Here is an interesting set of activities to help children practise finding examples of: nouns, adjectives, verbs, pronouns and noun phrases, prepositions, adverbs, fronted adverbials, conjunctions and determiners.
You could easily change the pictures to quickly make more sheets.
How Is Maths Evident In Children’s Everyday Lives?
When looking at different ways of supporting children’s learning it is important to ask the question, “how is maths evident in children’s everyday lives?”
If we incorporate this into natural discussions and living this will support what they are learning in formal settings.
One way to do this is to consider different areas of the home and then outside. In this article, I will concentrate on the kitchen.
My suggestions will be divided into KS1 and then KS2 and beyond. These are only rough guides.
Some pre-school children will be ready to try out some of the activities under Key Stage 1.
A child’s success isn’t based on where they start, but on where they finish. Continuing education is more important than learning something by a specific age, so don’t worry if your child isn’t able to do something that you expected them to, just gently guide them in the right direction and try to make it fun for both of you.
Maths in Children’s Everyday Lives in the Kitchen
Finding maths in the kitchen is perhaps the easiest and most obvious place to start so that is why I have chosen it for this article.
Counting – let’s start with counting.
There are endless things in the kitchen that you can count:
– Ingredients, jars tins, saucepans, cutlery, pasta pieces, and so on.
Then, you can use a multitude of questions rather than just asking children to count something. At other times you can just explain what you’re doing so that they hear appropriate vocabulary.
“How many eggs were there altogether?”
“How many eggs have I got left?”
“How many eggs have I used?”
” Auntie Sue and Jack are coming for dinner today. How many knives and forks will we need?”
“There are already 3 forks on the table. How many more do we need?”
Use inexpensive ingredients to experiment with making groups of different sizes.
“Using pasta pieces can you make me 3 groups of 4?”
“Now make me two groups of 6.”
“Which is the biggest? How do you know?”
These could be painted and then glued onto a piece of paper in appropriate groups and kept as evidence of an investigation, or just as a piece of artwork that the children like looking at.
Measuring is perhaps the most obvious thing to do in the kitchen that uses maths.
This could be part of a cooking activity or it could just be done on its own.
“Measure out 3 cups of flour.”
“How much does this egg weigh?”
“Add 300ml of milk.”
“Which is heavier, stevia or sugar?”
“Which spoon is the longest?”
The position is part of the maths curriculum for younger children.
“Please take out the top box.”
” I’m going to put the cake on the middle shelf.”
“Let’s put some icing on top of the cake.”
“Take the orange out of the box.”
” I’m going to eat half a muffin.”
“Let’s cut this apple into quarters.”
“I want to put this cake into 6 pieces. First I’m going to cut it in half, next I’m going to cut each half into 3 pieces so I’m going to cut it into thirds. This will give me 6 pieces altogether as 2 x 3 is 6.”
“Are there any cubes in the kitchen?”
“This rolling pin is a cylinder shape.”
“What shapes can you see in the Toblerone box?”
KS2 Children – and beyond
Have a look at the sections above. Some of the KS1 questions can be adapted for KS2
These suggestions and questions are just a very general guideline. You’ll need to adapt them depending on the age and ability of your child.
Make a shopping list and then estimate how much the total bill is likely to be.
“I’m going to get us two fish and one portion of chips. That should cost us £10.54. What change should I get from £20?”
“Here is £10. Go to the ice cream van outside and choose three different ice creams. Make sure it comes to less than £6 as I need £4 in change for the car park later tonight.”
“How many potatoes do you think we should cook for the four of us?”
“How much do they weigh?”
“What weighs the most – the cauliflower or the cabbage?”
“What’s the difference?”
“Is it cheaper to eat chips or baked potatoes?”
“How did you work that out?”
“Is there more fat in a pan au chocolat or an almond croissant?”
“What is the difference as a percentage?”
“Which of these soups has the greatest percentage of vegetables in it?”
