I love to make clear and colourful resources and can't resist using rainbow colours which so often help make learning visually clearer.
I'd love to know what you think of what you download and please don't hesitate to let me know if you have any suggestions or requests...
I am also available to tutor younger learners online via Sherpa!
I love to make clear and colourful resources and can't resist using rainbow colours which so often help make learning visually clearer.
I'd love to know what you think of what you download and please don't hesitate to let me know if you have any suggestions or requests...
I am also available to tutor younger learners online via Sherpa!
What’s included?
This download includes seven A4, portrait pdf sheets to make a number matching set featuring x40 cards (Rainbow Dots to count and numerals from 1 to 20 to match).
How to use this resource
These square cards are designed to be joined together using a plastic clip/string or ribbon (maybe fastened with velcro for easy opening). The numeral cards (like number fans) can be used in a variety of situations including on-the-carpet questioning with the whole class/smaller groups where pupils can show their answers instead of speaking.
However these have been designed to be a counting activity for an individual or group where the square (cards) are already cut up (and hole punched!), shuffled and displayed either loosely on a table top/carpet or already attached on the ring (shuffled or in order). Learners then count the rainbow dots on each card and find the matching numeral (or vice versa!). Once complete (or ‘as they go’ if working ‘in order’) learners can then order the numeral and picture cards together to create a complete set from 1 to 20 or backwards depending on the focus.
These could also be used as a reference resource for learners e.g. to help count and order numbers and/or cross-check the correct orientation of individual numbers if unsure when writing.
This ‘number match’ set could also be used for a variety of games and to accompany and involve learners during counting rhymes and songs, usable both inside the classroom and outdoors (especially if laminated to improve durability in all types of weather!) Hide and seek match could make a fun game where one half of the set (e.g. all the Rainbow Dot cards or all the numeral cards) are missing and learners need to find them and match them up.
Who’s it for?
This resource has been designed for early years children, pupils in years one and two as well as older students needing additional learning support.
Suggestion
I recently purchased some brightly coloured plastic keyrings which can be easily opened by unclipping the plastic (as seen on the main resource image). Alternatively string or thin ribbon would work well. If a small piece of velcro was attached to both ends of string/ribbon with some strong glue this would help learners to be more independent using this resource.
Important message…
ANY issues with this number match set please don’t hesitate to let me know - I am happy to make changes AND I am happy to create a new resource if you have an idea just let me know - I’d really love to hear from you!
**Feedback of this resource would be wonderful! Thank you!
What’s included?
x4 sheets, landscape orientation, pdf format.
Who’s it for?
This resource has been designed for pupils in the early years, years one and two as well as older students who would benefit from investigating the concept of ‘symmetry’ and ‘symmetrical’ or students needing additional learning support.
What’s it for?
This resource has been designed to encourage learners to investigate the lines of symmetry for all x26 capital letters of the alphabet! This also provides an opportunity to explore capital letters which in turn should help with letter recognition for younger learners or those who would benefit with becoming more familiar with shape and features unique to each capital letter.
How to use it?
The resource has been designed for learners to investigate the lines of symmetry by cutting out one letter at a time. Learners can either use a safety mirror and/or fold these squares to investigate where the lines of symmetry are. It is best if learners only ‘cut’ once they are sure they have found a solid line of symmetry - a (safety!) mirror would definitely be helpful as a back up to check especially if letters have already been cut up!
Resource Details…
Learners will need a pair of scissors each to begin this activity.
Page 1.
At the top are ‘larger’ capital letters, each within a dotted box - these dots guide where to cut. Learners can cut out one of these larger letters at a time (to avoid having lots of letters in front of them at once and risk losing some). Learners will need a pair of scissors each to begin this activity.
Along the length of base side of the sheet is a set of smaller capital letters designed to be cut with two simple snips (vertically up to the red line and then horizontally) to separate these from the sheet one at a time. These are designed to be used to record findings (answers) - on page 2. The larger capital letters can go into the bin after they have been cut up, folded and investigated.
Page 2.
