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How to use Print and Do sheets

Maths

What's the magic number? | Measuring Monkey Tails | Money Go Round | Treasure Quest
Banana Splits | Zebra Numberstripe | Ageing Monkeys | Get Sorted | Get Set
Pairs Game | Birds Pictogram | Decision Tree Maze Game | Balancing Penguins| Number Line Space Snake

What's the magic number?

Curriculum Relevance
Key Stage 1 Level 2
Ma2 1a, 2b
Number Patterns: Multiples of 5.

How to Use
  • Before completing sheet, rehearse the multiples of 5 with mental and oral activities. Ask children how they can recognise numbers, which are multiples of 5.
  • Count in fives from zero to 100, pointing to the numerals on a number line. Ask the children if they can see a pattern for numbers that are multiples of five (i.e. in the five times table).
  • Encourage children to colour in all the multiples of five in the maze and to find out the magic number on the activity sheet.


  • Extension Activities

  • Give the children blank grids and ask them to design their own secret messages for someone else to solve. Suggest they hide their messages with numbers, which are both multiples of 5 and 2.
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Measuring Monkey Tails

Curriculum Relevance
Key Stage 1 Level 2
Ma2 1a, 1b, 4a
Ma3 1d, 4a
Measuring, using units of measure.

How to use
  • Ask the children to use their rulers to check the length of the lines between the intersections of the grid.
  • Ask them to measure the length of one of the tails on the grid. Can they find a quick way to find how long the tails are?
  • With these examples they can count the grid lines to find the length, but point out that this is only possible if the tails lie on the grid lines. Otherwise it is more difficult to be sure. E.g. a line diagonally across a square measures more than 1cm.
Extension activities
  • The children can use 1cm grid paper to draw their own monkeys, with tails of specified lengths.
  • Conduct nature survey. Use 1cm grid paper and draw round leaves of different plants and trees. Ask children to colour in and label leaf representations then use the grid to measure the leaves, adding measurements in cm to the relevant labels. Ask them to arrange the leaves in order from smallest to largest.
  • Conduct class survey of hands and feet. Use 1cm grid paper to draw round each other's hands and feet. Measure representation in cm's using the grid. Order the hands and feet according to size and create a class wall display.
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Money Go Round

Curriculum Relevance
Key Stage 1 Level 2
Ma2 1a, 1b, 1c, 1e, 1f, 4a, 4b
Problem solving, calculating using coins.

How to use
  • Can be used to fit in with a programme of work on calculating and money. The children need to understand the concept of counting coins and counting their values. Some of the solutions will provide the children with quite a challenge. Give them plenty of time to puzzle things out for themselves, providing prompts if necessary, but encouraging them to persevere and solve the problems themselves. Provide combination of coins.
  • Recap on value of different coins and key words: Money, coins, notes, value, worth, pounds, , price, cost, buy, bought, sell, change
  • Ask children how much they feel that a child should take to the fun fair! Introduce Money Go Round activity sheet by discussing different coins that can be used to make 2.00 for example. How many different ways can you make 2.00?
  • Ask the children to write a price list showing the cost of different activities at a funfair. Discuss ways in which these can be written. For example, 0.50 and 50p. Give each pair of children a different amount of money (e.g. give one child 3.50 and one child 2.00). Ask them to decide how they would spend their money exactly. This can be made more challenging by including specific bargains in the price list e.g. dodgem cars 1.50 one per car, 2.50 two per car.
Extension Activities
  • Ask the children to change the target amount on the Money Go Round, sheet and to work out different combinations of coins which make up that amount. E.g. 3.50 = 7x50p could be written in the 7 coin box.
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Treasure Quest   Page 1   Page 2

Curriculum Relevance
Key Stage 1 Level 2
Ma2 1b, 1e, 1f
Ma3 3a, 3b, 3c

Recognising and describing positions directions and movement.

How to use
  • Recap on keywords: Straight, turn, quarter turn, half turn, left, right, forward, backward, clockwise, anti-clockwise
  • Give plenty of opportunity to follow instructions for movement. This might form part of a P.E session or could be a simple treasure hunt in the classroom.
  • Find ways to help the children to distinguish and remember left and Right. You could, for instance, create a place in the classroom with footsteps on the floor, facing one corner of the room. Place a label with Left on one wall and Right on the other, at the children's height. If children are unsure about left and right, they can go and put their feet on the footsteps and check the labels. Encourage them to visualise this position and recall which is left and which is right.
Extension Activities:
  • Allow the children to add features to the map and give instructions for finding them. Make up a story to incorporate the treasure map.
  • Ask children to create their own maze game on squared paper. For example a map to show the way out of the Evil Ruler's Castle or to show Ron the Monkey the right way cross the swamp. Ask children to play each other's games.
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Banana Splits
Key Stage 1 Level 2
Ma2 1a, 1b, 1c, 1e, 1f,
Problem solving, counting and calculating

