L.I. To estimate and measure length
Hold up some items of different lengths, e.g. pen, sock, mug, long paint brush, bead string, tall vase (not glass), piece of ribbon, scarf. Take suggestions.
Show a selection of measuring instruments, e.g. rulers, metre sticks, tape measures, scales, protractors, measuring jugs, thermometers. Leave them clearly visible.
Show, one at a time, a selection of items to be measured. Ask your child to discuss which measuring device would be best to use to measure the length or height of each object. Put the object next to the most suitable measuring device when that is agreed. Ascertain that only the metre stick, ruler and tape measure are appropriate instruments to measure length. What you would use to measure our classroom? (metre stick) A table? (tape measure) A shoe? (ruler)
Ask yoyr child to measure a pencil and write its length on the board. Mention that the smaller marks between the centimetres are called millimetres and there are 10 mm in 1 cm Show them that we can measure more accurately using centimetres and millimetres, but explain that for this lesson they will be using only centimetres to measure objects.
Measure an object. Show your child how to convert it into mm.
Record the measurements in different ways e.g 1m 60cm, 1.6m 160cm, 1600. Inform children that they are all the same length.
Your child should choose 5 items to measure to the nearest centimetre using a ruler. Challenge them to measure it accurately including decimal points (e.g. 6.4cm). Include pens, pencils, shoes, glue sticks, pegs, etc. Children write information on worksheet provided in pack. Children write estimate and measurement using cm abbreviation for centimetres.
Challenge: Convert from cm to mm.
L.I. Add numbers mentally
Warm up : Counting in multiples of 10 and 100.
Count in 1s forwards and backwards from 0 -10 and record the numbers 0-9 on paper.
Repeat the process by counting in tens and recording 10-90 on paper.
Repeat again for 100s and record the numbers 100-900 on paper.
Using a pointer point to 200 then ask your child to tell you the whole number. Repeat creating 2 and 3 digit numbers.
- To add 9 mentally we can add 10 and subtract 1.
- Starting with 2 digit number adding 9 – Show your child a number square so that they become familiar with the pattern of add 10 and subtract 1 (so on the number square its down one square and across to the left one square to add 9) Focus to build mental imagery for your child. Children to spot patterns in their answers, what happens to the tens and units every time I add 9?
Complete worksheet in pack on adding 9 to 2 digit numbers then moving on to 3 digit numbers if confident.
Awards we have received so far.