This activity involves children identifying and correctly classifying 2D shapes and 3D shapes. This lesson is best achieved practically with a set of 2D and 3D shapes, but I have included a paper version here that can be cut out and stuck down should you not have access to shapes.
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It is vital to get the first few minutes of the school day right, and get children off to a good start. These activities are divided into maths, English, creativity and reading skills. Each should get children motivated and ready to learn. It is presented in Powerpoint form. Enjoy!
This one should keep key stage 1 in good shape... get it? One key objective for key stage one is being able to recognise basic two dimensional (2D) shapes. In the 2019-20 school year, many year 1s (current year 2s) will not have learned this in class due to the Covid-19 pandemic lockdown and subsequently may have a few gaps in their knowledge. This Powerpoint therefore is designed as a perfect re-cap for Year 2s that have learned about 2D shapes and as new learning for Year 1s and 2s that haven't. The lesson introduces the terminology 'sides' and 'corner' and includes key facts about the shapes. At the end, there is a short quiz to see if the learning has been retained.
Knowing your times tables is so important. They really help you with all kids of maths as you get older. The problem is, sometimes it can be a little dull to learn them. Why not give this song a listen? It will teach you the 2, 5 and 10 times tables in one go! See if you can then sing the song without playing the music. Enjoy! Choose a work of art that you really like. It could be a Van Gogh painting or a Lowry painting, Picasso, Monet or Warhol. Anything you like. It could even be a pretty setting in a photograph.
Now, take a long hard look at the painting or photograph for 1 minute (set a timer - no cheating!). Take in as many details as you can. When the minute is up, hide the picture and have a go at drawing it from memory. When you are certain you are done, compare the pictures. Were you close? Please feel free to send me your artwork. I love to see it! At Greenhouse Learning, we love describing things. Bringing them to life and conjuring an image using descriptive words. I want you to take a look at this photograph: Now choose five things you can see in the picture. Now, scribble some notes next to each thing you chose: how do your things look? How do they feel to the touch? What do they smell like? Can you taste them? What sounds do they make? How do they make you feel? What do they remind you of?
By now, you should have a load of notes in front of you. I'd like you to use these notes to write a description of the photograph. Think about using impressive adjectives and adverbs to make your writing stand out. To inspire you, here is part of my attempt: The bright, white, sunlight pokes through the rustling treetops, bouncing off the gently rippling canal water. The lush green grass, as warm and soft as a carpet underfoot, seems to follow the watery path, like two best friends walking hand in hand. Today, we will look at using part-whole diagrams to solve missing number problems. In a part-whole diagram, the circle that is on its own is the largest number. The numbers in the circles at the end of the lines that come from the centre circle add together to make the centre circle number. Sounds confusing doesn’t it. Hopefully this diagram will help. Often, one of the numbers in the part-whole diagram will be missing, and you will be asked to find the other one using your addition and subtraction skills. See if you can solve these: If you really want a challenge, see how many different ways you can complete this part-whole model so that the answers are correct.
At Greenhouse Learning, we love finger painting. So when Pixie Rae came up with this incredible finger painting peacock idea, we thought we simply must tell you about it! If you'd like to have a go, head on over to The Magical Lair of the Craft Pixies where you will find instructions and a template to give you a head start with it!
Below is a picture. Take a good long look at it then answer the questions underneath. These questions are DIAL questions. This stands for Deduction, Inference, Authorial intent and Literal. There are only four questions and you can answer them in any order you like. D Look at the top left corner. What will the next number be?
I Is the height of the digits in the middle of the picture the same as the numbers on the edge? A Why do you think this has been drawn? L What is the picture of? Exciting news, everyone. Mr Green has invented a time machine! Would you like to see it? Alright, it looks like a telephone box on the outside (I know, parents, a very original concept!), but inside it is actually a time machine! Look! Alright, that may look like an old fashioned telephone, but actually if you press the right numbers then you get to travel in time. You’ll just have to take my word for it.
Now, Mr Green needs your help. His watch is still set to the time that it is now. But when he goes forward or backwards in time, he’ll need to know what time to reset his watch to. Can you help? Let’s say it is ten o’clock in the morning (10:00am) at the moment. If Mr Green went forward in time (to the future) one hour, what time would it be now? Yes, that’s right, eleven o’clock in the morning (11:00am). What if Mr Green travelled backwards in time one hour instead? Yes, absolutely spot on, nine o’clock in the morning (09:00am). Can you work out what time Mr Green should change his watch to if he chooses to go to the following times? (Remember, after the hour of twelve o’clock midday, we go to one o’clock in the afternoon) Two hours in the future. Two hours in the past. Three hours in the future. Three hours in the past. Five hours in the future. Five hours in the past. Nine hours in the future. Nine hours in the past. Twelve hours in the future. Twelve hours in the past. Twenty four hours in the future. Twenty four hours in the past. Greater depth time machine challenge Mr Green presses a few buttons and returns to 10am. His controls jam, which means they stop working as well as they should. Now he can only jump forward in time in fifteen minute jumps. One hour can be broken up into four fifteen minute jumps. You have on the hour (“o’clock”), “quarter past” the hour, “half past” the hour and “quarter to” the next hour. Mr Green wants to skip forward to his lunchtime, which is half past twelve. How many fifteen minute jumps does he need to make? Starting from half past twelve, he wants to skip forward to his tea time, which is quarter past five. He skips forward three jumps. How many more jumps does he need to make? |
Greenhouse LearningEnglish, Maths and Creative lessons for Primary School aged children (including EYFS). Archives
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