slow actions.
What other things can we do quickly and then slowly? - Discuss things that they know that go fast or slow. List these ideas on a chart of slow and fast things.
- Ask the students to think of their favourite fast thing and their favourite slow thing. Get them to draw these onto a piece of paper.
Activity 2: Ages
In this activity we begin by looking at pictures of people of varying ages. These can be pictures of people in magazines, newspapers or family photos.
Resources:
- Pictures of people of varying ages, images from the internet, photos from magazine, or family photos
- Magazines
- Show your child some pictures. Begin with a picture of a baby and get them to guess the age.
How old do you think the baby is?Do you know any babies? Who? - Move onto pictures of students ranging between 5 and 13.
Who do you think is older?
How can you tell?
How old do you think that student might be?
Is that older or younger than you? - Before you show the next picture ask the students to guess who it might be a picture of. (mother, grandmother)
What picture do you think I am going to show you next? Why did you guess that? - As you discuss the pictures display them on a line in order of age.
- Ask the students to either cut from magazines or draw 4 pictures of people of different ages.
- Get your child to either give you or a sibling the 4 pictures to order them.
Level 2
Activity 1: Minutes after the hour
In this activity we practice reading time by counting minutes after the hour.
Resources
- Analogue clock (with minutes marked)
- Digital clock
- Begin by looking at the minute hand on the analogue clock.
How long does it take the minute hand to get around the clock face once?
- Ask your child a number of questions about the time it takes for the minute hand to move between positions on the clock. Check by counting (in ones until the students notice that you can count in fives). Eg - How long does it take for the minute hand to go from the 1 to the 3?
- Move the hands on the analogue clock to 20 minutes after 9. Ask:
What time is on the clock?
How do you know?
Can you tell me what 20 minutes after 9 would look like on the digital clock.
- Repeat with other examples (initially limit this to minutes after the hour).
- List times for students to draw clocks. Include both digital and analogue times.
For example: - Half past 3
- 7:15
- 25 minutes past 7.
- 2:40
- 18 minutes past 10.
Activity 2: Timing activities
In this session we record the start and end times of a number of activities
Resources
- Clock with second hand
- Digital watches or phone
- Start and End time recording sheet
- Begin by posing the question:
How long does it take to write your full name?
- Ask your child to estimate and then write it down. Time them while they are writing.
- Brainstorm a list of activities that will take a short time to complete (but longer than a minute). For example:
- Running around the house x amount of times
- Writing the digits to 100
- Eating an apple
- Reading a picture book
- Get your child to complete some of the activities listed. Tell them that they are to record the start and end time for each activity on both a digital and analogue display. Ask them also to record out how many minutes the activity took.
If you would like to try an extra to the lessons/tasks your teacher has set you, you can try both:
Level 1
Activity: My day
In this activity we sequence the events in our day from when we wake up until when we go to bed. We make these into a wrap-around-book.
Resources:
A strip of paper divided into 5 sections
- Begin by asking your child to tell you about the first thing they do when they wake up.
The first thing I do is look out the window.
What do you do? - Get them to draw the first thing that they do on the first segment of the strip.
- Next ask your child to think about the last thing that they do each day. (In bed asleep).
- Draw this on the last segment.
- Now ask your child to think about the other things that they do during the day.
- Get them to fill in the other pictures on their day chart in time order.
- Join the ends of the strip to make a wrap-around-book.
- Colour in the pictures and ask them to write a sentence explaining what they are doing in each picture.
Extension – help them to write an o’clock time next to each picture e.g. 10 o’clock, I ride my bike.
Activity: Days of the Week
Here are some examples of Days of the Week poems, have a go at creating your own poem, these ones have been hung like a mobile.
Level 2
Activity: Just a minute
In this activity we explore all the different activities that we can complete in a minute.
Resources
- A device to measure a minute.
- Begin by asking your child how many times they think they could write their name in a minute. (estimate)
- Test out to see how close their estimate was.
- Brainstorm together for other things that they could try to complete in a minute. E.g.
- counting by 2’s
- hopping
- heart beats
- eye blinks
- jumping jacks
- bounce a ball
- Make a chart to record your data.
Idea
|
Estimate
|
Actual amount
|
Activity: Exploring Analogue Time
Draw or make an analogue clock with your child.
- Discuss times of the day when well known events happen and have your child model these times on the analogue clocks they have made. At first focus on hours, e.g. school starts at nine o’clock; eight o’clock is bedtime. Then move on to half-hours, e.g. half past ten is playtime.
- As your child works at modelling times, focus on the position of the hands (big hand shows minutes and little hand shows hours) and the terms half past and o’clock.
- Children can record some of their favourite times of the day and draw clocks showing those times.
If you like problem solving…..
Visiting Grandma
PSTV
- Talk about the types of insects that you might see if you looked in the garden. As the students name the insects in this problem display them on paper.
- Read the problem for the students to work on.
- Brainstorm for ideas about how to solve the problem.
- As they work they may choose to cut out the objects to form groups or they may redraw them.
How are you sorting the insects?
How many different insects are there?
What can you tell me about the insects in the garden? - ALTERNATIVELY YOU COULD GO OUTSIDE AND COLLECT YOUR OWN INSECT DATA TO WORK WITH.
- Extension to the problem, make a picture graph of the insects.
Use your maths eyes to notice things about these 2 pictures. Email Mrs Seeley what you notice if you want to (lisa.seeley@taitapu.school.nz).
MATH CHALLENGE: Snakes and Ladders
A Snakes and Ladders board has the number 1 moving up to 100.
Can you...
Play a game of snakes and ladders at home
Or... Create your own snakes and ladders board?