How to use activity sheets:
  • This sheet brings together a number of different skills, recap on key terms: Odd, Even, More than, less than, 'lots of'.
  • Encourage the children to read the statements out loud, then mentally calculate how many bananas are needed. They may find it helpful to point to each bunch to help them to count in threes where required.
  • Devise some number statements similar to those on the sheet and put each on a piece of card. Use a collection of items such as multilink or beanbags to represent the bananas. Choose children to come to the front of the class and represent the Monkey characters. Each child reads her/ his card and the class must decide how many bananas she/ he will get.
    Extension Activities

  • Using the Banana Splits as a template, ask children to devise a plan to share out other items.
  • Start with pairs, moving onto bunches of tens and then fives. For example, Dave has twenty pairs of socks, to share amongst five of the Penguins.
  • Ask them to draw the penguins giving them names and identities and then to write statements such as '6 lots of 2 Socks for Granddad Penguin'. Emphasise the necessity for the total of the five statements to equal the number they started with e.g. Twenty lots of 2.


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Zebra Number Stripe

Curriculum relevance:
Key Stage 1 Level 2
Ma2 2a, 2c,
Position numbers on a number line

How to use
  • Recap on key words: units, tens, hundreds and digit.
  • Copy the sheet onto thin card. Make sure the number line is cut and stuck carefully, to ensure the number of divisions is correct. Encourage children to work from the decades, rather than counting right through the number line. Encourage them to discuss their strategies for finding the correct position as quickly as possible.
  • Cut out two sets of zebra number cards shuffle them and place them face down on the table. Take it in turns to take a card to make a number line each. Decide where each card will go in relation to the other cards that you have collected. If you already have a section of the zebra number line, replace the card. The winner is the first one to make a number line in the correct order.
  • Ask the children how to count the stripes on a Zebra Card.
  • Ask the children questions such as how many zebras will you need to have 35 stripes? (4 - remind the children that you can only have whole zebras). How many stripes will there be all together in 6 zebras?
  • Ask children to work in pairs and cut out two lots of zebra cards. Roll a 1 - 6 dice and collect that many zebras. At the end of each game ask them to count how many stripes they have collected. See who has collected the most stripes after 5 turns.
  • Blow up the size of the Zebra Number Stripe on an activity sheet and use to create a classroom resource, or wall display.
    Extension Activities

  • Ask the children to set themselves problems and solve them using the zebra number line. E.g. find the difference between 87 and 75. Where do you reach if you count on 15 from 41?

  • Using Card/Squared paper, ask children to create their own version of the Zebra Number Stripe Cards, but this time increasing the size of the number stripe upto 200. Instead of using Zebra's and Stripes, children could also use animal with spots etc.

  • Create a class wall display, by creating large cards, depicting imaginary space monsters, showing units of ten in a variety of ways. For example alienoids with ten spots, space camels with ten humps, space bugs with ten legs.

  • For more activity ideas, see the Number Line Space Snake .

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Ageing Monkeys

Curriculum Relevance
Key Stage 1 Level 2
Ma2 1a, 1b, 1c, 1e, 1f, 1i, 4a, 4b
Solving numerical problems

How to use
Explain and recap on key words: Times, double, add, younger, older and years.
Introduce the sheet to small group of 4-6 children. Ask children to read out the statements on the sheet, one at a time. Explain that the sheet gives them a problem to solve. Can they find a question, which they cannot answer straight away? How do they think they might start? What could they do next?

Extension Activities
  • Allow the children to choose a group of characters from the monkeys and allocate ages to each one. Can they design a puzzle similar to this one, giving clues for each monkey's age? Test them out on their friends.
  • Ask children to create and illustrate a family tree either for their own family, the class members, or for the penguins etc. Ask them to base their hierarchy on ages, showing the eldest at the top and youngest at the bottom. This could become a class activity and be used to create a wall display to show the key terms mentioned above.
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Get Sorted!

Curriculum Relevance
Key Stage 1 Level 2
Ma2 1a, 1e, 1f, 5a, 5b
Data handling. The idea of classification, using Venn diagrams.

How to use
  • Explain and recap on key terms: Sort, Sorting Diagram, Venn Diagram, Represent, Sets. Use in conjunction with Get Set!.
  • Discuss how Venn diagrams can be used effectively to sort items according to two criteria and give examples. E.g. sorting garbage according to whether it can be recycled or not (the overlap will then contain items that have some parts that cannot be recycled).
  • Use the term 'sets' to describe the defined groups on the 'Get sorted' activity sheet. Make sure that the children understand the role purpose of the sets; i.e. all butterflies, which have blue spots, belong in that set, all butterflies with red spots go in this set.
  • Ask the children to tell you about the butterflies in one section of the diagram. E.g. Point to the section of the 'red' set which does not overlap the 'blue' set and ask, 'Which butterflies go in this section.'
Extension Activities
  • Ask children to devise their own Venn diagram to represent data they have gathered. For this type of diagram, choose sets, which are clearly defined and easy to establish. For example conduct class survey's those who like ice cream, those whole like fish and chips and those who like both.
  • Use a Venn Diagram to show results of a nature survey, e.g. Green and yellow leaves.
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Get Set!

