Maths Year 1 Autumn Money and Time

Each unit has everything you need to teach a set of related skills and concepts. 'Teaching for Understanding' provides whole-class teaching and fully differentiated adult-led group activities. ‘Problem-solving and Reasoning’ develops these skills, and includes questions to enable you to assess mastery. Practice sheets ensure procedural fluency. Extra support activities enable targeted work with children who are well below ARE.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of associated documents. These bulk downloads are available to friends and School Subscribers. These bulk downloads are added value for Hamilton Friends and School Subscribers.

Unit 1 Coins to 10p: identify & exchange (suggested as 3 days)

Objectives

Identify coins to 10p; exchange for 1p coins
Unit 1: ID# 1249

National Curriculum
Measures (iii)

Hamilton Objectives
22. Recognise and know the value of different denominations of coins and notes.
23. Sort items into lists or tables.

Teaching and Group Activities for Understanding

Day 1 Teaching
Give each pair a pot of coins, 1p, 2p, 5p, 10p (real). Show a large mock coin. Children show same coin from their pot. Show 2p coin. This is worth the same as 2 pennies. Repeat for 5p and 10p. Show 5p and 1p. How much money? How many pennies can I swap it for? Repeat 5p and 2p.
Group Activities
-- Find coins in the sand tray. Who has the most treasure?
-- Swap pennies for larger amounts.

Day 2 Teaching
Hide a large coin behind a ‘wall’ and gradually reveal. Can children guess it? Rehearse coins to 10p. Make amounts using 1p, 2p, 5p and 10p coins in different ways.
Group Activities
Use the ‘Make 20’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Add two coins together and write number sentences.
-- Buy items from a shop that need more than 1 coin.

Day 3 Teaching
Show children items from a class shop with price tags: 4p, 7p, 9p, 10p and 12p. Discuss what coins could be used to pay for each. Use counting on from the first coin to check totals.
Group Activities
-- Find different combinations to make money amounts.

You Will Need

  • Lots of real coins 1p, 2p, 5p and 10p
  • Large mock coins or Interactive Whiteboard coins
  • Pots for children
  • Sand tray
  • Paintbrushes
  • Pieces of card
  • Toys or classroom objects with price tags

Mental/Oral Maths Starters

Day 1
Count on 1 or 2 (pre-requisite skills)

Suggested for Day 2
Compare 1–10 (simmering skills)

Suggested for Day 3
Count on 1 or 2 (simmering skills)

Procedural Fluency

Day 1
Ring pennies for each coin amount and write the total.

Day 2
Add two coins together and write as a number sentence.

Day 3
Find different ways to pay for amounts up to 10p.

Mastery: Reasoning and Problem-Solving

  • Find a coin which …
    is less than 2p
    is 5p more than 5p
    has a value in between 2p and 10p
  • Draw the number of 1p coins each coin is worth.
    5p
    2p
    10p
  • Challenge
    Put at least one coin in each place on the table.
silverbrown
round
not round

In-depth Investigation: Make 20
Children use coins and number shapes to make a total of 20.

Extra Support

Identifying coins (10p, 5p, 20p, 1p); Exchanging coins for their value in pennies

Unit 2 Make amount/find possibilities (suggested as 3 days)

Objectives

Make amounts using 1p, 2p, 5p and 10p coins; find all possibilities
Unit 2: ID# 1259

National Curriculum
Measures (iii)

Hamilton Objectives
22. Recognise and know the value of different denominations of coins and notes.
23. Sort items into lists or tables.

Teaching and Group Activities for Understanding

Day 1 Teaching
Show children large mock coins (or use the Interactive Whiteboard): 10p, 5p, £1, 2p and 1p, out of order of value. Place the coins in order along a line, discussing each one. Find the numbers of pennies that can be swapped for each coin.
Group Activities
-- Game involving collecting and exchanging coins.

Day 2 Teaching
Show a 5p, 2p, 1p coin. How much have I got altogether? What is 5 add 2? And one more? Show three 2p coins. What is 2 and 2? Demonstrate adding on the last 2p by tapping it twice and saying five, six. Repeat to find totals of 2 and 3 coins to 10p.
Group Activities
Use the ‘Coins in my pocket’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Make number sentences and work these out using coins. Find different totals of coins.

Day 3 Teaching
Share different ways of making 7p using 5p, 2p and 1p coins. Demonstrate making an ordered list to find all possibilities. Record the additions at the side and show how we now know we have found them all.
Group Activities
-- Investigation into how many ways children can make 6p and 8p.

You Will Need

  • Large mock coins
  • Washing line or Interactive Whiteboard
  • Pot of real coins 1p, 2p, 5p, 10p and £1
  • Large piece of paper
  • Cubes
  • Pots
  • Dice

Mental/Oral Maths Starters

Day 1
Find totals of 2 or 3 coins (pre-requisite skills)

Suggested for Day 2
Pairs to 5 (simmering skills)

Suggested for Day 3
Pairs to 6 and 7 (simmering skills)

Procedural Fluency

Day 1
Swap lots of smaller coins for coins worth a larger amount.
Work out the smallest amount of coins needed to give the correct change.

Day 2
Add the total of the coins in each purse.

Day 3
How many ways can you find 6p, 10p and 15p?

Mastery: Reasoning and Problem-Solving

  • Write three different amounts that can be made using three identical coins.
  • True or false?
    2p and 1p are the only brown coins.
    A 10p coin is smaller than a 2p.
    5p is the smallest coin.
  • Start with 1p.
    Add 2p five times.
    What is your answer?
  • Start with 10p.
    How many times can you subtract 2p?
  • How many different ways are there of giving me 5p?