Pupils will need a pencil to their write their name at the base of page 2 and access to a glue stick to continue their investigation using page 2. Once learners have investigated and discovered which letters are symmetrical they can snip and stick the smaller capital letters (at the base of page 1) onto either the left or right of page 2 - depending on whether they are/are not symmetrical.
Page 3 clearly shows which capital letters are/are not symmetrical, this is intended to be a reference sheet for learners once they have completed their investigation.
Page 4 also clearly shows which capital letters are/are not symmetrical, but in more detail - including where the actual lines of symmetry are. For learners who might find the concept of symmetry difficult they can use page 4 (instead of page 1) to explore for themselves where to fold to investigate ‘symmetry’ with support.
Special request
ANY issues with any of this please don’t hesitate to let me know.
What’s included?
x4 sheets, landscape orientation, pdf format.
Who’s it for?
This resource has been designed for pupils in the early years, years one and two as well as older students who would benefit from investigating the concept of ‘symmetry’ and/or students needing additional learning support.
What’s it for?
This resource has been designed to encourage learners to investigate the lines of symmetry for all x26 lowercase letters of the alphabet!
How to use it?
The resource has been designed for learners to investigate the lines of symmetry by cutting out one letter at a time. Learners can either use a safety mirror and/or fold these squares to investigate where the lines of symmetry are. It is best if learners only ‘cut’ once they are sure they have found a solid line of symmetry - a (safety!) mirror would definitely be helpful as a back up to check especially if letters have already been cut up!
Resource Details…
Learners will need a pair of scissors each to begin this activity.
Page 1. At the top are ‘larger’ lowercase letters, each within a dotted box - these dots guide where to cut. Learners can cut out one of these larger letters at a time (to avoid having lots of letters in front of them at once and risk losing some). Learners will need a pair of scissors each to begin this activity.
Along the length of base of the sheet is a set of smaller lowercase letters designed to be cut with two simple snips (vertically up to the red line and then horizontally) to separate these from the sheet one at a time. These are designed to be used to record findings (answers) - on page 2. The larger lowercase letters can go into the bin after they have been cut up, folded and investigated.
Page 2.
Pupils will need a pencil to their write their name at the base of page 2 and access to a glue stick to continue their investigation using page 2.
Once learners have investigated and discovered which letters are symmetrical they can snip and stick the smaller lowercase letters (at the base of page 1) onto either the left or right of page 2 - depending on whether they are/are not symmetrical. If learners are ‘unsure’ there is a space on the left for this also - they can stick letters there and come back to these later, perhaps with support/a mirror to check.
Page 3 clearly shows which lowercase letters are/are not symmetrical, this is intended to be a reference sheet for learners once they have completed their investigation.
Page 4 also clearly shows which lowercase letters are/are not symmetrical, but in more detail - including where the actual lines of symmetry are.
For learners who might find the concept of symmetry difficult they can use page 4 (instead of page 1) and use the lines of symmetry included here to explore for themselves where to fold to investigate ‘symmetry’ with support.
Special request
ANY issues with any of this please don’t hesitate to let me know.
What’s included?
This pdf download includes x5 landscape orientation sheets featuring x23 2D shapes with clear, step-by-step instructions to create colourful acetate/cellophane 2D shapes for (window) display.
What’s it for?
These 2D shapes have been designed to install and sense of awe and wonder - the shapes look so beautiful when the sun shines through them and where the colour ‘falls’ depends on the position of the shape in relation to the sun which changes as the sun’s position changes. This set gives an opportunity to showcase the whole set of 2D shapes together as a focus to encourage learners to recognise and name each 2D shape and become familiar with recognising and naming them as well as lots of exposure and so time to count the number of sides/corners and think about the properties of each e.g. which have straight/curved sides (or both!). The 2D shapes can of course be repositioned and displayed as you choose. I have also included a ‘2D shapes’ label to be displayed with the set of shapes.
This resource would also support work on shadows and light/dark.
Who’s it for?
This resource has been designed for early years children, pupils in years one and two as well as older students who would appreciate a pop of colour shining through these shapes when the sun comes out!
