# Maths Year 1/2 Summer Position and Time

Each unit has everything you need to teach a set of related skills and concepts.

## Position and Time(suggested as 3 days)

### Planning and Activities

Day 1
Use positional language to identify objects left/right/above/below others. Follow directional instructions to negotiate a route around the classroom using positional language.
Further Teaching with Y2
Practical modelling of clockwise and anti-clockwise quarter and half turns. Introduce the term right angle.
Group Activities: T with Y2
Y1 -- Give and follow directional instructions. Some children will practise locating objects using positional language.
Y2 -- Describe the number and direction of quarter turns on a journey through a maze, using the term ‘right angle’ and ‘quarter turn’ interchangeably.

Day 2
Reading times: o’clock and half past. Count in steps of half an hour. Set analogue times and write digital times.
Further teaching with Y2
Order times. Count in steps of quarter of an hour. Find times between quarter hour intervals on analogue clocks and begin to tell the time to the nearest 5 minutes.
Group Activities: T with Y1
Y1 -- Write digital clock times to match analogue clock faces (hours and half past).
Y2 -- Order times, telling the time to the nearest 5 minutes. Some children will show times on a clock that are quarter of an hour later/earlier than a given time.

Day 3
Count in steps of 5 minutes around an analogue clock.
Further Teaching with Y1
Use analogue clocks in a practical context to find times half an hour later.

Group Activities: T with Y2
Use the ‘Pink or blue? in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
Y1 -- Hunt the clocks around the classroom. Record as an analogue and digital time. Some children also record the time half an hour later.
Y2 -- Read times on an analogue clock to nearest 5 minutes.

### You Will Need

• Selection of objects or ‘Positional language’ (see resources)
• Blindfold
• Number cards for 3, 6, 9, 12
• Whiteboards and pens
• Classroom objects
• ‘How many quarter turns?’ (see resources)
• ‘Help the robot to get home’ (see resources)
• Large and small building blocks
• Small world people
• Large clock face on paper
• Large floor robot
• Large geared analogue clock and small analogue clocks
• ITP Tell the Time
• ‘Put these afternoon times in order’ (see resources)
• Ordering times’ Sheets 1 and 2 (see resources)
• ‘Hamilton clock’ (see resources)
• ‘Analogue clock’ (see resources)
• ‘Time recording’ (see resources)

### Short Mental Workouts

Day 1
Left and right

Day 2
Count in 5s

Day 3
Make o’clock times

### Worksheets

Day 1
Y1: Use left and right and describe positions.
Give directional instructions.
Y2: Give directional instructions.

Day 2
Y1: Find times half an hour later.
Y2: Write times shown on analogue clocks; order times.

Day 3
Y1: Draw times half an hour later.
Draw times half an hour earlier.
Y2: Draw times on clock faces.
Draw times accurate to 5 minute intervals

### Mastery: Reasoning and Problem-Solving

Y1
Count in half hour steps from 3 o’clock to half past 5. Write the times you say.
Match pairs of written and digital times:
5 o’clock 3:30
half past 7 5:00
12 o’clock 2:30
half past 3 7:30
half past 2 8:00
8 o’clock 12:00

Write these times on a digital clock:
4 o’clock half past 5
True or False? The hour hand of a clock always points to 6 at a ‘half past’ time.

Y2
Complete each sentence:
[___] seconds = 1 minute
60 minutes = 1 [______]
[___] hours = 1 day
7 [______] = 1 week

Fill in the missing months:
January, February, [______], April, [_____], [_______], July, [_________], [_________], October, [_________], December.

Quarter to 4 Ten past 7
Five to 8 Quarter past 12
Ten to 2

In-depth investigation: Pink or blue?
Children explore the number of half past or quarter past/to times in a day by looking at the two sides of the clock.

### Extra Support

Y1: Time jigsaws
Tell the time to the hour on analogue clocks.

Y2: Time loop
Tell the time to the half hour on analogue and digital clocks.