How to Use this Document
At Portland we believe that homework is important and are happy to set appropriate homework for your child. This
homework help sheet gives you a range of fun, practical ideas to help your son or daughter in number.
Your child’s teacher will let you know what P-Level or National Curriculum level your son or daughter is working at.
This document will give you a range of activities to enjoy with your child to help with their learning at home. If you
have any questions, please do not hesitate to contact your son or daughter’s teacher.
Portland Academy Homework
P4 - Number
P Level Descriptor
Homework Ideas
Pupil can participate in rhymes at an
appropriate point, with occasional prompts,
e.g. by pressing a single switch, by indicating
with finger pointing or eye pointing to the
next in a sequence.
Pick a counting song that your child really enjoys listening to or singing e.g. 5 Little Speckled
Frogs, 5 Currant Buns etc. Sing the song several times, emphasising the numbers and their
sequence. This could be extended by using flashcards/fingers/pictures/actual currant buns
to support the idea of number. If appropriate get your child to choose the correct number
using the flashcards or by picking the correct number of objects. Eye pointing can be used if
required.
Pupil can use a finger to indicate 'one'.
Show your child several objects. Remove an object while counting backwards until only 1
remains. Use a finger to indicate ‘1’. Repeat the exercise with different objects and
emphasise ‘1’ with 1 finger. This could be extended by using 2 fingers or 3 to represent each
number. Reinforce the concept during different activities or during everyday interactions by
asking questions where the answer is ‘1’ and asking/modelling the use of 1 finger. Songs
such as ‘1 finger 1 thumb keep moving’ could be a fun way to engage your child too!
Pupil can begin to anticipate the ending or key
elements of rhymes, songs and number
games.
Select a number song or rhyme that your child is familiar with or enjoys. Use props to
support the concept of counting e.g. ‘5 Fat Sausages’ using real sausages in a pan or ‘5
Green Bottles’ with real bottles. Get your child to remove/add an item each time with
support from yourself and continue with the song. If your child is able to do this, try
leaving a deliberate pause at the end of each line of the song for your child to say the
number, point to a flashcard, eye point to an object etc. to complete the line of the song.
Pupil follows a sequence as indicated by an
adult,
e.g. the sequence of the rhythm of counting as
in a rhyme, or a sequence of pictures used to
show a simple rhyme, 5 frogs as they jump off
the log.
Work with your child while singing familiar rhymes. Get them to listen to the sound of your
voice and join in the rhythm where possible. See if your child can anticipate the next stage
in the song or rhyme by the way they react e.g. become excited or change body language.
Try using a series of photographs with an obvious sequence, e.g. before, during and after
and get your child to try and order them. Make a familiar snack/drink where possible with
your child helping with the sequence e.g. mix, put in the oven, remove from the oven.
Portland Academy Homework
P5 - Number
P Level Descriptor
Pupil demonstrates awareness of contrasting
quantities where there is a marked difference,
e.g. one cake and lots of cakes on plates.
Homework Ideas
Try finding something your child likes e.g. sweets, toy cars etc. and place into containers.
Give your child a container with a smaller amount and watch their reaction. Encourage
them to try and communicate that they would like the larger amount. Try and use words
like more, less, biggest, smallest, fewer, larger, more etc. when communicating with your
child. Try changing the amounts in the containers so that they are less obvious but still of
different amounts as your child becomes more confident.
Pupil can join in by saying, signing or indicating Using Play-dough try making sausages for a pan for counting rhyme ‘5 Fat Sausages’ or frogs
at least one of the numbers in familiar rhymes, for ‘5 Little Speckled Frogs’ etc. Get your child to say/sign/point to the number as it is
stories, games and practical activities.
required in the song. Read number stories with your child and ask them to try and count as
they listen or point to the correct number of objects. Activities such as setting the table at
meal times could also include counting e.g. could you pass me 3 knives please? How many
forks do we need now? Etc.
Pupil can show and name one finger then
show another and name the quantity as two.
Carry out a variety of activities with items which are in pairs e.g. shoes, gloves, earrings,
socks etc. Give your child ‘1’ of each thing using your finger to emphasise the number. See if
your child can imitate as they examine the objects and use their finger. Try introducing the
matching object and model the use of 2 fingers. See if your child can imitate the use of 2
fingers. Try this a few times and then muddle up the items. How many earrings are there?
How many socks are there? Get your child to respond using 1 finger and 2 fingers.
Portland Academy Homework
P6 - Number
P Level Descriptor
Homework Ideas
Pupil can recognise the numerals 1 and 2
during a range of activities.
Try creating some basic flashcards with the numbers 1 and 2 written clearly in large font.
Try giving children a number of objects (either 1 or 2) and get the children to match the
correct card to the number of objects. You could also try providing numbers to 10 on
random cards and seeing if your child can recognise the numerals 1 and 2, saying or signing
their name or even extending the relevant number of fingers. Try pointing out numerals 1
and 2 when out and about, looking at signs, using lifts etc.
Pupil can recognise the numerals 1, 2 and 3
during a range of activities.
Try creating some basic flashcards with the numbers 1, 2 and 3 written clearly in large font.
