## January

To read analogue time to o’clock, quarter past, half past and quarter to.

Extension: To read time within 5 minute intervals.

Second, minute, hour, week, month, year, o’clock, past, half, quarter and to.

Learn the rhyme, ’30 days have September’.

Ask questions such as, “What day is it tomorrow/in 3 days time?” or “What month is 2 months before/after your birthday?”

Ask your child at regular intervals, “What time is it?” Begin with o’clock and extend to half past, quarter past and then quarter to.

Ask questions like “What time will it be in 1/2/3 hours if its Half past 3 now?” or “Mum is back from work in 25 minutes, what time is that?”

## February

To know and understand the concept of multiplication focusing on 2x, 5x and 10 times tables

Key Language: Count on, count back, multiply, times, multiplied by, product, multiple, groups of, double, half, divide

Use youtube to access ‘Times Tables Rap’ and other Times table songs.

Easons hold various Times Tables activity books that help children build confidence and extend their learning. The Carol Vorderman books are quite good.

Use items from around the home such as counters or toys to put into groups of 2, 5 or 10. Then ask “How many groups?”, “How many toys are there if I added/subtracted another group?”

Use 100 squares to show patterns and show the process of counting up in a given number.

To increase speed and confidence use a deck of cards or number cards. Tell your child you are multiplying by 2, then show a card/number and ask. "What is 8 multiplied by 2?”

2+2+2+2 =

4 x 2 =

## March

To find ½, ¼ and 1/3 of a shape, group of objects or amount.

Key Language: Fraction, part, equal parts, one whole, one half, one third, one quarter, one fifth, one sixth, one tenth, numerator, denominator.

The best way to identify and teach fractions is through visual learning.

When at home and cutting food such as, cake, pizza or fruit. Ask your child what happens if I cut this into 2/3/4/5/6 equal pieces?

The numerator of the fraction is the top number and the denominator of the fraction is the bottom number.

N in Numerator is for North and D in Denominator is for Down. N goes to the top and D goes to the bottom.

Numerator

Denominator

Always keep in mind that using the best methods of how to teach fractions involves moving very slowly, giving multiple examples involving fractions until every child is comfortable. Use familiar examples involving fractions such as 1/4, 1/3, and extend to 3/4 to reinforce the concept of what a fraction is.

Discuss fractions with your child whenever you come across a “real life” example. Sporting events, newspaper articles and hardware stores are all good sources.

“Can I please have half of that chocolate bar?”

“Please pass me 1/3 of those sweets.”

“Take 3/4 of those sweets to Mum.”

Use visual aids to show equivalent fractions, for example. “Look what happens if I cut this pizza into quarters. There are 4 pieces. 2 pieces are the same size as a half”

## April

Place Value:

Read, write and order whole numbers to at least 1000 and position them on a number line;

Know the value of a digit within a number

Key Language:

problem, solution, calculate, calculation, answer, method, explain, reasoning, pattern, predict

place value, partition, digit, units, ones, tens, hundreds,
one-digit number, two-digit number, three-digit number, compare, order, equals (=), less than (<), greater than (>)

Ideas to help at home

Number is always around us. If, for example, you are sitting in traffic and there is a car in front of your child to identify the place value of the number. This can also be done when flicking through channels on the television. Extend these  numbers to thousands if possible.

## May

To know and understand the concept of multiplication focusing on 3x and 4x times tables

Key Language: Count on, count back, multiply, times, multiplied by, product, multiple, groups of, double, half, divide

Use ‘Mathletics’ games and songs. Children can do this independently.

Discuss items from around the home such as counters or toys to put into groups of 3 or 4. Then ask “How many groups?”, “How many toys are there if I added/subtracted another group?”

To increase speed and confidence use a deck of cards or number cards. Tell your child you are multiplying by 3/4, then show a card/number and ask. "What is 5 multiplied by 3/4?”

3+3+3 =

3 x 3 =

## September

Place Value

Key Language:

place value, partition, digit, units, ones, tens, hundreds, one-digit number, two-digit number, three-digit

Ideas for Helping:

This month children in primary four will be revising number bonds and place value. They will have a short mental maths test on a Friday on work that has been covered during the week.

Number Bonds:

Ask your child addition facts to 20 to keep their knowledge of these sharp such as when they are on car journeys. For example, ask them to add the first and last numbers of the number plate of the car in front. Make the maths as fun as possible!

Place Value

For place value as questions such as what number is in the units column? What is the value of the number in the tens column? Numbers are everywhere in our everyday environment so use the opportunities!

## October

Money

Key Language:

minus, double, halve pound (£), penny/pence (p), note, coin. amount, total

Ideas for Helping:

Let children handle and feel money in order to identify the different coins and notes available. Ask questions such as how many pennies are equal to one pound? Give them amounts of money and ask them to order the coins in their value from greatest to smallest. Tell them amounts of money and ask them which coins should they use to pay for an item. How much change will they have from £1 if an item costs 60p.

## November

To recognise and describe 2-D / 3-D shapes

Key Language:

Square, circle, triangle, rectangle, hexagon, pentagon, octagon

Cube, Pyramid, cylinder, sphere, cone, cuboid, Pyramid

Face, edge, corner

This month the children will be revising 2D and 3D shape. They should begin to describe the shapes using the key language above. Look for shapes in your home and when you’re outside, discuss why particular shapes have been used for a specific purpose.  For example talk about why beans are in a cylinder.