Row 4,3 and 2 LI: To count in multiples of 4, 8, 50 and 100.
Row 1 LI: To count in multiple of 2 and 5
Today we are looking at using or knowledge of number to count forwards or backwards from any given number in jumps of 2, 4, 5, 8, 50 or 100.
Look at this number sequence:
15 20 25 30 35
What is the next number in the sequence? It is 40, we know this because we are making jumps of 5 each time.
Let’s try another one!
Look at this number sequence:
20 24 28 32 36
What is the next number in the sequence? It is 40, we know this because we are making jumps of 4 each time.
Using the number square in your packs complete the work sheet in your pack for counting on in multiples.
LI: To add numbers mentally, including a three-digit number and hundreds
Recap place value – the value of each digit in a three digit number
Explain that as we are adding hundreds so our tens and ones columns will not change.
Demonstrate how to add 100 and multiples of 100 to a three digit number on the board. Invited children to have a go at solving.
Go through some together to familiarise then complete activity.
Complete Lesson 2 activity sheet in your home learning pack.
LI: To add numbers mentally, including a three-digit number and ones.
Recap place value of each digit in a 3 digit number. Hundreds column, tens column and ones column.
Ask you child what column will we be adding to if we are adding ones?
First we will not be crossing the ten boundary eg 13+6=19 or 32+6=38 etc
Demonstrate how we can + using a number line. For example;
27 + 4 = 27 28 29 30 31 (4 jumps of one)
Take care when crossing over the ten boundary.
Work through several with your child building their confidence.
Complete Lesson 3 activity sheet in your home learning pack.
Lesson 4: L.I. Identify different types of lines
Explain to children that there are different types of lines. We see lines everywhere around us all the time, for example on buildings, books, televisions, photo frames, roads etc.
Did you know that different types of lines have different names?
Why not have a look around and see if you can find any horizontal and vertical lines?
Now have a look at the pencils below. Can you count how many vertical and horizontal pencils there are?
Write your name in capital letters, like in the example below.
- How many pairs of parallel lines can you find?
- How many pairs of perpendicular lines?
- Which capital letter has the most parallel lines in it?
- Which capital letter has the most perpendicular lines in it?
House of lines
This is a two-player game.
Pick a room in your house!
Player 1 gets a point for every pair of parallel lines they can find in the room.
Player 2 gets a point for every pair of perpendicular lines they can find.
The player with the most points wins!
Lesson 5: L.I. Round numbers to 10
Using empty number lines: 0–100, mark on 2-digit numbers. Discuss how children do this.
Short task Children draw an empty number line on their boards. Tell them you want them to mark 76 on their line between the 0-100. Then ask children to mark where their number goes. Help children who need support by asking them to mark on 50 (halfway) and then deciding if 76 lies before or after 50. Discuss with children which 10s does 76 lie between? (70 and 80) Ask children to place these on their lines.
Repeat using three digit numbers with a numberline between 100-200.
Awards we have received so far.