Resource Details
The shapes all have a name label which is in the font ‘Sassoon Infant Std’ - size 45. There are x5 pages. The first page includes clear instructions and the remaining pages include the set of shapes and ‘2D Shapes’ word label. 2D Shapes included are - arrow (pointing ‘up’), arrow (pointing ‘down’), semi-circle, ellipse, circle, crescent, oval, triangle, equilateral triangle, right-angled triangle, square, rectangle, rhombus, diamond, trapezium, parallelogram, pentagon, hexagon, heptagon, octagon, nonagon, decagon, star.
Suggestions
I recommend printing and making these letters out of white card - paper would be too flimsy and see-through so not effective. A set of coloured acetate/cellophane sheets is needed to make these - these are quite inexpensive on Amazon(!)
I recommend also backing every 2D shape in white card so that the coloured acetate/cellophane is concealed - this looks so much nicer on the window and makes each letter stronger however is twice the work and time and to do this, needing x10 sheets of A4 white card - instead of x5 sheets.
Important message…
ANY issues with any of this please don’t hesitate to let me know - I am happy to make changes AND I am happy to create a different version if you have an idea just let me know - I’d love to hear from you! Feedback of this resource would be wonderful! Thank you!
What’s included?
This download includes x2 A4, portrait pdf sheets to complete a traffic survey and transfer the information collected to a clear, simple block diagram.
Who’s it for?
This resource has been designed for early years children, pupils in years one and two as well as older students needing additional learning support.
Resource Details
There are x2 stages to this activity, going out (always with an adult!) to count vehicles for an agreed amount of time and transferring the information collected (during that outing) onto a block diagram.
Page 1
Learners are to count the number of vehicles observed passing along a road (from a safe distance and always with adult supervision!) The types of vehicles included on the recording sheet are cars, vans, buses, trucks/lorries, bicycles, motorbikes, pedestrians. If these do not include a type of vehicle you would like - I am happy to create this resource for you. Just let me know what changes you would like and I will create this for you (for free!)
Page 2
Using the information recorded on page 1 learners then transfer this information to the simple, clear block diagram. The vehicles listed on the ‘traffic survey’ sheet are included in the same order here to assist the process of transferring this information. Learners can colour the same number of ‘coloured boxes for each group of vehicles counted. There is space on the bar chart for up to 12 vehicles (for each vehicle group). For vehicle groups with more than 12 vehicles counted learners should colour up to 12 …as this indicates ‘12+’.
Important message…
ANY issues with any of this please don’t hesitate to let me know - I am happy to make changes AND I am happy to create a bespoke resource to better suit your needs just let me know - I’d love to hear from you! Feedback of this resource would be wonderful! Thank you!
What’s included?
This download includes two sets of three A4, portrait pdf sheets ( a black and white AND colour version) to investigate which colour is each pupil’s favourite (designed for a class of 30 - up to 32 spaces available) and handling data linked to this - transferring the information collected to a clear, simple bar chart and answering questions about this.
Who’s it for?
This resource has been designed for pupils in years one and two as well as older students needing additional learning support.
Resource Details
There are x3 sheets in total for the B&W or colour set. Page 1 is to be used in landscape orientation (to collect the data using the tally system). Pages 2 and 3 are both to be used in portrait orientation. Page 2 is designed to use the data collected on the tally chart (on page 1) to create a block graph to present this information. Page 3 asks questions related to the data collected and recorded on pages 1 and 2.
The ‘colour’ version has been designed to make the meaning even clearer to learners, especially when plotting the bar chart and recording the colour names in answers to the questions on page 3. Spellings for all colours are clearly displayed at the top (of page 3).
Page 1
Learners are to ask up to x32 people ‘What is your favourite colour?’ and record each response using the tally system. For learners who are new to/less familiar with 'how to tally’ - tallying is modelled on the right side of page 2.
To begin at the top of page 1 is a space to record ‘how many pupils’ are present (in class) that day to question. Once the data has been collected the number of tallies for each colour can be counted. The totals of all colour groups can be added together to check if the same number of people identified as being present and available to ask ‘What is your favourite colour?’ matches the number of tally marks actually recorded. An important lesson in careful, accurate data collection.
There is a space for two additional colours to be written if needed (in the boxes on the lower left side of the tally chart).
