Short Blocks

Maths Year 1 Summer Data

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 added value for Hamilton Friends and School Subscribers.

Unit 1 Measure time using different units (suggested as 3 days)

Objectives

Measure time using different units
Unit 4: ID# 1987

National Curriculum
Meas
(i-d) (ii-d) (iv) (v) (vi)

Hamilton Objectives
19. Tell the time to the half 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
Show children month cards January–December. Choose child to find January. Peg to a washing line. Repeat for all 12 months. Point to and say the months together. Group the months into seasons. Discuss whose birthdays are in which month (more of this in a later lesson). Which season is your birthday in?
Group Activities
-- Make a paper chain of months of the year and order them.

Day 2 Teaching
Show a geared clock. Children count the hours as you move the hands round to show each hour. Show a clock with a second hand. Demonstrate minutes and seconds. Time can be measured in hours, minutes and seconds. Time a few short activities to demonstrate measuring in seconds.
Group activities
-- Explore what can be achieved in 1 minute.

Day 3 Teaching
Discuss how we can write o’clock and half past times shown on an analogue clock in digital format. Point out that there are 60 minutes in an hour, so half past is 30 minutes after the hour. Children order half past times from midday to 7 in the evening.
Group Activities
Use the ‘Time Challenge’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Order jumbled TV times and convert to analogue times.
-- Look at digital and analogue times and order them.

You Will Need

  • ‘Months’ cards (see resources)
  • Washing line
  • Strips of coloured paper, glue/staples
  • Pre-prepared strips of paper with months of the year written on
  • Large geared teaching clock
  • ITP: Tell the Time
  • One-minute sand timers and dice
  • Analogue clock and digital clock on IWB
  • Mini-whiteboards and pens
  • ‘TV programmes’ (see resources)
  • ‘Analogue clocks’ (see resources)
  • Small analogue clocks
  • ‘Time cards’ (see resources)

Mental/Oral Maths Starters

Day 1
Count in steps of 1 hour (pre-requisite skills)

Day 2
Days of the week and months of the year (pre-requisite skills)

Suggested for Day 3
Days of the week (simmering skills)

Procedural Fluency

Day 1
Work out the month(s) represented in the picture; answer questions about months of the year.
Mark the children’s lists of months. Are they in the correct order?

Day 2
Suggest the time unit different activities would be measured in. Draw clock hands and order times.

Day 3
Order a mixture of analogue and digital times, noting what you would be doing at those times of the day.

Mastery: Reasoning and Problem-Solving

  • Write these 4 months in the order they come in the year: July – April – December – February
    Write the initial of the season (e.g. W for winter) for each month beside it.
  • What unit of time would be used to measure how long it takes to…?
    (a) Read a picture book
    (b) Jump up and down 3 times
    (c) Wait for your next birthday
    (d) Run the length of the playground
    (e) Become a teenager
  • How many minutes from..?
    (a) 10:30 to 11 o’clock?
    (b) 3 o’clock to half past 3?
    (c) 12:30 to 1 o’clock?

In-depth Investigation: Time Challenge
Children use time vocabulary to write times on analogue clocks.

Extra Support

Time Jigsaws
Telling the time to the hour on analogue clocks

Unit 2 Time data: graphs and pictograms (suggested as 2 days)

Objectives

Time data: graphs and pictograms
Unit 5: ID# 1993

National Curriculum
Meas (v)
Y2 Stats (i) (ii)

Hamilton Objectives
20. Use the language of time including days, months, earlier, later, yesterday, minutes, hours, days, weeks and years.
23. Sort items into lists or tables.

Teaching and Group Activities for Understanding

Day 1 Teaching
Show the months of the year on cards; rehearse saying them in order together. Construct a block graph based on how many children’s birthdays there are in each month. Discuss and complete the first two bars on the graph.
Group Activities
-- Create block graphs to show birthday months in the class.

Day 2 Teaching
Collect some birthday data from another class; show on the IWB. Compare it to your class’ birthday data. Model displaying this information on a pictogram.
Group Activities
Use the in-depth problem-solving investigation ‘Ladybird Count’ from NRICH as today’s group activity.
Or, use this activity:
-- Create a pictogram to show birthday data.

You Will Need

  • ‘Months’ (see resources)
  • Pegs
  • Crib sheet with the birthdays of the children in your class (if needed)
  • ‘Labelled block graph’ (see resources)
  • ‘Blank block graph’ (see resources)
  • Large sheet of paper
  • Stickers
  • Photocopied agreed symbols
  • ‘Pictogram’ sheets (see resources)

Mental/Oral Maths Starters

Suggested for Day 1
What would the time be? (simmering skills)

Suggested for Day 2
Days of the week (simmering skills)

Procedural Fluency

Day 1
Answer questions about the block graph showing favourite school subjects.

Day 2
Answer questions about a pictogram.
Create a pictogram about favourite TV shows; then answer questions.

Mastery: Reasoning and Problem-Solving

  • Work with a friend. Take 3 handfuls of multi-link each. Count how many of each colour. Draw a block graph to show your results.
  • Look at this block graph. (See illustration)
    There were 6 cubes of which colour?
    Which 2 colours had the same number of cubes?
    Which colour had 2 fewer cubes than yellow?

In-depth Investigation: Ladybird Count
Create a graph to show how many ladybirds the children had at the end of the game. Ladybird Count from nrich.maths.org.

Extra Support

Smiley Sums
Draw pictograms; Add by counting on.