Perhaps stick cards onto a cupboard door and ask them to find something in cupboard 1
etc. Try giving children a number of objects (either 1,2 or 3) and get the children to match
the correct card to the number of objects.
You could also try providing numbers to 10 on
random cards and seeing if your child can recognise the numerals 1, 2 or 3 saying or signing
their name or even extending the relevant number of fingers.
Other practical methods
such as using a TV remote control or operating a lift would also be beneficial.
Pupil can rote count to 5.
Practice rote counting when in the car or around the house using counting rhymes etc.
Counting when completing cookery activities e.g. counting the number of spoonfuls etc.
Try verbally modelling to you child how to say the numbers clearly and offer rewards for
success. Where appropriate, try supporting using Makaton, I-Pad apps or other forms of
communication to help rote counting.
Pupil can join in with counting in new songs,
stories and games which contain a repetitive
counting element.
Try a variety of counting songs which have a repeating pattern that your child understands.
Encourage them to join in, predict the next part of the song. Ideas for songs can be found
here: http://www.bbc.co.uk/schoolradio/subjects/mathematics/countingsongs Board
games can also be a good way of reinforcing counting. Simple games such as snakes and
ladders can help children to practice counting through repetition. You could even try
creating your own simple board game using the interests of your child!
Portland Academy Homework
P6 - Number
P Level Descriptor
Homework Ideas
Pupil can use numbers to 5 in familiar
activities and games.
Support your child by playing simple games such as snakes and ladders and dominoes which
involve counting and saying/signing numbers to 5. Games such as bingo encourage the
children to read numbers too. Any counting of objects in a context such as cookery is also
extremely beneficial. Try to use your child’s interests to engage them, e.g. who could be
the first to count 5 buses? Let’s count the number of people in One Direction, how many
are in this band? etc.
Pupil can use ‘one to one’ correspondence
when pairing objects, e.g. put a straw in each
carton of milk, put a spoon in each cup.
You could support your child be encouraging them to set the table for meals, putting 1 plate
for 1 person, 1 cup for 1 person etc. supporting your child to say the relevant number each
time they place an object. Any activities where counting is clearly supported by an action
will help to reinforce the idea that 1 object equals 1 number. Using food is often a good
way to motivate e.g. eat 3 chocolate buttons and support your child to eat 1 at a time
until they have eaten a total of 3, communicating the number of the name each time.
Pupil can demonstrate an understanding of
the concept of more, e.g. a child giving out
cups has not got one for each child and
indicates they need ‘more’.
Support your child by carrying out activities in which they must give objects to people or put
them in places but do not give them sufficient objects. E.g. when decorating cakes, put a
sweet on top of every cake but not 3. Explain that they will need more sweets. Try
comparing 2 different amounts of pencils etc. Have 1 large pile and 1 small pile. Explain
that there are more in the large pile. Put some more on the small pile to make it the same
size. Share cards with characters on and leave one person out.
Demonstrate that they
need more so that everyone has a card etc.
Pupil can count 3 objects reliably when
presented in a line. Pupil can make sets of up
to 3 objects, e.g. count 3 pencils, count 3 pens
etc.
Try taking 3 objects in which your child is interested and place them neatly in a line with
clear separation between each object. Model counting to 3, touching each object and
saying the name of the number. Stop very precisely after 3 and confirm that there are 3
buttons, sweets etc. Ask your child to have a go and reward when successful. Try taking
a mixture of objects e.g. socks, spoons and coins (about 10 of each). Ask your child to find
3 coins and place onto a tray or into a bowl. Keep supporting them ensuring that they
stop when they have 3 and rewarding success.
Portland Academy Homework
P6 - Number
P Level Descriptor
Homework Ideas
Pupil can relate numerals 1, 2 and 3 to the
number of objects.
Try making some cards with the numbers 1, 2 and 3 written on clearly (your child could
even help you). Give your child a set of 3 objects which interest them, this could be pencils,
stickers, toys, sweets etc. Model the activity for your child by placing 1 object next the
number 1, 2 objects next to the number 2 etc. Reinforce by clearly saying the number aloud
and giving a reward for correctly matching the correct number. Repeat the activity several
times. Try assessing what your child has understood by showing them a number and seeing
if they can give you the relevant number of objects.
Pupil understands that the last number in a
count represents the number of objects in a
set.
Pupil can count at least 5 objects reliably when presented in a line. Make sets of up to 5
using objects, e.g. count 5 cups, count 5 straws, etc
Begin by placing 5 objects in a neat line with clear spaces between each object. Model
counting for your child and clearly touch or move each object as counted. Ask your child
to do the same, providing support to stop on the last number. Give your child a variety of
different objects e.g. straws, cups, buttons etc. (at least 7 or 8 of each). Ask your child to
count 5 buttons, physically moving each button as they say the name of the number out
loud. Prompt them to stop after counting 5 buttons. Consolidate by trying in real
contexts e.g. check that there are the correct number of spoons please etc
Portland Academy Homework
P7 - Number
P Level Descriptor
Homework Ideas
Pupil can relate numerals 1-5 to the number of Begin by creating some flashcards with your child, possibly getting them to help create the
objects.
numbers. 1-5. Write the names of 5 objects on another set of cards e.g. tins, socks etc.