Page 2
Using the information recorded on page 1 learners then transfer this information to the simple, clear bar chart presented on page 2. Learners are to colour the same number of ‘coloured boxes’ for the number of tallies recorded for each favourite colour. There is space on the bar chart for up to 32 people (for each colour group). There is also a space to record the data collected for up to two additonal colours (on the right side of the bar chart) if needed.
Page 3
Using the information gathered through completing the activities on pages 1 and 2 the questions on page 3 are related to the number of people recorded as favouriting each colour. There is also an opportunity to practise both reading a tally and recording the correct number this shows and recording a number as a tally.
Important message…
ANY issues with any of this please don’t hesitate to let me know.
What’s included?
This download includes x4 A4, portrait pdf sheets in black and white and colour.
Who’s it for?
This resource has been designed for early years children, pupils in years one and two as well as older students needing additional learning support.
What’s it for?
This resource has been designed to introduce learners to tallying - how to record tally marks carefully and correctly as well as providing an opportunity to both read and write their own tallies (on page 4). This resource has been created as an introduction to ‘tallying’ prior to working on a data handling activity. Recording accurate tally marks is a key part of data handling and an essential skill to record data correctly. It is important that learners are given an opportunity to practise tallying, ready to use the skill in a real-life activity situation.
Resource Details
The first x3 pages introduce tallying in a step-by-step way, showing learners what a ‘tally’ is, what it is used for and how to write tally marks correctly to record an accurate amount/score. The last, page 4, provides an opportunity for learners to read five tallies and write the total (up to 23) as well as record the correct number of tallies for five numbers (up to 24). Pages 1 to 3 have been designed for an adult to go through with a learner/group of learners in a step-by-step way.
Page 1
Learners are introduced to what ‘tallying’ and a ‘tally mark’ is and how tallies are written. Page one clearly shows how tallies one to four are written and how the fifth tally mark is written differently.
Page 2
Learners are introduced to ‘tallies’ being written as groups of five and introduces learners to how to write tally marks up to 10, providing an opportunity for learners to write their own tally marks to 10.
Page 3
Learners are introduced to how to write tally marks up to 20, providing an opportunity for learners to write their own tally marks to 10 again - this time beginning at a ‘starting dot’ for each tally and tracing over the grey lines to write the tally marks correctly.
Page 4
This has also been designed learners to practise reading and writing tally marks. Learners are to record the total number of tallies (writing the number) and record their own tally marks for each number provided.
Important message…
ANY issues with any of this please don’t hesitate to let me know - I am happy to make changes AND I am happy to create a bespoke resource to better suit your needs just let me know - I’d love to hear from you! Feedback of this resource would be wonderful! Thank you!
What’s included?
x4 sheets, landscape orientation, pdf format.
Who’s it for?
This resource has been designed for pupils in years one and two as well as older students who need to revisit ‘how to measure objects using cm’ or students needing additional learning support. This resource may be suitable for children in the EYFS.
What’s it for?
This resource has been designed to give learners an opportunity to practise measuring the length of simple objects/shapes using cm (up to 25cm).
How to use it?
The first page is an ‘information sheet’ - introducing learners to what a ‘centimetre’ is and what it is used for in images and words. Pages 2 to 4 (numbered 1-3) provide practical opportunity for learners to use the images of the rulers provided to carefully measure the length of each object (image) featured. Page number 1 focuses on ‘stationery’, page number 2 on ‘kitchen items’ and page number 3 on ‘tools’. Page 3 uses the vocabulary ‘longer’ and ‘shorter’ and looks at the difference (in cm) between the longest and shortest tool - which may be a new concept for some learners and so may require some support.
Suggestion
I would encourage learners to draw a vertical line from the end of each object to the number on the ruler above (using a pencil and ruler!) to be sure of what the total length for each item is.
Important…
This resource has been designed to provide learners with an opportunity to practice measuring using the images of rulers marked with cm. These rulers are illustrations of rulers and not exact centimetres. It is printed on each sheet that the ‘illustrations in this resource are not to scale’.
Special request
ANY issues with any of this please don’t hesitate to let me know - I am happy to make changes AND I am happy to create a new resource if you have an idea just let me know - I’d love to hear from you! A review of this resource would be brilliant! Thank you!
