Short Blocks

Maths Year 1 Autumn 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.

Unit 1 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 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?
  • 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 2 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 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.


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