Turn all of the cards face down and ask your child to randomly turn over a card from the
number pile and another from the object pile. See if your child can find 5 tins or 3 spoons
etc.
Pupil can join in with rote counting to 10.
Encourage your child to join in counting in the car (counting cars, buses etc.) by rote and
by counting objects. Count as far as your child is able and reward for identifying the next
number that they reach correctly on the way to 10. Try and incorporate counting into
everyday activities such as setting the table, preparing meals, washing hair, fastening
buttons.
Pupil can count reliably at least 5 objects when Place objects in a random position on a table and encourage your child to move each object
randomly placed on the table,
into a line/pile/bowl whilst counting aloud. Begin with 2 objects and increase until your
e.g. pupil orders objects to count.
child is able to count 5, moving the object to show that it has been counted. Try this
with more objects than the required number e.g. 10 buttons and ask your child to count 5
buttons. Remind your child to stop when they have counted 5.
Pupil can respond appropriately to the
question ‘How many?’ when working with
numbers up to 5.
Work with your child to develop their understanding that 1 object corresponds to 1 number
when counting. Try playing a game such as count the secret footsteps to a hidden object,
saying names of numbers aloud as steps are taken. Try other games such as treasure
hunt, finding objects and then counting ‘how many’ your child found. Complete activities
in real life contexts such as ‘how many’ biscuits are on the plate etc.?
Portland Academy Homework
P7 - Number
P Level Descriptor
Homework Ideas
Pupil can recognise numerals from 1-5.
Make a set of flashcards with your child, encouraging them to support with writing numbers. Place
all of the cards face down on a table or on the floor. Turn over a card, encourage your child to say
the name of the number and give a prize if correct. If possible, try making a larger set of number
cards from 1-5 and ask your child to walk or jump to a particular number. Using buttons on
television remote controls, operation microwaves, using a lift and reading signs in the community
are all ways in which numbers from 1-5 can be consolidated.
Pupil demonstrates an understanding of less,
e.g. indicating which plate has less biscuits on
it.
Show your child two containers containing items that they are interested in e.g. food, toys cars etc.
making one container have noticeably less items than the other. Give your child the
bowl/container with fewer objects inside. Emphasise that they have ‘less’ objects. Try a game
sharing a set of objects/biscuits etc. Give one person much fewer than everyone else and
emphasise that they have ‘less’ than everyone else. Compare containers of fluid and ask which
has less fluid. Ask questions relating to everyday scenarios e.g. which cupboard has less items?
Which plate has less cakes? Etc.
Pupil can, in practical situations, respond
appropriately to ‘add one’,
e.g. add one more sweet to the dish.
Try building towers out of Lego bricks with your child. Use vocabulary of ‘add 1’ when adding
bricks to a tower. Ask your child to ‘add 1’ to their tower. Try creating 3 towers using bricks of
different colours. Ask your child to add 1 brick to the green tower etc. You could try following a
recipe with your child, supporting and prompting them to ‘add 1’ spoon of an ingredient or to ‘add
1’ egg. Emphasise that adding 1 is not the same as adding an amount greater than 1 and try to
emphasise the difference between adding 1 and adding more than 1.
Pupil can recognise numerals 1 to 5 and
relate each numeral to the correct quantity,
understanding that numeral always
represents that quantity.
Write flashcards for numerals 1 to 5 and place in ascending order on a table. Ask your child to
give you a number of objects which match the number 1. If your child is able to do this , move
onto number 2 and continue to 5. If your child struggles with this, try placing the correct number
of items beside each number and ask your child to match the number of objects until they can do
this without support. Once your child is confident, attempt ordering the numerals randomly and
ask for the number of objects to be given. Practise in the community by asking your child to look
for signs etc. and show the correct number of fingers to correspond to the numeral.
Portland Academy Homework
P7 - Number
P Level Descriptor
Pupil can match the pattern on a dice to the
numeral.
Homework Ideas
Try playing simple games such as Snakes and Ladders, or Ludo, seeing if your child can move the
correct number of spaces after rolling the dice. If your child is unsure, get them to count the spots
on the dice, perhaps even using a larger dice with easier to see spots. Try playing bingo where
every person has a set of numbers and they must roll these numbers using the dice and the first
person to get all of their numbers wins. Continue to emphasise the counting of the spots until the
pattern of the dice becomes familiar.
Portland Academy Homework
P8 - Number
P Level Descriptor
Homework Ideas
Pupil can rote count to beyond ten, e.g.
11, 12.
Get your child to count to 10 as many times as they can. Try making this fun by seeing how quickly your
child can count to 10 etc.
Once your child is confident with this, being practising with numbers passed
10, getting 1 higher each time. Reinforce by seeing how quick your child can count each time., correctly
rote counting to their new target number. Practice counting in different situations, counting as high as
possible each time. If your child starts to make errors continuously, try lowering the target number and
increasing gradually as they become more confident.
Pupil can use the vocabulary of first,
second, third and last when describing
the position of people or objects or the
order of events.