Curriculum Relevance
Key Stage 1 Level 2
Ma2 1a, 1e, 1f, 5a, 5b
Data handling.

How to use
  • This game also uses the idea of Venn diagrams and allows children to use the sets themselves to classify the fish according to whether they have stripes or spots.
  • Before they start, ask the children about the intersection between the two sets.' Which fish will be placed in that section?' Ensure that they understand that this section contains fish, which belong in both sets. Demonstrate how a Venn diagram can be used to sort other items. For example, sorting numbers. Label one hoop 'multiples of two' and one hoop 'multiples of 5'. Select numbers from a 1 -100 pack of cards and decide where each number should go. Where would 37 go? (outside the hoops) Where would 20 go? (in both hoops i.e. in the overlapped section) What other numbers would go in the overlapped section? (Multiples of both two and five i.e. multiples of 10).
  • Discuss with the children the importance of labelling the diagram and giving it a title.
Extension Activities
  • Ask the children to devise their own Venn diagram to represent data they have gathered. For this type of diagram, choose sets, which are clearly defined and easy to establish.
  • Use Venn diagrams to sort other items according to two criteria e.g. sorting toys according to their materials (e.g. natural and manufactured -the overlap would be toys that contain both).
  • Create a colourful wall display to illustrate Venn Diagrams. Ask each child to create a Space Monster, which Hutch and Sky would have met exploring the Galaxy. Then as a class sort the monsters into sets, e.g. those that have humps, those that have claws. Then represent in a large Venn diagram.
  • For more on Venn Diagrams, see Get Sorted! Activity Sheet.
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Number Pairs Game

Curriculum Relevance
Key Stage 1 Level 2
Ma2 1b, 1c, 2a, 2b
Estimation

How to use
  • Children can 'subitise' (instantly recognise) small numbers, especially if they arranged in a familiar pattern. The aim of this game is to use this skill to help with estimation and number recognition.
  • Before the children start the game, encourage them to look at the cards and comment on the patterns and arrangements. Ask them to try, without counting, to point to all the cards which have more than 10 spots, then to find all those where they can see patterns of 5 or 6.
  • When they play the game, encourage them try to estimate whether the number of dots match, without counting.
Extension work
  • Make sets of cards with different numbers of dots. Create a domino set. Ask children to illustrate cards, with images of things that might come in large numbers and therefore where estimation would be useful. For example, counting sweets, counting birds, insects etc.
  • Lay out an interesting array of items, e.g. A plate of sweets, a group of coins, pasta shells, leaves, stacks of books. Write down the correct amount of each item on individual cards, and then give these cards to a small group of children. Allow each group time to estimate and label the items with the cards.
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Birds Pictogram   Page 1   Page 2  

Curriculum Relevance
Key Stage 1 Level 2
Ma2 1a, 1e, 1f, 5a, 5b
Data handling.

How to use
  • These two sheets introduce the idea of representation of data through pictograms. By introducing a simple key, children are made aware that data does not always have to be represented on a one-to one basis: a picture can represent (in this case) two birds.
  • Explore Vocabulary: such as sort, graph, bar chart, block graph, pictogram, label, title, represent, most, least, popular, common, survey.
  • Encourage children to explain the key to you and reinforce the idea of the picture of a whole bird on the chart representing two birds.
  • When the chart is complete ask the children to re-interpret the data, which is represented there. E.g. 'What can you say, from the information on the chart, about the birds which eat mice? Do more birds eat mice or worms?
Extension Activities
  • Extend the work by asking children to decide what other data they can collect and represent.
  • Conduct a class survey and discuss the types of food children prefer best. Select 4 items (e.g. crisps, chocolate, curry, and burger). Make a big label for each item of food, put these against one wall and ask the children to stand in a line in front of their favourite food. Ask the children questions such as how many prefer chocolate? Which is the most popular food? etc.
  • Discuss the importance of each person taking the same amount of space, base line and the need to give the graph a title. Ask the children what other ways they could use to represent the favourite foods in the class.
  • Encourage different groups to represent the information in a bar chart or a pictogram. Encourage the children to compare the different methods of representing information.
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Decision Tree Maze Game  Page 1   Page 2