What’s included?
x2 sheets, portrait orientation, pdf format.
Who’s it for?
This resource has been designed for pupils in years one and two as well as older students who need to revisit this or students needing additional learning support.
What’s it for?
This resource has been designed to make what a millilitre is visually clear to learners and to give learners an opportunity to count and identify a small amount of millilitres (up to 42) as part of 1000ml (one litre).
How to use it?
The first page is an ‘information sheet’ - introducing learners to what a ‘millilitre is, that ml is short for millilitre and what millilitres are used/useful for. One thousand squares have been used to visually demonstrate what one thousand ml would look like and that this is equal to one litre. This shows just how small one millilitre is (ccompared to 1000). This may be useful to make the concept of one (or more) millilitres visually clear to learners.
The second page also shows one litre/one thousand millilitres visually - as 1000 blue squares and provides learners with the opportunity to count a limited number of ml and write what amount this would be as ml - if the blue squares shown were water.
Suggestion
When completing the second page of this resource learners may need it to be made clear to them that each number of millilitres (the red, orange, yellow, green and blue squares) is always part of the 1000 blue squares pictured on the whole sheet and not just the 100 blue squares that the orange/yellow/green/blue squares are shown to be a part of.
Important…
All squares are illustrations of millilitres shown to visually represent water and of course are not exact or equal to actual millilitres. Illustrations in this resource are not to scale.
Special request
ANY issues with any of this please don’t hesitate to let me know - I am happy to make changes. A review of this resource would be brilliant! Thank you!
What’s included?
This download includes one A4, portrait pdf to practise finding ’ten more’ and ’ten less’ than various numbers up to 100.
Who’s it for?
This resource has been designed for pupils in year two as well as older students needing additional learning support.
Resource Details
The sheet is organised in half. Looking at finding ‘ten more’ at the top of the sheet and finding ‘ten less’ at the lower part of the sheet. There are eight numbers to find both ten more and ten less than. Two hundred number squares are provided for learners to use as needed to locate the number that is ten more and ten less.
A helpful arrow reminder in each half of the sheet is displayed reminding learners to either move directly down from a number (to identify the number which is ten more) and to move directly up from a number (to identify the number which is ten less).
There is a clear space to record the number date at the top right of the sheet and for learners to write their name (lower left).
Important message…
ANY issues with any of this please don’t hesitate to let me know - I am happy to make changes AND I am happy to create a new resource if you have an idea just let me know - I’d love to hear from you! Feedback of this resource would be wonderful! Thank you!
What’s included?
This download includes x2 landscape orientation pdfs to investigate odd and even numbers up to 100.
Who’s it for?
This resource has been designed for pupils in years one and two as well as older students needing additional learning support.
Resource layout
Page 1 features a hundred number square and simple instructions for learners to circle or colour each number (red for odd numbers and green for even numbers) depending on whether the numbers are odd or even. Learners will need to be familiar with what ‘odd’ and ‘even’ means and if they don’t already know which of these numbers are odd or even they will need to know how to work this out.
After completing the 100 number square there is a question (in the blue cloud shape on the left) asking learners ‘What do you notice?’ - this is to encourage learners to identify that once the numbers have been coloured there is a red/green repeating colour pattern. There is a space on the left for learners to record their own answer to this in the blue box provided or learners could articulate their observations to an adult who could write this for them as needed.
There is a clear space for learners to write their name at the base of page 1 (on the left) as well as recording the number date at the top (on the right).
Page 2 features two large boxes - red for odd numbers (on the left) and green for even numbers (on the right). At the base of sheet there are x15 (random) numbers (up to 100) for learners to cut out (following the dotted lines) and sort into the red/green boxes above. Learners could use their completed page 1 as a reference to help with completing page 2.
There is a clear space at the top of page 2 (on the left) for learners to write their name as well as recording the number date (on the right).
What’s needed?
Page 1. Learners will need:
a red and green pencil/crayon/felt tipped pen
a pencil
If using pen I would encourage learners to ‘circle’ each number (rather than ‘colouring them in’) to avoid the paper becoming saturated with pen - particularly if learners will then use page 1 as a reference to complete page 2.
