Maths Focus:

1 More and understanding what 2 meters look like

Session 1:

• Counting to 5/10 (20 for those children who are ready) - forwards and backwards/from different starting points/ using different voices.

• Correct formation of 1, 2, 3 – model first before getting your child to write.

• Sing “1, 2, 3, 4, 5, once I caught a fish alive.” Afterwards point out that we were adding 1 more each time. Encourage your child to use their fingers to add 1 more, starting with zero.

• Using counting materials (cubes, counters, pebbles, cars etc.), get your child to start at 0 and keep adding 1 more (up to 5/10). Ask questions: What is 1 more than…? What do you need to do to find the answer? When your child has found the answer, encourage them to say, 1 more than X is…. Point out that when 1 item is added, there is a greater amount.

• Order digit cards together 0 to 5/10 (these can be hand written on paper if you do not have any). Read a ‘1 more’ calculation, e.g. 1 more than 6 is… Model how to find the answer or ask your child how to find the answer/what to do - emphasising the terminology ‘count on’ and ‘greater amount”.  

• Sing “Peter bangs with 1 hammer” – Use language: 1 more.

Session 2:

• Counting to 5/10 (20 for those children who are ready) - forwards and backwards/from different starting points/ using different voices.

• Recap forming 1, 2, 3 correctly – model first before getting your child to write. Move onto 4.

• Sing “1 little finger” rhyme - up to 5/10. Use language: add 1 more.

• Recap the concept of 1 more – ask your child a 1 more question: What is 1 more than…? Ask them how to find the answer (add 1 more) and then using their counting materials find the answer (up to 10) and repeat.

• Numberblocks: Series 2 - Just add one https://www.bbc.co.uk/iplayer/episode/b08q39b4/numberblocks-series-2-just-add-one

• 1 more song - https://www.youtube.com/watch?v=Du6JHupzwVo 

Session 3:

Talk to your child about why we need to try to be 2 metres apart when we are with people who do not live with us in our homes. Explain that this is because the virus can’t spread across this distance even if an infected person coughs or sneezes.

Watch the video-  https://www.youtube.com/watch?v=NMwEDi9-kOk

Show the children what 2 metres would look like (measuring tape, strips of paper or sticks attached together).

Explore with your child what two meters looks like.

How many adult hands long is 2 metres?

How many adult feet long is 2 metres?

What if we use children’s hands and feet to measure? Will it be the same or different? Why?

What objects do we have at home that could be the same length?

https://www.youtube.com/watch?v=wPM58DQH0gQ