Short Blocks

Maths Year 1 Summer 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 added value for Hamilton Friends and School Subscribers.

Unit 1 Analogue time to half/hour; sequencing (suggested as 2 days)

Objectives

Read analogue time to hour and 1/2 hour; sequence events
Unit 4: ID# 1747

National Curriculum
Meas (iv) (vi)

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

Teaching and Group Activities for Understanding

Day 1 Teaching
Show 8 o’clock on a geared analogue clock. Discuss the time and what children might be doing at this time in the morning. Move hands round to show half past 8. Discuss what we are doing now. Continue showing different times, matching to events during the day. Ask children to stand up and show 6 o’clock with their arms as clock hands. Now show me half past 6. Show me 12 o’clock, now show me half past 12.
Group Activities
-- Tell and make o’clock and half past times.
-- Play ‘What’s the time Mr Wolf?’, making times on clocks.

Day 2 Teaching
Show children 10 o'clock on a geared analogue clock. What is the time in half an hour? Count on in steps of half an hour as you move the hands on the clock. Repeat, pausing at certain times to ask what children might be doing at those times.
Group Activities
Use the in-depth problem-solving investigation ‘My New Watch’ as today’s group activity.
Or, use these activities:
-- Play a board game, making times on clocks. Say the time half an hour earlier or later. Order times.

You Will Need

  • Large geared analogue clock
  • Small analogue clocks
  • Mini-whiteboards and pens
  • ‘What’s the time?’ game board (see resources)
  • Dice and counters
  • What's the Time Mr Wolf? by Debi Gliori

Mental/Oral Maths Starters

Day 1
O’clock times (pre-requisite skills)

Day 2
Make o’clock times (pre-requisite skills)

Procedural Fluency

Day 1
Write times, or draw the hands on the clocks to show o’clock and half past times.

Day 2
Solve word problems involving time.

Mastery: Reasoning and Problem-Solving

  • True or false?
    Half past 5 is half an hour before 6 o’clock.
    We leave school at about half past 3.
    We get to school at 2 o’clock.
    Half past 12 on the clock has the little hand pointing straight down and the big hand pointing straight up.
  • Write the time half an hour after:
    (i) 10 o’clock
    (ii) half past 6
    (iii) 1 o’clock.

In-depth Investigation: My New Watch
Children use analogue clocks to try out different o’clock and half past times. They find all the possible different o’clock and half past times between midnight and midday!

Extra Support

Time to Play
Telling the time to the hour on analogue clocks

Unit 2 Analogue and digital time to half/hour (suggested as 2 days)

Objectives

Read analogue and digital times to hour and 1/2 hour
Unit 5: ID# 1753

National Curriculum
Meas (iv) (vi)

Hamilton Objectives
19. Tell the time to the half hour on analogue and digital clocks.
20. Use the language of time including earlier, later, minutes, hours.

Teaching and Group Activities for Understanding

Day 1 Teaching
Launch ITP Tell the Time. Stop the clock and set the time to 10 o’clock. Show and discuss both the analogue and digital displays. Demonstrate how both change if we move on in half hour intervals. Focus on where both hands move to on the analogue clock.
Group Activities
-- Game: make times from the time cards and set the hands of an analogue clock.
-- Move analogue clock hands on in half hour steps.

Day 2 Teaching
Show o’clock times on the geared analogue clock. Match to digital clock times. Tell the half-hour times as the minute hand moves round the clock in half hour intervals. Show digital clock times to match.
Now show a half past time on the digital clock. Look how the numbers after the dots have changed. What number do they show now? (:30) This is because it is telling us that 30 minutes have passed, so it is half past the hour. Children show this time using their arms. Repeat with other half past digital times, mixing in some o’clock times
Group Activities
Use the ‘Time Challenge’ in-depth problem-solving investigation below as today’s group activity.
Or, use this activity:
-- Match analogue and digital times.
-- Match analogue, digital and written times.

You Will Need

  • ITP: Tell the Time
  • Time cards (see resources)
  • Mini-whiteboards and pens
  • Small analogue clocks
  • Large geared analogue clock
  • ‘Match the cards’ sheets 1 and 2 (see resources)

Mental/Oral Maths Starters

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

Suggested for Day 2
Halves (simmering skills)

Procedural Fluency

Day 1
Draw clock hands and write times in words to complete the timeline.
Draw clock hands and digital displays.

Day 2
Match analogue and digital times.
Draw the time half an hour later.

Mastery: Reasoning and Problem-Solving

  • 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.

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 3 Units of time and ways of showing times (suggested as 3 days)

Objectives

Understand different units of time and ways of showing times
Unit 6: ID# 1759

National Curriculum
Meas (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, weeks, months, earlier, later, yesterday, minutes, hours.
21. Sequence events in chronological order.

Teaching and Group Activities for Understanding

Day 1 Teaching
Hang days of the week along a washing line, beginning with Monday. Chant and rehearse the order. Then hang the months of the year on the line and rehearse these, beginning with January. Ask children when their birthdays are – they write their names on sticky notes and attach to their birthday month. Swap or remove a month card… Open your eyes. Which month is missing?
Group Activities
-- Play a game of ordering days of the week (or months of the year); find which day comes next.

Day 2 Teaching
Use ITP Tell the Time. Rehearse the analogue times at o’clock and at half past the hour. Give a small clock to each pair. Ask them to set times – either o’clock or half past. Remind children how to write the time in the digital form. Repeat with half-past times, with children setting clock hands before writing the time in digital form, e.g. 4:30.
Group Activities
-- Play ‘teachers’ with the analogue clocks and record the digital times.

Day 3 Teaching
Use ITP Tell the Time. Show the time that Jess gets home from school (half past 3). Then discuss what she does for her evening and move the clock to show the half hour intervals. Children match spoken times to o’clock times by showing times on their clocks.
Group Activities
Use the in-depth problem-solving investigation ‘Times of Day’ from NRICH as today’s group activity.
Or, use this activity:
-- Hunt the clocks around the classroom; record as a digital time and half an hour later.

You Will Need

  • Washing line
  • Days of the week and months of the year cards (see resources)
  • Sticky notes and pens
  • Cubes
  • ITP: Tell the Time
  • Small analogue clocks
  • Mini-whiteboards and pens
  • ‘Analogue clock’ (see resources)
  • ‘Time recording’ sheet (see resources)

Mental/Oral Maths Starters

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

Day 2
Count in steps of one hour (pre-requisite skills)

Day 3
What’s the time Mrs Smith? (pre-requisite skills)

Procedural Fluency

Day 1
Help Daniel to order his clubs during the week.
Help Sammy to order birthdays through the year.

Day 2
Show the shopkeeper what the time will be half an hour later on lots of different clocks.

Day 3
Find and draw times half an hour later for Lazy Larry.
Find and draw times half an hour later for Early Ethel.

Mastery: Reasoning and Problem-Solving

  • Write the missing days:
    [__________]
    Monday
    Tuesday
    Wednesday
    [___________]
    [___________]
    Saturday
  • Which month comes after:
    (a) January
    (b) March
    (c) May
    (d) July
    (e) October?
  • Write a suitable time for each event. You choose how to write each time (in words, on an analogue clock or on a digital clock). Some must be half-past times:
    Breakfast
    Morning playtime
    Lunch
    Going home from school
    Bedtime

In-depth Investigation: Times of Day
Sequence the pictures according to your own criteria. Times of Day from nrich.maths.org.

Extra Support

Time Triples
Telling the time to the hour on analogue and digital clocks