Page 2. Learners will need:
a pencil
scissors
a glue stick
Important message…
ANY issues with any of this please don’t hesitate to let me know - I am happy to make changes. Feedback would be wonderful! Thank you!
What’s included?
This download includes two A4, portrait pdf sheet to practise ordering numbers from 0 to 25. Dotted lines guide where to cut and a snake outline is provided to place and stick the numbers (in order) once complete.
Who’s it for?
This resource has been designed for early years children, pupils in year one as well as older students needing additional learning support.
Resource Details
The layout includes x2 pages. Page 1 shows the numbers (from 0 to 25) in the correct order and position. Dotted lines are provided guiding where to cut - both around the outline of the snake and between each number to separate them.
Page 2 shows an outline of the snake shape to support learners with where to position and stick numbers once complete. To make this puzzle ‘more’ challenging a ‘blank’ sheet of A4 paper could be provided for each learner.
The chevron/arrow shape of each number piece has been designed to guide learners on which direction to position/stick the ‘next’ number.
Important message…
ANY issues with this number snake please don’t hesitate to let me know - I am happy to make changes as needed. Feedback of this resource would be excellent! Thank you!
What’s included?
This download includes x7 sheets in portrait orientation to better understand what tens and ones/units are - looking at numbers from 1 to 99.
Who’s it for?
This resource has been designed for pupils in years one and two as well as older students needing additional learning support.
This resource has been designed to be shared with learners at a slower pace where what tens and ones/units are does not yet make sense to them. This resource could be used as a whole class introduction to tens and ones/units - displayed on a whiteboard and completed with the help of learners. This resource could also be used as part of online teaching and learning about tens and ones/units.
Resource layout
Page 1. Introduces learners to ‘ones’ and how ten ones can be positioned on a row or column to become a ‘ten’. Why we do this is made clear. Learners are introduced to the vocabulary ‘ones’, ‘ten/ten stick/tens stick/tens/tens sticks’, ’row’, ‘column’, ‘vertical’ and 'horizontal’.
Page 2. Looks at why when ten ones become a stick of ten and how it is helpful to use a different colour for tens and ones. Page 2 also looks at images of ‘tens sticks’ and ‘ones’ and how these are counted and written as numbers.
Page 3. Identifies how a large group of ‘ones’ can become confusing and tricky to count. Page 3 models how to count these ones - counting ten at a time and how these ‘groups of ten’ become ‘tens’ while the remaining ‘ones’ stay as ‘ones’. How this is written as a number is also clearly shown. Learners are introduced to the vocabulary ‘swapping/exchanging’, ‘left over’ and ‘group’.
Page 4. Shows learners how they can draw their own ‘stick of ten’ and ‘ones’ and provides an opportunity for learners to practise grouping ten 'ones’ as ‘tens’ and writing this as a number.
Page 5. Looks at what each digit in a number represents, e.g. in the number ’36’ the ‘3’ is the number of tens and the ‘6’ is for the ‘ones’. This is also modelled visually and learners are given the opportunity to practise writing the numbers ’27’ and ’45’ as ‘tens’ and ‘ones’ as well as drawing these numbers as ‘tens sticks’ and ‘ones’ squares.
Page 6. Looks at numbers with no ‘tens’ (numbers 1 to 9). Learners are given the opportunity to count and write two numbers without a ‘ten’ - 8 and 5. Numbers 10 to 19 are identified as only having one ten and learners have the opportunity to count and write the numbers where 14 and 17 are represented visually.
Page 7. Looks at numbers with ‘more than one ten’ in them - from 20 to 99. ‘Hundreds’ are not mentioned in this resource.
Page numbers are clearly displayed on the lower right side of each sheet.
Important message…
ANY issues with any of this please don’t hesitate to let me know - I am happy to make changes. Feedback would be wonderful! Thank you!
What’s included?
This download includes x7 sheets in landscape orientation to investigate which numbers are odd and even from 1 to 20.
Who’s it for?
This resource has been designed for pupils in years one and two as well as older students needing additional learning support.
