Maths Year 1/2 Summer Revision Menu B

Day 1
Use ‘clever counting’ to count fingers and thumbs in tens, then shoes in twos. Start a sequence; children say the next three numbers.
Group Activities:
Y1 -- Count socks in twos; then money amounts using 10p coins. Or, count in tens and twos to find the total of 2p and 10p coins.
Y2 -- Count in twos, fives and tens; find missing numbers in the sequence. Some children count in threes and fours; find missing numbers in the sequence.

Day 2
Use ‘clever counting’ to count fingers and thumbs on children’s hands. Count in fives on the 100-square. Generalise about this pattern of numbers.
Further Teaching with Y2
Use facts or counting in fives to solve multiplications with missing numbers (divisions) and word problems.
Group Activities: T with Y2
Y1 -- Use clever counting in fives to count cubes in towers of five, or to find the total of 5p coins.
Y2 -- Test answers in missing number sentences and discuss word problems.

• 10 pairs of socks, pegged in pairs
• Number cards 1–10
• Towers made from two cubes
• 2p, 5p and 10p coins
• Strips of paper
• Counters
• ‘100-square’ (see resources)
• ‘Multiplication and division’ (see resources)

Day 1
Count on and back in tens

Day 2
Count on and back in twos

Day 1
Y1 Counting patterns in twos and tens.
Y2 Complete sequences (twos, fives and tens).

Day 2
Y1 Count in fives to complete patterns.
Y2 Multiplication and division facts, including word problems.

Y1

• Tina starts counting in twos from 3. Will she say 32? Will she say 29? Explain your ideas.
• Write the missing numbers:
  15, 20, 25, ☐, ☐, ☐
  50, 60, 70, ☐, ☐, ☐
  8, 10, 12, ☐, ☐, ☐, ☐
• James has six of each coin in three separate piles: 2p 5p 10p
  How much does he have in each pile?

Y2

• Use only the numbers 5, 35 and 7 to make a different number sentence each time:
  ☐ × ☐ = 35
  ☐ × ☐ = ☐
  ☐ ÷ ☐ = ☐
• Ajay has 70p in 10p coins. How many 10p coins does Ajay have?
• Samar has 30p in 5p coins. How many 5p coins does Samar have?
• Lucca has 18p in 2p coins. How many 2p coins does Lucca have?

Y1: Smelly Socks!
Count in twos – ‘clever counting’ and early multiplication first suggested in Spring Term.

Y2: See Y2 Spring term for a range of possible Support Activities, depending on children’s area of difficulty.

Day 1
Show and discuss markings on a 30cm ruler and a 1m stick. Children discuss, in pairs, objects that might measure less than 1cm and more than 1m.
Further Teaching with Y2
Write and discuss units for mass/weight, capacity and temperature.
Group Activities: T with Y2
Y1 -- Draw bears and their beds within a given range of centimetres; compare and measure.
Y2 -- Draw rectangles with dimensions determined by rolling two dice.

Day 2
Y1 children draw hands on the Hamilton clock to show o’clock and half past times. The rest of the class show thumbs up or down.
Further Teaching with Y2
Write two headings: Before half past 3 and After half past 3. Show times, children say whether the times are closer to 3 or 4 o’clock. Remind children how they can count clockwise in fives from the top of the clock (12) to find times past the hour, and count anti-clockwise in fives from the top to find times to the hour.
Group Activities: T with Y2
Y1 -- Show times half an hour later. Children could also play an online game matching analogue and digital times.
Y2 -- Sit with different groups to check that they are confident with telling times, particularly those times to the hour. Model counting in fives to help.

• 30cm ruler (preferably one with just cm marked, not mm)
• Metre stick
• Tape measure (optional)
• Whiteboards and pens
• Large sheets of paper and pencils
• 5–10 dice (use stickers to label the faces of a 1–6 dice)
• 1cm squared paper
• Geared analogue clock
• ‘Hamilton clock face’ (see resources)
• Small individual clocks with moveable hands
• Internet access, laptops/tablets
• ‘Telling the time’ sheets (see resources)

Day 1
Read temperatures on a thermometer. Use the Thermometer ITP

Day 2
Tell the time to half an hour

Day 1
Y1 Compare and measure three bears’ items.
Y2 Draw rectangles, in cm, using a ruler.

Day 2
Y1 Write/draw times half an hour later.
Y2 Write/draw answers to questions about time.

Y1

• How many minutes from...
  (a) 10:30 to 11 o’clock?
  (b) 3 o’clock to half past 3?
  (c) 12:30 to 1 o’clock?
• Find six objects in your classroom that measure between 5cm and 25cm.

Y2

• Measure a crayon in cm. How long would ten crayons be if they are laid end to end?
• How many 100g weights balance a 1 kilogram weight?
• Ollie found two part-used bottles of squash in the kitchen cupboard. He poured them both into one bottle and discovered that he had 3/4 of a litre in total. How much more would he need to make 1 litre?
• Write the missing digits in these times:
  Quarter past 7 is 07 : ☐
  Half past 12 is 12 : ☐
  Quarter to ☐ is 03 : 45

y1: Time Jigsaws
Tell the time to the hour on analogue clocks.

Y2: Teddy long legs (length)
Compare lengths using uniform non-standard measures. Use comparative vocabulary (taller, longer, shorter).
or
Time Triples (time)
Tell the time to the hour on analogue and digital clocks .

Day 1
With children in a circle, put a collection of shapes (cone, cylinder, sphere, cube, cuboid and a pyramid) in the centre of the circle. Ask children to close their eyes whilst you put a shape in a feely bag. Describe it using properties. Repeat for different shapes.
Group Activities: T with Y1 or Y2
Y1 -- Investigate which nets will make a closed cube.
Y2 -- Play ‘guess my shape’, offering detailed descriptions of a range of 3-D shapes.
Play 3-D shape bingo.

Day 2
Give instructions to a teddy to do a dance – include left, right, quarter, half and whole turns, clockwise and anti-clockwise.
Children show thumbs up or down according to whether teddy gets it right. Children then have a go.
Group Activities: T with Y1 or Y2
Y1 -- Learn a song/dance with directions. Make turns according to instructions: left, right, quarter, half and whole turns.
Y2 -- Turn a mouse according to instructions: left, right, quarter, half and whole turns, clockwise and anti-clockwise.

• Feely bag
• 3-D and 2-D shapes
• ‘Nets’ (see resources)
• Scissors
• Tape
• Flipchart and pens
• Counters
• ‘Shape bingo cards’ (see resources)
• Cubes
• Teddy
• Music (optional)
• Access to the internet
• ‘Turn the mouse’ (see resources, preferably copied onto card)
• Brass fasteners

Day 1
Shape pattern

Day 2
Left and right

Day 1
Y1 Match descriptions to 3-D shapes.
Y2 Range of questions about 2-D and 3-D shapes.

Day 2
Y1 Practise directional language through dance.
Y2 Follow instructions involving positions and turns.

Y1

• Look at the shape pictured (see illustration on download).
  Imagine it turns through half a complete turn. Draw what it looks like now.
• Find an example of each of these shapes in your classroom and draw it:
  1. Cylinder
  2. Cube
  3. Cone
  4. Sphere

Y2

• Ed is pointing at the circle (see download). He turns half a turn. Tick the shape Ed is pointing at after the half turn.
• The mouse (see download) is rotated clockwise through a three-quarter turn. What will the mouse look like after it has been turned?

Y1: Behind the Wall
Describe 3-D shapes

Y2: Use the Group Activity from Day 2