Try taking part in simple activities such as races, competitions etc. focusing on who came first, second,
third and last. Order the different events using labels if appropriate. Try following simple
instructions for basic recipes using first, second, third and last when adding ingredients. When
shopping, have a list of things that need to be bought and choose the things that need to be bought first,
second, third, etc.
Pupil can recognise numerals 1 to 9
when represented in order and
randomly.
Create some flashcards with the numbers 1-9 written on. Try turning them all face down in numerical
ascending order. Ask your child to turn over one card at a time starting with number 1. Ask your child
to say the name of the number and continue the process until your child can say all of the numbers
correctly.
Once your child can do this activity confidently, try removing a number from the line and
ask your child which number is missing. To extend this activity, try mixing up the numbers so that they
are in random order, asking your child to name the numbers as the cards are turned over.
Pupil can count up to ten objects Try placing a number of objects on the table in a random position, preferably objects that interest your
reliably when randomly placed on the child. Begin with a number less than 10 which your child is comfortable with and model placing each
table, e.g. pupil orders objects to count. object into a different container or into a line as it is counted, saying the correct number aloud each
time. Encourage your child to try this themselves, supporting to move the object each time and
reminding them to say the number aloud as they count. Repeat the process, increasing the number of
objects each time until they are able to count 10 in a reliable manner.
Portland Academy Homework
P8 - Number
P Level Descriptor
Homework Ideas
Pupil can estimate a small
number, e.g. 1, 2 or 3 and check
by counting.
Try giving your child a plastic box with items in. Ask them to ‘estimate’ or ‘guess’ how many shapes are in the
box. Once they have estimated, get your child to remove the lid and count the objects. Were they close?
Was it a good ‘estimate’? Try the same activity using feely bags, feeling the number of items and making an
‘estimate’? Remind your child that an estimate is a ‘clever guess’ and get them to check to see if they are close
by counting. Increase the amount of objects until your child can consistently estimate with reasonable
accuracy. Try estimating while out and about e.g. How many birds do you think are over there?
Pupil can continue the rote
count onwards from a given
small number.
Make a set of flashcards containing 1-10 or whichever number your child is confident with. Place the cards
face down in ascending numerical order. Ask your child to turn over a card and read the number. Continue
to ascend until all of the cards have been turned the correct way. Practice again from the same starting
number, seeing if your child can go faster than on their previous attempt. Try beginning from a different
starting point and see if your child can continue to rote count as high as possible. Once this has been done a
few times, see if your child can complete the same activity without using the flashcards.
Pupil can use ordinal numbers
(1st, 2nd or 3rd) when
describing the position of
objects, people or events.
Recap on the vocabulary of first, second and third with your child. Explain that they are to do with position.
Perhaps you could draw a picture with your child showing a race taking place between some of their favourite
characters (you could use the internet or a catalogue to find pictures). Talk about who is first, second and
third. Introduce your child to the ordinal numbers 1st, 2nd and 3rd. Talk about the ways in which these
reflect position 1, position 2 etc. See if your child can make winners badges/rosettes with 1st, 2nd and 3rd
before positioning them on the correct characters.
Pupil can in practical situations
add one to and take one away
from a number of objects (up to
10) then say or sign how many
there are now.
Give your child a set of objects in a container and ask them to count the objects. Once they have definitely
counted the objects correctly, ask them to ‘add’1 object to the container. How many are there now? Get
your child to count and produce the answer. Try the same activity in reverse by asking your child to ‘take
away’ 1 and check by counting. Once your child is confident giving the answer verbally/signed/showing
card/eye pointing etc. try to get them to use a simple 1-10 number line to support their addition and
subtraction. Ask questions such as, ‘If there are 9 in the bowl and I add 1, how many will I have?’, using the
number line to support calculation.
Portland Academy Homework
P8 - Number
P Level Descriptor
Homework Ideas
Pupil can recognise numerals 1
to 9 and relate each numeral to
the correct quantity,
understanding that numeral
always represents that quantity.
Write flashcards for numerals 1 to 9 and place in ascending order on a table. Ask your child to give you a
number of objects which match the number 1. If your child is able to do this , move onto number 2 and
continue to 9. If your child struggles with this, try placing the correct number of items beside each number
and ask your child to match the number of objects until they can do this without support. Once your child is
confident, attempt ordering the numerals randomly and ask for the number of objects to be given. Practise in
the community by asking your child to look for signs etc. and show the correct number of fingers to
correspond to the numeral.
Pupil can compare two given
Make flashcards 1-10 and give your child contrasting numbers e.g. 1 and 10 or 2 and 9. Ask your child to count
numbers of objects saying which out a set of objects into a different container for each number. Look at the different amounts and try to link to
is more and which is less.
the numbers by placing flashcards beside each container. Use the vocabulary of ‘less’ and ‘more’, perhaps
using cards containing the words and ask your child to identify the number which has less and the number
which has more. Keep doing this until you can complete without using objects for containers. Try completing
this type of activity in a range of contexts e.g. when sorting piles of washing ‘Which pile is less and which is
more?’ etc.
Portland Academy Homework
Level 1 - Number
Level Descriptor
Pupil can count up to 10 objects, e.g.
Count out seven beads from this box of
beads.
Show different groups of objects, e.g. 5
dinosaurs, 8 bears, 7 cars. Which group
contains 8 items? Match digit cards to the
numbers in each group.