Resource layout
Page 1 has x7 step by step instructions and a visual example of how to use the resource (as described in the instructions) for adults to reference to help learners get started. There is a simple sentence identifying what ‘odd’ and ‘even’ means, however learners are able to investigate each individual number in turn (from 1 to 20) to find this out for themselves.
This resource could precede the ‘odd/even numbers investigation to 100’ resource which is also available in my TES shop.
Pages 2 to 6 Learners systematically work their way through the numbers (in order) from 1 to 20. For each number learners draw the correct number of dots, alternating between drawing a dot on the left then a dot on right (repeated) until the correct number of dots has been recorded. After doing this learners need to identify whether the amount of the dots on the left and right is ‘different’ or ‘the same’ and it is this which helps learners to identify whether each number is odd or even.
There is a clear space for learners to write their name on the right side of each sheet and a space to write the number date at the top (right).
Page 7 provides an opportunity for learners to consolidate their knowledge and record which numbers are ‘odd’ (in the red box on the left) and which numbers are even (in the green box on the right). Learners could complete page 7 on their own (from memory) or use their completed pages 2-6 as a reference to help with completing page 7 if needed.
Important message…
ANY issues with any of this please don’t hesitate to let me know - I am happy to make changes. Feedback would be wonderful! Thank you!
What’s included?
This download includes x7 sheets in landscape orientation to investigate which numbers are odd and even from 1 to 10.
Who’s it for?
This resource has been designed for pupils in years one and two as well as older students needing additional learning support.
This resource could precede the ‘odd/even numbers investigations’ to 20/100 - both of these resources are also available in my TES shop.
Resource layout
Page 1 has x7 step by step instructions and a visual example of how to use this resource for adults to reference to help learners get started. There are (colour coded) ‘sharing spots’ included for each number for learners to use to investigate whether each individual number in turn is odd or even from 1 to 10.
Pages 2 to 6 Learners systematically work their way through the numbers (in order) from 1 to 10. For each number learners cut out and share out the correct number of ‘sharing spots’, alternating between placing (then sticking once happy) a dot on the left tall box then a dot on right tall box (repeated) until the correct total number of dots has been recorded. After doing this learners need to identify whether the amount of the dots on the left and right is ‘different’ or ‘the same’ and it is this which helps learners to identify whether each number is odd or even.
There is a clear space for learners to write their name at the base of each sheet (on the left) and a space to write the number date at the top (right).
Page 7 provides an opportunity for learners to consolidate their knowledge and record which numbers are ‘odd’ (in the red box on the left) and which numbers are even (in the green box on the right). Learners could complete page 7 on their own (from memory) or use their completed pages 2-6 as a reference to help with completing page 7 if needed.
AlternativeSuggestion
Coloured dot stickers could be used instead of the ‘sharing spots’ if you have these and if easier. Using sticky dots instead would save learners needing to cut out and stick down the ‘sharing spots’ provided which may help make this activity simpler.
Important message…
ANY issues with any of this please don’t hesitate to let me know - I am happy to make changes. Feedback would be wonderful! Thank you!
Who’s it for?
This resource has been designed for pupils in years one and two as well as older students needing additional learning support.
What’s it for?
This resource has been designed to give learners an opportunity to explore more closely the position and relationship of numbers to 100 within a hundred number square. There is a 100 number square jigsaw puzzle to cut out (x12 pieces in total) and assemble and some missing numbers to fill out, following on from completing the jigsaw puzzle.
How to use it?
Page 1. The first page is a ’board’ for the 100 number square jigsaw puzzle pieces to be positioned and then stuck on to. Once this has been completed learners can fill out the missing numbers at the base of this sheet.
There is a clear space for learners to write their name at the base of the sheet and a space to record the number date (top, right). Learners will need a pair of scissors, a glue stick and a pencil to complete this activity.
Page 2. This page clearly displays all twelve ‘jigsaw’ pieces for the 100 number square jigsaw puzzle. Learners are to cut around each shape - dotted lines guide where to cut and assemble these pieces on the large white square at the top, centre of page 1.
Page 3. This page clearly displays the answers. The complete 100 number square at the top, centre and the missing numbers (completed) at the base of the sheet.