“Which is better value- a multipack of 24 bags of crisps costing £4.15, or a 6-pack of crisps costing £1.05?”
“How much money could you save using a box of milkshake powder and milk compared with buying ready-made milkshakes?”
” How hot does the oven have to be?”
“How long does it usually take to heat up to that temperature?”
“Shall we time it?” ” Let’s guess and see who is nearest.”
“How long will it take to cook?”
“If I put it in at 3 when will it be ready?”
“If I want it to be ready by 6 when do I have to put it in the oven?”
“In what order should I put things into the oven, so that everything is ready by 7:30?”
Looking at labels on food can be a huge source of inspiration.
You can find the same sort of information on online shopping sites
Online shopping sites
Online shopping sites have huge amounts of data. You can spend quite a long time on any one product or do some comparisons.
As an example, on on on I’m going to look at a tin of Heinz vegetable soup on the Tesco website:
Some children love the Hundreds Chart Missing Numbers activities and they are also very useful. There are lots of places on the web where you can find them. I have chosen some websites here that do a bit more.
Reversed Hundreds Chart With Missing Numbers
What I also wanted was to be able to have a reversed hundreds chart. I was trying to figure out a way to create using Excel but although I could create the numbers, I couldn’t figure out how how to get the missing numbers.
Then I found this site. It gives lots of different options.
You can have straightforward missing numbers and there are lots of fonts and colours to choose from. Then you can just click randomise to give you lots of different grids using the same options.
However, it is the “Edit Numbers” bit that really excites me!
Click on that and you get this pop up:
As you can see, you can use negative numbers and decimals and even change the increments. So by starting at 100 and setting the increments at -1, I have what I am after.
By starting at 4 and choosing an increment of 4, I can take the 4 x table all the way to 100 x 4.
One thing that struck me by looking at it, in this format, was that I realised why the 4 x table has the last digit 4,8,2,6,0, pattern running through it. 4×5=20 and so you are adding 20 to 2 to get to 24, 20 to 8 to get to 28, 20 to 12 to get to 32 and so on.
What else might your children notice?
What questions might you ask?
In the table are the numbers: 12, 112, 212, 312. Would 412 be there if we carried on? Why or why not?
11 x table
What do you notice here?
Take a look at any 3-digit answer where the two outside numbers add up to the number in the centre. In all these cases the two outside numbers will be the number of times 11 goes into the three-digit number.
For example, 594, 5+4=9, and 54×11=594
If you have a 3-digit number where the two outside numbers do not add up to the number in the centre, then take away 1 from the first digit in order to work out how many times 11 goes into the whole number.
For example, 836, 8+6=14, so take 1 away from the first digit, 76×11=836.
You can use this information to help you multiply two-digit numbers by 11.
For example 35, add 3 and 5 together to make 8 and your answer will be 358. so 35 x 11 equals 358.
For example 38, add 3 and 8 together to make 11 and your answer will be 418. What you did here was to put the 11 in between these two numbers, but then to add Decrease the number in the hundreds column by 1. After all, multiplying by 11 is just multiplying by 10 and then multiplying by 1.By doing this as a column addition and you’ll see what I mean.
Take a look at some of the other tables and see what else you might notice. Let me know what you spot in the comments area below.
On this page, you can make a variety of pre-prepared charts but towards the bottom of the page there is also a “Number Chart Worksheet Generator”.
This allows you to create hundreds charts which skip numbers and you can also choose to highlight every, for example, 5th square. In this example, I have chosen to start at 3, make my increments 3, and hight every 2nd square.
The obvious thing it shows is the 6 x table, but what else can you see?
I found myself adding up the digits of the answers. What do you think I discovered?
Other types of hundreds charts
One website I enjoy using is http://www.math-aids.com/ . you can use it for free which I did for many years but then decided that there is so much on here to explore that it was really worth paying the subscription fee. This gets rid of all the adverts and gives the site a much cleaner feel. I think the downloads are quicker as well.
Here are some of the other hundreds charts you can get.