Maths Year 1/2 Summer Shape, Time and Data

Day 1
Explain that a tangram is an ancient Chinese puzzle made from seven 2-D shapes. Give each pair of children a set, ask them to cut them up and then mix them up.
1. Try to rearrange them as a square…
2. Recreate a displayed outline picture of a dog.
Group Activities:
Y1/Y2 -- Whole class activity: Children use tangram pieces to recreate pictures.

Day 2
Show a selection of 3-D shapes, discuss shapes of faces, and count the number of edges. Show a film clip of cubes and cuboids in a kitchen.
Group Activities: T with Y1 or Y2
Y1 /Y2 -- ‘Shape competition’ – which shape has the most faces and which has the most vertices? (Y2: and edges).

Day 3
Show a film clip to introduce the concept of nets. Show three nets, discussing which could make a cube. Show a tetrahedron made from a net; name and count its faces.
Group Activities: T with Y1 or Y2
Y1 /Y2 -- Investigate which nets will fold to make a complete cube and a tetrahedron.

• ‘7-piece Tangram’ (one for each pair of children, preferably copied onto card - see resources)
• ‘Tangram dog’ (see resources)
• Online tangrams game
• ‘4-piece Tangram’ (see resources)
• ‘4-piece Tangram pictures’ (see resources)
• ‘4-piece Tangram answers’ (see resources)
• ‘7-piece Tangram pictures’ (see resources)
• ‘7-piece Tangram answers’ (see resources)
• 3-D shapes, including tetrahedra
• Baked bean tin (or other cylindrical tin)
• Ball/globe; Cereal packet
• Coloured stickers; Sticky tack; Sticky notes
• ‘Nets’ Sheets 1–9 (see resources)
• Scissors; Sticky tape

Day 1
Properties of 2-D shapes

Day 2
Guess the 2-D shape

Day 3
Properties of 3-D shapes

Day 1
Y1/Y2: There is no worksheet for Day 1. Use Group Activity resources.

Day 2
Y1: Match 2-D faces to 3-D shapes.
Y2: Count faces and vertices of 3-D shapes.

Day 3
Y1/Y2: Identify which nets will make cubes/tetrahedra.

Y1

• Look at the shape pictured (see illustration on download).
  Imagine it turns through half a complete turn. Draw what it looks like now.
• Find an example of each of these shapes in your classroom and draw it.
  1. Cylinder
  2. Cube
  3. Cone
  4. Sphere
• What shape is a cereal box? How many edges does it have?

Y2
This unit has no separate problem-solving activities for Y2.

Y1/Y2 In-depth Investigation
Use the Group Activity from Day 1

Y1/ Y2: Behind the Wall
Describe 3-D shapes

Day 1
Discuss how to write analogue o’clock and half past times 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. Ask Y2 children to think of quarter-past and quarter-to times between the four times.
Group Activities: T with Y1
Use the in-depth problem-solving investigation ‘Stop the Clock’ from NRICH as today’s group activity.
Or, use these activities:
Y1 -- Order jumbled TV times and convert to analogue times. Order digital and analogue times.
Y2 -- Read times shown on clocks and put them in order. Some children will show analogue times a quarter of an hour later or earlier than a given time.

Day 2
In the context of a story, ask children for the time half an hour later.
Further Teaching with Y2
Display Hamilton clock on IWB. Recall that there are 60 minutes in 1 hour, and 30 minutes in half an hour. Count on and back in steps of 5 minutes around the clock.
Group Activities: T with Y2
Y1 -- Investigation to find the time half an hour later: What time does Lazy Larry get up…?
Y2 -- Make given times to 5 minutes on own clocks. Some children roll a dice to count on in fives to give times past the hour.

• Analogue and digital clocks for IWB
• Whiteboards and pens
• ‘TV programmes’ (see resources)
• ‘Analogue clocks’ (see resources)
• Small, geared analogue clocks
• ‘Time cards’ (see resources)
• Large geared clock
• ‘Ordering times’ Sheets 1 and 2 (see resources)
• ITP Tell the time or ‘Hamilton clock’ (see resources)
• ‘Investigation recording sheet’ (see resources)
• 1–6 dice
• Cubes

Day 1
Count on in steps of half an hour

Day 2
Days of the week

Day 1
Y1: Draw hands to show times of TV shows, then order.
Order a mixture of analogue and digital times, noting activities that could be done at those times of the day.
Y2: Write and order analogue clock times.