Pupil understands addition as finding the
total of two or more sets of objects,
Homework Ideas
Help your child to count out a variety of items in as many different contexts as possible e.g. Get me 7
toys from this box please/Put 4 spoons of sugar into there please/push the button 2 times. Try
working with numbers up to 10 until your child is able to do so confidently. Introduce flashcards
containing digits so that your child can make links between the number of objects and the actual
numeral e.g. Can you pass me 8 socks please? Which card shows me the number 8? You could
even ask your child to begin writing the number where appropriate to promote early number
formation.
Get your child to combine 2 sets of objects, working with totals that they are comfortable with (begin
with 10 or less). Count to identify how man objects are in each set and then combine the sets.
Count all of the objects together and find the total. Continue to use words such as total, altogether,
e.g. Find all the dominoes that have a total add, addition, sum, plus. Experiment with different ways of making a total. Give your child 3
of 7.
buttons and ask them to try and make 7 buttons asking questions such as ‘How many more buttons
do I need?’ or ‘How many buttons would I need to make 7 if you started with 6?’ Work with dice to
Show me 3 fingers on one hand and 4
help create numbers to add together, perhaps playing simple board games with 2 dice to add totals.
fingers on the other. How many are you
showing altogether? Can you give me
another way of showing 7?
Portland Academy Homework
Level 1 - Number
Level Descriptor
Homework Ideas
Pupil understands and uses the vocabulary Complete a variety of different practical addition and subtraction activities with your child using
involved in addition and subtraction.
different items as counters. Try and keep the totals below 20 or 10 depending on the confidence of
your child. When asking questions related to addition, try and use vocabulary such as: plus,
e.g. Including 'sum', 'add', 'plus', 'total',
altogether, sum, add, addition, total, one more, two more etc. When working with subtraction try
'one more', 'two more', 'altogether',
using vocabulary such as: one less, how many left, how many have gone, take away, subtract, minus,
'minus', 'take', 'how many have gone?',
what is the difference.
'one less', 'two less', 'leaves', 'how many
are left...?'
Pupil can read and write numbers to 10
including 0,
e.g. Put the number carpet tiles 1-10
randomly on the floor. Which tile has the
number 8 on it? 3? 9?
Recognise and say numbers in the
environment.
Say the numbers 1-10 in a random order.
Write the number spoken.
Try making flashcards containing numbers 0-10. Hide them around the house in obvious locations.
Ask your child to go and find one number at a time and return it. If they bring the correct item,
reward your child but if they bring the incorrect item, return it to the original location. Practice
writing numbers by creating dot-to-dot patterns for your child to create, using I-Pad apps, drawing
in shaving foam on a tray, making pasta pictures by gluing dried pasta in the shape of a number, finger
painting, potato printing etc.
Portland Academy Homework
Level 1 - Number
Level Descriptor
Pupil understands subtraction as taking
away objects from a set and finding how
many are left,
e.g. There are 6 apples in the bowl, if 3
children take one each, how many will be
left?
Homework Ideas
Work with a container of objects and ask your child to count them all. Begin with a number below 10.
Tell your child that they are going to ‘take away’ 3 of the objects. Get your child to count clearly 1,2,3
as they remove each of the objects. Put the objects that have been removed out of site and ask your
child to count ‘how many are left’. Try this process with a variety of different objects and with a
variety of different starting points. Once your child becomes more confident with the process, begin
with the objects on the table without a container and get them to take away by placing into a
separate pile. Continue to reinforce language such as: subtract, minus, take away, less, how many left,
what is the difference?
There are 8 outfits in the dressing up box.
If 5 outfits are being used, how many are
left?
Show your child a selection of coins and discuss their values. See if they are able to match labels for
each coin e.g. 2pounds to a £2 coin. Once they are familiar with all of the different coins up to £2,
e.g. Spread a number of coins on the table. try and introduce the £ sign. See if they can match the label ‘£2’ to a £2 coin etc. Try this will all of
Can you find me a 10p? Can you find me a
the different values of coin. Once your child is confident you could try playing ‘shops’, creating price
2p?
labels for items that represent each of the different coins. Get your child to approach the shop and
Describe what a £2 coin looks like. ask for an item. Tell them the price and see if they can choose the correct coin to pay with from a
Describe a 50p.
selection. Try playing guess the coin. Give your child clues based on size, shape and colour of coin,
seeing if they can guess from the clues while looking at a selection of coins.
Pupil can recognise coins up to £2,
Portland Academy Homework
Level 1 - Number
Level Descriptor
Homework Ideas
Pupil can add and subtract numbers of Give your child a variety of different objects with which to count. See how many different ways your
objects to 10,
child can make a certain number to 10 by adding different amounts of objects. Try giving your child
a simple addition calculation and get them to make 2 sets of objects and combine them before
e.g. Count 4 pennies into a purse. Show 3
counting the total. Try the same with subtraction, giving your child a set of objects and asking them
more pennies in your hand. How many
to take away a certain number. Get them to count the amount that are left and provide an answer.
pennies are there in total?
Try and work with as many different pairs of numbers when adding and subtracting up to and
Put 8 biscuits on to a plate. Can the child including 10.
take 5 away and work out how many are
left?