In-depth Investigation: Coins in my Pocket
Children use clues, and trial and improvement to find different combinations of coins with a total of 20p.

Extra Support

Money Bags
Knowing the value of coins from 1p to 20p

Unit 3 O'clock times and sequence events (suggested as 2 days)

Objectives

Tell o’clock times; sequence events in the day
Unit 3: ID# 1277

National Curriculum
Measures (ii) (iv) (vi)

Hamilton Objectives
19. Tell the time to the hour on analogue and digital clocks.
20. Use the language of time including days, months, earlier, later, yesterday, minutes, hours, days, weeks and years.
21. Sequence events in chronological order.

Teaching and Group Activities for Understanding

Day 1 Teaching
Demonstrate how to tell the o’clock time on a large geared analogue clock. Move the minute hand. Show how the big hand goes round the clock once every hour. Play ‘What’s the Time, Mr Wolf?’ online. Then give a small clock to each pair of children and ask for o’clock times.
Group Activities
-- Play a game of ‘What’s the time Mr Wolf’ on boards or outside.

Day 2 Teaching
Draw a blank timeline on the Interactive Whiteboard. Discuss what has happened and is going to happen today. Label on the timeline showing the time and event (keep to o’clock times). Afterwards, ask questions about the timeline.
Group Activities
Use the in-depth problem-solving investigation ‘Time Line’ from NRICH as today’s group activity.
Or, use these activities:
-- Create a timeline of the perfect day by sorting events into morning and afternoon.

You Will Need

  • Geared analogue clock
  • What's the Time Mr Wolf from cgpbooks.co.uk
  • Blank game board (see resources)
  • Large clock & small clocks
  • Counters
  • Long roll of paper
  • Clock stamps

Mental/Oral Maths Starters

Day 1
Days of the week (pre-requisite skills)

Suggested for Day 2
Counting to 100 (simmering skills)

Procedural Fluency

Day 1
Help Mr Wolf to read the times so that he can have his dinner.
Help Mr Wolf fix his clocks which are either an hour fast or an hour slow.

Day 2
Organise pictures of activities into a timeline.

Mastery: Reasoning and Problem-Solving

  • (Show a clock with no numbers and the hands in the 3 o’clock position.) If the hands are in this position, what time is it? (Move hands to the 6 o’clock position) And in this position?
  • Fill in the times for these events and write them in order as they occur through the day:
    Coming back from school
    Going to bed
    Getting up
    Breakfast
    Eating tea
    Lunch
    Times: 7 o’clock, 8 o’clock, 12 o’clock, 4 o’clock,
    5 o’clock 7 o’clock


In-depth Investigation: Time Line
Using the times on a set of clocks, can you describe what you think Emma might do in a day? Time Line from nrich.maths.org

Extra Support

Tick Tock O'Clock
Sequencing numbers 1-12 on a clock face. Reading and showing o'clock times on an analogue clock face

Unit 4 Days of the week, months of the year (suggested as 2 days)

Objectives

Sequencing days of the week and months of the year
Unit 4: ID# 1283

National Curriculum
Measures (iv) (v)

Hamilton Objectives
20. Use the language of time including days, months, earlier, later, yesterday, minutes, hours, days, weeks and years.
21. Sequence events in chronological order.

Teaching and Group Activities for Understanding

Day 1 Teaching
Use The Very Hungry Caterpillar to teach children the days of the week. Count through the days to help them remember: Monday, Tuesday, Wednesday, etc.

Group Activities
-- Make a ‘timetable’ of the Hungry Caterpillar’s week and talk about events on each day.
-- Order days of the week and match to the Hungry Caterpillar story.

Day 2 Teaching
Work together to make a 12-page ‘calendar’ with a page for each month showing key events such as: Christmas; Diwali; school holiday; children’s birthdays; when the leaves fall off the trees; start of the new school year, etc. Also label with the appropriate season. Read through the months together in order, asking questions about the months and seasons.

Group Activities
Use the in-depth problem-solving investigation ‘Activity Set C’ from NCETM as today’s group activity.
Or, use these activities:
-- Play a game of ordering and swapping months of the year.

You Will Need

  • The Very Hungry Caterpillar by Eric Carle
  • Large sheet of paper
  • Pictures from the story with days of the week (see resources)
  • 12 pieces of paper/card
  • Pins
  • Months of the year cards (see resources)
  • Song words (see resources)

Mental/Oral Maths Starters

Day 1
Days of the week (pre-requisite skills)

Suggested Day 2
Order numbers to 20 (simmering skills)

Procedural Fluency

Day 1
Draw/write activities children do on each day during a week.
Order days of the week and draw/write activities children do on each day.

Day 2
Match months of the year into boxes in the correct order.
Spot the missing months, re-order the months then answer questions.

Mastery: Reasoning and Problem-Solving

  • Write the missing day from Sam’s list.

Wednesday
Friday
Monday
Saturday
Tuesday
Sunday
  • True or false?
    June comes after July.
    4 months in a row end with __ber.
    March is in spring.
    Summer is the season after winter.
    December is after January.
    The year starts in March.

In-depth Investigation: Activity Set C
Choose a calendar-based activity to apply understanding of the order of the months. Activity Set C from ncetm.org.uk

Extra Support

Track to 10
Filling in the missing numbers on a 1 to 10 number track