Curriculum Relevance
Key Stage 1 Level 2
Ma2 5a, 5b,
Ma3 1a, 1d, 1f, 2a, 2b, 2d
Data handling.
Space, Shape and Measure

How to use
  • This game introduces the idea of a binary sorting mechanism.
    You might want to suggest the idea of a machine, which sorts shapes as they are fed in.
  • Recap on key terms: Cylinder, cylindrical, faces, edges, corners, sides, straight, curved, cube, cuboid, oval, circle, circular, triangle, triangular, quadrilateral, rectangle, rectangular, pentagon, symmetry, symmetrical, reflective symmetry, reflection, regular, irregular.
  • Provide counters to represent gold nuggets, which they will collect as they progress through the game.
  • Each child has a set of cards and takes it in turns to progress through the sorting machine as indicated, following the 'yes' /'no' routes.
  • Before they start, ask each child to describe their first shape to you. How many edges? Any curved edges? Any lines of symmetry?
Extension Activities
  • You can play a similar game using children as 'gatekeepers'. Each gatekeeper asks a question and only allows shapes through, which fit a particular criterion. (E.g. Only shapes with line symmetry are allowed through this gate.)
  • Make a collection of common regular and irregular 3D shapes.
    1. Discuss the properties of the shapes with the children. Put a selection of the shapes into a 'feely bag'. Children take it in turns to feel the shape and describe the properties of the shape.
    2. Ask the children to sort the shapes according to one property (e.g. all these shapes have a circular face, all these shapes are symmetrical )
    3. Ask the children to choose two properties to sort the shapes and sort them using two hoops to create a Venn diagram (e.g. shapes that are symmetrical, shapes that have more than four corners etc.)
    4. Ask the children to make a display of shapes labelling them according to their properties.
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Balancing Penguins

Curriculum Relevance
Key Stage 1 Level 2
Ma2 1a, 1b, 1c, 1e, 1h, 3a, 3d, 3e
Understand subtraction as the inverse of addition. Understand the significance of the equals sign.

How to use
  • Recap on key words and operation symbols: Add, plus, sum, total, equals, altogether, sign, number sentence, answer, reasonable, about, estimate, guess, roughly, +, =.
  • Ask children to read out each number sentence. Discuss the meaning of the equals sign as a way of balancing the sentence. Use a set of balance scales. When the children have completed the sheets ask them to find which number sentences are linked.
  • Ask the children to make number sentences using the numbers 20, 30, 50 and the signs +, =. (20 + 30 = 50, 50 = 20 + 30, 30 + 20 = 50, 50 = 30 + 20) Discuss how each side of the sum must balance and that adding can be done in any order.
Extension work
  • Give the children other sets of numbers (e.g. 45, 32, 77) and ask the children to make different number sentences, using addition and subtraction.
  • Ask children to write down their number sentences on big paper. Ask them to cover up one number in each number sentence and challenge the rest of the group to work out what the hidden number is. Discuss ways of working out the hidden number.
Number Line Space Snake
  • A useful maths tool, which can be coloured in and kept for reference by the child. It can be enlarged to produce a useful visual resource for the classroom and to accompany the online activities, TV and radio programmes.
Suggested Activities
  • Point to different divisions and discuss how you can work out which number it is (e.g. by counting on or back from the nearest labelled division). Draw a number from a lucky dip and work out where the number would go on the numberline.
  • Play game for two players using number line, die labelled 6,6,7,7,8,8, cards with numbers 0 - 9, colour pens for each player.
  • Players take turns to roll the die (shows the tens) and turn over a card (shows the units). Then write the number in on the number line in their colour. The person with most numbers written in their colour is the winner.
  • Write a 4-digit number on the board and ask the children what they can tell you about the number. Ask the children to give you statements about the number, asking questions to support these e.g. Is the number an odd or even number? Is it a multiple of 2? A multiple of 5? How many digits does it have?
  • Ask one child to secretly write down a three-digit number. The rest of the class tries to guess what the number is by asking questions. Model the questions that might be asked and discuss the implications, such as: Is it an odd number? (If no, then it must be even i.e. the units digit must be 0 or 2 or 4 or 6 or 8), Is it greater than 500? Is it less than ..? Is it between .?
  • Play number line bingo. Give each child a strip of 5 squares and ask them to write a two-digit number in each square that is between 30 and 50 (for example). The teacher is the caller and calls out two digit numbers. If one of their numbers is called, the number is covered with a counter. The above game can be varied by the caller calling out the number as ___ tens and ___ units (e.g. 3 tens and 7 units).
  • Play guess my number. One child (or the teacher) selects a number between 1 and 100 and secretly writes it down. The rest of the class tries to guess the number by asking questions such as is it more than, less than etc. Use a 100 grid and cross out numbers as they are eliminated to encourage children to generalise. The class is only allowed to ask up to 7 questions.
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