Pupil can order numbers to 10 including 0,
e.g. Put the numbers 3, 8, 2 and 6 in order.
Tell me a number that would come
between 3 and 6.
Count back in ones from 9. What number
would come before and after...8? 5?
Make a set of flash cards from 0 to 10. Try using a washing line or a piece of string and get your child
to peg cards to the line/string in the correct order. See if your child can recognise a missing number
when you have 5 or 6 cards on the line. Try ordering the numbers backwards, starting at 10 and
working backwards to 0. Again, try missing a few numbers out and see if your child is able to fill in
the missing numbers. Try giving your child 3 or 4 numbers from 0 to 10. See if they can order the
numbers from smallest to largest and vice versa.
Portland Academy Homework
Level 1 - Number
Level Descriptor
Pupil knows some simple addition facts,
e.g. Double 4, 1, 3, perhaps using fingers
to support.
Use fingers to support knowledge of
number bonds for number 10.
Pupil can sort and classify objects.
e.g. Sort familiar objects, numbers and
shapes in a variety of simple ways, e.g.
lists, tables, hoops, sorting trays.
Homework Ideas
Practice with your child learning different number bonds to 10. e.g. 3+4=7, 4+5=9 encouraging your
child to use their fingers to support. Give your child objects and see if they can create as many
different ways of making totals as possible. Remove the objects and see if they can recall these facts
using only fingers or from memory. Introduce your child to the idea of doubles by giving them
objects and asking them to add the same number of objects again e.g. 4 buttons added to another 4
buttons. Try and learn double 1, double 2, double 3, double 4 and double 5, using fingers to support
too.
With your child, gather a variety of objects with similarities e.g. socks. Ask your child how they could
sort the socks e.g. by size, colour, pattern etc. Try the same with numbers and ask your child to sort
number cards into piles of odd/even, larger than 5/smaller than 5 etc. Try the same with shapes
seeing if your child can sort by the number of sides or number of corners. See if your child can sort
objects in different ways in practical contexts. Perhaps they could help sort cutlery into different
compartments, sort washing into piles or tidy drawers by classifying and sorting the objects within
them.
Portland Academy Homework
Level 1 - Number
Level Descriptor
Pupil can begin to use the fraction one
half,
e.g. Find the glass that is half full. Empty
this cup so that there is half left.
Homework Ideas
Have a look at a variety of different examples of halves. Make or share a pizza with your child.
Support your child to put toppings of different sorts on each half and then cut neatly into halves.
Explain that each side is exactly the same size. Experiment with sandwiches, pieces of paper etc.
demonstrating half. Try to find half of a group of objects by splitting them into 2 equal groups.
Share a packet of sweets by giving exactly the same amount to each person. Explain that is not half
if one person has more than another.
Give the child a square piece of card and
ask them to fold in half. Repeat with other
shapes.
Can you make 2 equal teams from this
group of 8 children?
Pupil can solve addition and subtraction
problems involving up to 10 objects in a
range of contexts,
e.g. how many different ways could you
show the eight spots on this ladybird?
An orange costs 9p. I have 4p. Can you
find the correct coins so that I can buy the
orange without needing change?
Give your child addition problems in the context of words and in practical situations using numbers up
to and including 10. Try examples such as: ‘I’ve got a tray with 8 biscuits on but I’ve dropped 2 on
the floor. How many have I got left for my guests?’ Try problems involving a dice, asking your child
how many different totals they can make using numbers on opposite faces on the dice.
Try and
involve things such as measures in terms of grams, centimetres, millilitres etc. in readiness for working
with larger numbers.
Portland Academy Homework
Level 1 - Number
Level Descriptor
Homework Ideas
Pupil can create and interpret simple block
graphs and pictograms.
e.g. Children collect information and
organise it into simple block graphs and/or
pictograms, e.g. to identify the most
common eye colour, children line up in
rows or make cube towers of the same
colour (4 brown, 3 green, 7 blue).
Answer questions such as 'How many
children have brown eyes?', 'How many
more children have blue eyes than green
eyes.'
Get your child to think of a question that they would like to find the answer to or pose a question for
them e.g. Which is the most common advert on TV out of these 3? What are my family’s favourite
food out of pizza, curry and pasta? Get your child to carry out a quick survey to answer their
question and then place their results into a block graph or pictogram. Ask questions such as: ‘How
many people like curry the best? ‘ ‘Which is least popular?’ ‘How many more people like pasta than
pizza?’
Pupil can solve addition and subtraction
problems involving up to 10 objects in a
range of contexts,
e.g. how many different ways could you
show the eight spots on this ladybird?
An orange costs 9p. I have 4p. Can you
find the correct coins so that I can buy the
orange without needing change?
Give your child addition problems in the context of words and in practical situations using numbers up
to and including 10. Try examples such as: ‘I’ve got a tray with 8 biscuits on but I’ve dropped 2 on
the floor. How many have I got left for my guests?’ Try problems involving a dice, asking your child
how many different totals they can make using numbers on opposite faces on the dice.
Try and
involve things such as measures in terms of grams, centimetres, millilitres etc. in readiness for working
with larger numbers.
