iE Filia’ Activity Book 2B sipUnit 5, Week |, Lesson | Deano 3 LeceTTT CSR AMC oo gC) from 0 Date: te) I 8 yy ae | Children count on in threes and write the missing numbers in each | count in threes from zero and write al row. At the bottom of the a |_count in threes from zero and write all the multiples of three in the spaces within the mp3 ie na a_iUnit §, Week |, Lesson 2 House numbers L = eighty-three evel Tie i = e = NA M4 ninety-six twelve seventy-seven[ ] one hundred F° ast & | Children look at the number written in words underneath each door and write the same number | z | onto the door using numerals | \ ms i es | AUnit 5, Week |, Lesson 3 Pee | At the top of the page, children write either the less than (<) or more than (>) sign on the tiger to make each statement correct. At the bottom of the page, children write a number on the pawprint \ to make each statement correct.Unit S, Week |, Lesson 4 TLC ac eu ee STUUR NLARMUCCeMMUUN La (at A 50 ? ? i, 0 50 “ | Children look at the position of the parachutes on each number line. They estimate the position of | “eae XS Nees parachute and write the appropriate number onUnit §, Week 2, Lesson | Date: fj culation, The first nine questions do note ren find the answer to each addition cal questions The final nine do cross the tens boundary, Children can use a 1-100 number square or number line for support if necessacy,Unit 5, Week 2, Lesson 2 rie Ge) Ve Re S32 89-5 = 55-35 79 -8= oe. a= i, Gee = 34 $7 = 61-5= (86-9 = ie Ge 85-7 43) 5)=|__ 91-8= G ‘Children find the answer to each subtraction calculation. The first nine questions do not cross the tens boundary. The final nine do cross the tens boundary, Children can use a 1100 number square or number line for support if necessary.Unit § Week 2, Lesson 3 13 11 18 19 14 | oie | dole dole aie dee doa dowUnit 5, Week 2, Lesson 4 WRU Tafa BTEC RTC eave UCM ee SATURN Comm CC) particular value Date: For each purse, children write the total amount shown in pence or pounds. Then, at the bottom of the page, they circle the coins needed to make each amount. 4qUnit S, Week 3, Lesson 1 Date: You will need: SCOT LR CRT Lata Ln att Dt ae ces of 3-D shapes cone, sphere, * chalk. cube cuboid cylinder cone_~— sphere_— pyramid , < or = lightest aaa iy Children work with a partner to estimate the order of the four Objects from lightest to heaviest Then they weigh them on the weighing scales and draw the objerse the correct orderin boxes. Next, they compare the objects in pairs and write their names in the spaces to make rect number statements using the > and < symbols io awUnit 6, Week 3, Lesson 4 SUT An ear RS CN] Lael oct Ce Ue CoLPL CMe RS David and Isaac have been weighing pairs of different fruit. They want to know how heavy 1 might be and how heavy 4 might be. The pineapples The apples weigh 1 might weigh weigh 4 might weigh . i \ 1 might weigh a 4 might weigh The melons weigh 1 might weigh eee | The strawberries 4 might weigh \ weigh 1 might weigh The bananas weigh 4 might weigh 1 might weigh 4 might weigh —— ae &% ‘Children identify the mass of the palts of fruit, They write this in the first box. They then work Z | Gut what one might weigh by halving the mass for the pair. Next, they work out what four might L | weigh by doubling the mass for the pair. 3 rt n