Day 2
Y1: Draw analogue times; write times in words and using 12-hour format.
Y2: Draw hands on blank clock faces to show what the time is.

Y1

• 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?
• Write this mixture of analogue and digital times in order, starting at 1 o’clock:
  7:30, half past two, 1:00, 8 o’clock, 3:00
• What time is half an hour later than:
  2:30 seven o’clock 11:00 half past 6?
• What time is half an hour earlier than:
  5:30 ten o’clock 1:00 half past 2?

Y2
This unit has no separate problem-solving activities for Y2.

Y1/ Y2 In-depth Investigation: Stop the Clock
Play a game, in pairs, adding increments of half an hour or one hour to see who can reach the target time. Stop the Clock from nrich.maths.org.

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

Day 1
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. Time a few short activities to demonstrate measuring in seconds, up to 60 seconds.
Group Activities: T with Y1 or Y2
Y1/Y2 -- Whole class activity: Find out how many things can be done in one minute.

Day 2
Do you think more children are born in the winter, spring, summer or autumn? Children fix a sticky note under the correct season on the board. Show how to draw a block graph by replacing stickers for coloured blocks
Further Teaching with Y2
Order months of the year. Children put a peg on their birthday month. Start to draw a block graph for January and February.
Group Activities: T with Y2
Use the ‘Diary disaster’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
Y1 -- Draw and compare block graphs showing children born in each season. Some children draw a block graph to show how many children were born in each month.
Y2 -- Complete drawing a block graph to show how many children were born in each month.

Day 3
Draw a table to show the number of children born on each day of the week (data gathered in advance, see weblink). Begin to draw a pictogram to show this. Show a table of data from another class. Add the data and show how to use one symbol to represent two children; model how to deal with odd numbers.
Group Activities: T with Y1
Y1 -- Create a pictogram to show how many children were born on each day of the week.
Y2 -- Create a pictogram to show how many children were born on each day of the week, one symbol representing two children.

• Geared clock, analogue clock with a second hand
• Minute sand timers
• Sticky notes (different colours for Y1 and Y2)
• ‘Months of the year’ (see resources)
• Washing line and pegs
• Coloured pencils
• Flipchart and pen
• ‘A block graph to show how many children were born in each month’ (see resources)
• ‘Blank block graph to show number of children born in each season’ (see resources)
• ‘A block graph to show number of children born in each month’ (see resources)
• Data of days of birth from yours and another class
• Large sheet of paper
• Glue
• ‘Pictogram to show the number of children born on each day’ (see resources)

Day 1
Pairs to 10 and 20 in 3 minutes

Day 2
Months of the year

Day 3
Days of the week

Day 1
Y1: Write how many seconds are in a minute, minutes in an hour, etc.
Y2: Estimate which activities can be done in a minute.

Day 2
Y1: Interpret/ answer questions about a simple block graph.
Y2: Interpret/ answer questions about a block graph.

Day 3
Y1: Interpret/ answer questions about a pictogram.
Y2: Draw then answer questions about a pictogram.

Y1

• Write these four 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.
• With a friend, take three handfuls of cubes each. Count how many of each colour. Draw a block graph to show your results.
• Look at this block graph (see illustration on download).
  There were 6 cubes of which colour?
  Which 2 colours had the same number of cubes?
  Which colour had 2 fewer cubes than yellow?

Y2

• Write these four 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 number is the minute hand pointing at when the clock shows these times? Count in 5s to find out.
  (a) quarter past 8
  (b) quarter to 4
  (c) twenty past 1
  (d) twenty to 7
  (e) twenty-five past 9
  (f) ten to 3
  (g) five to 12
  
  

Y1/Y2 In-depth investigation: Diary disaster
Children find out which letter is used most often in a page-a-day diary which uses shorthand for each month.

Y1: Smiley Sums
Draw pictograms; Add by counting on.

Y2
This unit has no separate Extra Support activities for Y2.