Portland Academy Homework
Level 2 - Number
Level Descriptor
Homework Ideas
Pupil can count sets of objects reliably, e.g. There
are 24 individual socks. How many pairs of socks
will there be? There are 10 straws in each bundle.
If I give you 3 bundles and 4 single straws how
many straws will you have altogether? How many
5p coins will total 35p?
Get your child to count a number of objects e.g. 30 Lego bricks. Try counting in 1s, moving each brick as it is counted.
Try placing the bricks into groups of 2, 5 or 10 and count the groups in their multiples with support. Try the same with
money, counting individual 1p coins to 20p. Try experimenting with using 5p and 10p coins to 20p. Can they make the
20p using these coins. Emphasise the need to double check any counting that they have done to ensure accuracy.
Pupil can use mental recall of addition and
subtraction facts to 10,
Relate the use of addition and subtraction facts to 10 to support the addition and subtraction of multiples of 10 e.g. If I
know 5 + 4 = 9 then I know that 50 + 40 = 90 OR I know that 7—3 = 4 then I know that 70-30=40. Use knowledge of
addition and subtraction facts to 10 to add more than 2 numbers e.g. 3+5+9+2. Complete missing number problems
e.g. 10-[]= 3 using knowledge of subtraction and addition facts. Continue to use objects to count in support of
calculations where required.
e.g. If 2 + 8 = 10, what is 20 + 80?
What do you need to add to 70 to make 100?
80 – 60 = 20 +
7+3=6+
Write the total: 6 + 5 + 5 + 4 =
Warren bought two fruits. He spent 30p
altogether. He bought an orange for 21p, what did
he pay for the other fruit?
Portland Academy Homework
Level 2 - Number
Level Descriptor
Pupil can begin to understand the place value of each digit in a
number and use this to order numbers up to 100,
e.g. write a number in the boxes to make these correct
56 = + 6
+ 8 = 88
47 = 40 +
Homework Ideas
Write some 2 digit numbers on a piece of paper. Ask your child to look at the number of tens and units
in each number e.g. 57 = 50 + 7 or 5 tens and 7 units. Ask your child to make numbers where the number
of tens is bigger than 5 and the units are even etc. Keep providing challenges of this nature until your
child is able to recognise the tens and units column each time. Try writing T and U above tens and units
column if your child is struggling to identify the correct column .
Show some random two-digit numbers. Identify:
- the largest
- the smallest
- a number between 40 and 50?
Put the numbers in order from smallest to largest.
Pupil can choose the appropriate operation when solving addition
and subtraction problems, e.g. When Rajesh is 4 years old,
Manisha is 9. When Rajesh is 8 years old, how old will Manisha be?
Stefanie and Howard play a game. Stefanie scores 60 points.
Howard scores 33 points. How many more points does Stefanie
score than Howard?
Look at some number problems with your child. Encourage your child to read through the problem very
carefully at least twice. Begin to highlight numbers and words which give a clue as to which type of
calculation to use (addition or subtraction). Try and support your child to work out from the vocabulary
whether it is an addition or subtraction problem e.g. add, sum, total, altogether = addition/difference, less,
fewer, take away = subtraction. Once these facts have been gathered, create a number sentence e.g.
15+3 = ___. Solve the problem and find the correct answer. Get your child to be aware of two step
problems which require 2 calculations to solve the problem.
Portland Academy Homework
Level 2 - Number
Level Descriptor
Homework Ideas
Pupil uses the knowledge that subtraction is the inverse Give your child a set of 3 numbers e.g. 3, 4, and 7. Get your child to create as many
of addition,
addition and subtraction number sentences as possible using these 3 numbers e.g.
3+4=7, 4+3=7, 7-4=3, 7-3=4. Try giving your child a missing number problem e.g. 4+[]=7
e.g. Using the numbers 15, 9 and 6, make related
and get them to use the inverse operation (subtraction) to solve the problem e.g.
number sentences by using +, - and = signs.
7-4=[3]. Do this as much as possible, encouraging your child to use the inverse or
‘opposite’ sign each time to find the answer.
Twenty five children are on the bus. Six children get off
and six children get on. How many children are on the
bus now?
Pupil solves number problems involving money and
measures,
e.g. A lollipop costs 15p. How much will I have to pay
for two lollipops?
Pupil recognises sequences of numbers, including odd
and even numbers, e.g. Write the next number in these
sequences:
10, 15, 20, 25, ___
14, 12, 10, 8, ___
23, 33, 43, 53, ___
Write an odd number between 20 and 30 and between
11 and 21. Show the numbers 5 - 16. Identify the even
numbers.
Give your child the opportunity to answer as many questions as possible using money
and measures e.g. Michelle builds a tower which is 18cm high and another tower which
is 13cm high, what is the difference between the two towers. Try answering questions
relating to money e.g. Paul has 30p, he buys a drink for 15p, how much change does he
receive? Try and do this in real life contexts by shopping with real money and making
purchases with small amounts.
Give your child a set of numbers with a noticeable pattern e.g. missing 2 numbers out,
counting up or down in tens, counting in even numbers or odd numbers, increasing or
decreasing in fives. Start at various starting points and get your child to complete the
next five numbers in the sequence. Try giving numbers either side of 3 numbers in a
sequence and try and get your child to identify the numbers either side of the sequence.
