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Good afternoon and welcome back reception. I hope you had a lovely lunch and it is now time for our maths lesson. To begin with, we will start our counting. I am sure you all have your own way of doing it by now. This may be counting your claps, jumps, and hops or stamping. Why not try it all the different ways smiley


Once you have finished counting to 5, 10 or 20, we can look at recognising our numbers. Again, you will know your child’s ability and therefore decide if they need to focus on recognising numbers 0-5, 5- 10 or beyond 10. Why not have a game of snap. Create two sets of numbers up to 5, 10 or 20 and have a set each – snap when they recognise two numbers are the same, what number was it?

Have a hunt around the house; you may have numbers at home to look at. From previous lessons you have identified which numbers your child struggles with, focus their learning around these numbers. Throughout the activity, keep referring back to these numbers with flash cards.


Now it is time to look at our 2D and 3D shapes. Can your child identify each shape? Can they tell you the properties of the shape? Can they tell you any objects that look like that shape? For example: A cone looks like an ice cream, a circle looks like the clock.


Today we will focus on capacity; we have looked at this in reception so the children will have some previous knowledge. They should be able to use language of capacity and identify if something is ‘full’ ‘empty’ or ‘half full’, your child may even know if something is ‘nearly empty or nearly full’.

To begin with can you recap this language with the children to find their current understanding. Use objects from around the house (filling glasses of water/ bottles of water/ filling a bowl with objects) to support their learning.

If this is something your child struggles with then I would focus on identifying objects that are full or empty and discussing how we know this. Physically show them with the objects and get them to actively make something full, empty or half-full. Draw 3 jars and get your child to colour in full/empty/half-full.



Ordering objects of capacity


Now we can take the children’s learning deeper and ask them to order objects by capacity. Can you order them from full to empty? Can you order them from least to most? Start easy with full/empty/half-full and if your child has a good understanding then ask them to order with objects that are ‘nearly full and nearly empty’


Are you children using the correct language? Can they do it with support or independently? Below I have added an interactive quiz for you to complete with your child.

 Send us many pictures and have some great discussions.