Special request
ANY issues with any of this please don’t hesitate to let me know - I am happy to make changes. A review of this resource would be brilliant! Thank you!
What’s included?
A set of x13 sheets, portrait orientation, colour pdf format. x6 colours (x2 sheets per learner) Colours include x2 red, x2 orange, x2 yellow, x2 green, x2 turquoise, x2 blue and one B&W ‘answers’ sheet.
Who’s it for?
This resource has been designed for pupils in years one and two as well as older students needing additional learning support.
What’s it for?
This resource has been designed to give learners an opportunity to explore more closely the position and relationship of numbers to 100 within a hundred number square. There is a 100 number square jigsaw puzzle to cut out (x12 pieces in total) and assemble and some ‘missing numbers’ to fill out, following on from completing the jigsaw puzzle. I have included x6 sets in different colliers to avoid learners getting their jigsaw pieces muddled up when cutting them out and assembling their jigsaw puzzles.
How to use it?
Each learner is to be given two sheets in the same colour, e.g. one learner has the two red sheets, another learner has the two orange sheets, etc.
Page 1. The first page is a ’board’ for the 100 number square jigsaw puzzle pieces to be positioned and then stuck on to. Once this has been completed learners can fill out the missing numbers at the base of this sheet.
There is a clear space for learners to write their name at the base of the sheet and a space to record the number date (top, right).
To complete this activity learners will need:
a pair of scissors
a glue stick
a pencil
Page 2. This page clearly displays all twelve ‘jigsaw’ pieces for the 100 number square jigsaw puzzle. Learners are to cut around each shape - dotted lines guide where to cut and assemble these pieces on the large white square at the top, centre of page 1.
Last page 13. This page clearly displays the answers in black and white - the complete 100 number square at the top, centre and the missing numbers (completed) at the base of the sheet.
Special request
ANY issues with any of this please don’t hesitate to let me know - I am happy to make changes. A review of this resource would be brilliant! Thank you!
What’s included?
This download includes x1 sheet in portrait orientation to practise counting and matching tens and ones/units images with numeral labels for numbers up to 32.
Who’s it for?
This resource has been designed for pupils in years one and two as well as older students needing additional learning support.
This resource has been designed give learners the opportunity to count tens and ones images (to 30) and match these with the correct numeral label by cutting and sticking (ten numbers) and writing the numerals for two - the last images on the left/right.
Resource layout
Learners write their name at the side (right), then cut out ten numeral labels at the base of the sheet (following along dotted lines) and label the images correctly - according to how many tens/ones are featured. The last two labels need to be written - a pencil indicates which two boxes to write in. Pale grey boxes indicate where to ‘stick’ the numeral label answers.
Important message…
ANY issues with any of this please don’t hesitate to let me know - I am happy to make changes. Feedback would be wonderful! Thank you!
What’s included?
This download includes x8 sheets - x7 in landscape orientation and x1 in portrait orientation to practise counting out tens and ones to match numerals up to 69.
Who’s it for?
This resource has been designed for pupils in years one and two as well as older students needing additional learning support.
What’s it for?
Learners count out tens and ones (by cutting out tens/ones images) to match numerals from 2 up to 69.
Resource layout
Learners write their name at the base of each sheet. Each learner should also be given one tens/ones sheet to cut out what they need. The more sheets learners complete the more tens/ones they will need so spares of this sheet will be need to be available - close to hand. Learners look at the numeral in each box and count out (cut) the correct number of ones and tens to position (stick) in the box.
Each sheet is numbered (1 - 7) the more sheets learners complete the larger the numerals on each sheet become.
Target numbers you choose
Page 2 has blank boxes for an adult to write numerals they would like to target for learners to practise. The size of the boxes on page 2 are quite small and suitable for ‘ones’ numbers (smaller than 10) - a ‘ten stick’ may fit here if placed horizontally but only with up to x7 ones.
The numbers on sheet 7 could be covered up if adults wish learners to target specific numbers with tens and ones as there is more space in these boxes. I think x7 ten sticks is the limit for the two boxes on page 7 size-wise.
Important message…
ANY issues with any of this please don’t hesitate to let me know - I am happy to make changes. Feedback would be wonderful! Thank you!