Portland Academy Homework
Level 2 - Number
Level Descriptor
Pupil begins to use halves and quarters,
e.g. Adrian has a set of 24 pencils. How many is half the
set?
Homework Ideas
Try practical activities such as cutting pizzas, sandwiches etc. into equal halves and
then into quarters. Explain that halves are 2 equally sized pieces and that quarters are
4 equally sized pieces. Emphasise the vocabulary of ‘equal’ as meaning ‘the same as’.
Work with objects which can be divided into halves and quarters by placing
counters/buttons/sweets into groups of 2 and 4 e.g. half of 16 is 8 and quarter of 16 is 4.
What is half of 16? 10? 18?
If there are 16 cherries and they are shared equally
between two people, how many cherries will each
person get? What if there are 4 people?
Pupil relates the concept of half of a small quantity to
the concept of half of a shape.
Try practical activities such as cutting pizzas, sandwiches etc. into equal halves and
then into quarters. Explain that halves are 2 equally sized pieces and that quarters are
4 equally sized pieces. Emphasise the vocabulary of ‘equal’ as meaning ‘the same as’.
Work with objects which can be divided into halves and quarters by placing
counters/buttons/sweets into groups of 2 and 4 e.g. half of 16 is 8 and quarter of 16 is 4.
Pupil understands halving as a way of 'undoing'
doubling and vice versa.
e.g. When I doubled a number the answer was 18.
Which number did I double? There are 28 children in a
class. Half of them are girls, how many are boys?
Give your child 4 counters on the table and ask them to ‘half’ the counters so that
there are 2 each group. Explain that they have been placed into equal sized groups.
Get your child to look at one of the sets of 2. Explain that in order to double, we need
to add the number to itself e.g. 2+2. Add 2 counters to 2 counters to make 4.
Explain that this has ‘undone’ the halving process. Try this in reverse to ‘undo’ the
doubling process using counters. Try different amounts each time, being aware that
any number can be doubled but only even numbers can be halved without being left
with a decimal e.g. half of 3 = 1.5.
Portland Academy Homework
Level 2 - Number
Level Descriptor
Pupil records their work in writing,
e.g. Use the symbols +, -, x, ÷ and = to record and
interpret number sentences involving all four
operations.
Look at these signs: + x - =. Use the signs to make these
correct:
Homework Ideas
Try solving some problems at home with your child in the form of words or with objects
e.g. find the total of all of these pegs on the table. Encourage them to make notes
about what they are doing, recording numbers to help maintain an accurate count,
writing number sentences and using the symbols +, -, x ÷ to support. See if your child
can draw pictures to support multiplication of objects and then write into a number
sentence e.g. ‘I have 5 buttons. How many would I have if I had 5 times that amount?’
Draw 5 groups of 5 and then record as a number sentence before working out the
answer.
8 2 = 10
17 3 14
Write the same number in each square to make the
multiplication correct:
x = 100.
Pupil sorts objects and classifies them using more than
one criterion,
e.g. Sort a given set of shapes using two criteria such as
triangle/not triangle and green/not green.
Pupil can collect and sort data to test a simple
hypothesis,
e.g. Count a show of hands to test the hypothesis that
'most children in our class are in bed by 8.00pm.'
Try asking your child to help when sorting the washing. Begin by sorting into lights and
darks then sort into delicates and non-delicates etc. Extend this by sorting shapes into
simple diagrams firstly by number of sides and then by colour/lines of symmetry/number
of right angles. See if your child can identify their own criteria for sorting objects and
shapes. They may be able to sort numbers too e.g. sort odd and even/multiples of 10
and not multiples of 10 etc. Try using a Venn or Carroll diagram to help.
Support your child to devise a statement that they would like to test. E.G. The most
common colour of socks in my drawer is blue. Try different ways of collecting data to
find out their answer e.g creating a tally chart, making a list of all of the different types of
socks there are, making a tick sheet for each colour of sock etc. Count the final tally,
number in list etc. and confirm whether or not the statement was true.
Portland Academy Homework
Level 2 - Number
Level Descriptor
Homework Ideas
Pupil can record results in simple lists, tables,
pictograms and block graphs.
Support your child to devise a statement that they would like to test. E.G. The most
common colour of socks in my drawer is blue. Try different ways of collecting data to
find out their answer e.g creating a tally chart, making a list of all of the different types of
socks there are, making a tick sheet for each colour of sock etc. Count the final tally,
number in list etc. and confirm whether or not the statement was true.
Pupil understands vocabulary relating to handling data
and can communicate their findings, using simple lists,
tables, pictograms and block graphs,
Find a question that your child would like to find out the answer to e.g. What is the most
common type of vehicle in my street? Use tally charts to record findings for 4 or 5
types of vehicle. Put information from tally chart into a frequency table with numbers
rather than tallies representing the data. Place information into pictograms and block
graphs, adding titles to each axis and labelling the scale. Try and answer questions i.e.
Which is the most common type of vehicle? Which is the least popular vehicle? How
many vehicles came past in total?