Short Blocks

Maths Year 2 Summer Fractions and 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 Fractions of amounts; count in fractions (suggested as 2 days)


Fractions of amounts; counting in fractions
Unit 1: ID# 2861

National Curriculum
Fr (i) (ii)

Hamilton Objectives
22. Count in halves and quarters, recognising fractions as numbers.
24. Understand 1/2, 1/4, 1/3, 3/4, 2/3 as fractions of quantities in a practical context. Solve problems using shapes, objects, quantities.

Teaching and Group Activities for Understanding

Day 1 Teaching
Show 16 counters on the Interactive Whiteboard. Demonstrate how we can find 1/2 by sharing and then find 1/4 by halving a half. Display the sequence of ‘Design a flag’ images to model different ways to represent 1/2, then 1/4 of 24 squares.
Group Activities
-- Shade flag templates to show halves and quarters of amounts.

Day 2 Teaching
Show children 12 bricks in the centre of the circle. Write 1/4 of 12 and discuss how to find a quarter by sharing the bricks into 4 piles. Model sharing 15 bricks between 3 piles to find 1/3. Display a bar model (see resources) split into thirds. Discuss how this relates to sharing the bricks. Model finding 1/3 of 21. Repeat for 1/4 of 40, 3/4 of 40 and 2/3 of 12.
Group Activities
-- Find 1/3s and 1/4s of amounts, using bar models to represent whole and fraction parts.
-- Use an online game to practise calculating 1/4 and 3/4 of amounts.

Day 3 Teaching
Write 1/2 of □ = □. In pairs, children discuss what numbers might complete the sentence. Test ideas, using Interactive Whiteboard counters if required. Display 1/2 of 5 = 10. Now you be the teacher. Is this correct? Repeat with 1/4 of □ = □. Display 1/3 of 12 = 6. Is this correct? Repeat with 1/3 of □ = □.
Group Activities
-- In a game context, complete as many fraction number sentences as possible to show 1/2, 1/3 or 1/4 of amounts to 12 (or 20 or 30).

You Will Need

  • ‘Design a Flag’ sheets 1–6 (see resources)
  • ‘Design your own flags’ sheets 1 and 2 (see resources)
  • Coloured pencils and counters
  • ‘Fractions: bar models’ (see resources)
  • Additional activity sheets (see resources)
  • Number cards or tiles: numbers 1 to 12 (and some to 20 or 30)
  • ITP: Number Grid

Mental/Oral Maths Starters

Day 1
Count on in 3s (pre-requisite skills)

Day 2
Understanding division as the inverse of multiplication (pre-requisite skills)

Suggested for Day 3
Equivalence (simmering skills)

Procedural Fluency

Day 1
Design a range of bookmarks based on given combinations of 1/2s and 1/4s.

Day 2
Complete bar models.
Use to calculate 1/4, and 1/3 of amounts.
Use to calculate unit and non-unit fractions of amounts.

Day 3
Calculate the missing numbers or fractions in number sentences finding fractions of amounts.

Mastery: Reasoning and Problem-Solving

  • Find 1/2 of each amount.
    Now find 1/4 of each amount.
  • What is 1/3 of 30? Use this answer to find 1/3 of 60.
  • Complete each sentence using the bar models to help.
    3/4 of 24 = ☐

2/3 of 18 = ☐


3/4 of 44 = ☐


In-depth Investigation
Use the Group activity from Day 1.

Extra Support

Fractions on the Beach
Finding 1/2 and 1/4 of amounts (whole number answers)

Unit 2 Tell digital and analogue time confidently (suggested as 2 days)


Telling the time with confidence on digital and analogue clocks
Unit 2: ID# 2879

National Curriculum
Meas (vi) (vii) (viii)

Hamilton Objectives
29. Tell/write the time on digital/analogue clocks to 1⁄2 past, 1⁄4 past and 1⁄4 to the hour; draw hands on a clock face to show these times.
30. Begin to tell and write the time on digital and analogue clocks to the nearest 5 minutes.

Teaching and Group Activities for Understanding

Day 1 Teaching
Show a ‘Hamilton clock’, reminding children that when the minute (long) hand is in the pink it is a ‘past’ time, when it is in the blue it is a ‘to’ time. Relate this to digital times: minutes ‘past’ the hour. Count round the Hamilton clock in 5s to read digital times, such as 5:45. We don’t say 45 minutes past 5, as this is a blue ‘to’ time: 15 minutes to 6 or quarter to six. Repeat with other ¼- and ½-hour times, displaying the analogue clock alongside the hidden digital clock and asking children to write the corresponding digital time on their whiteboards. Reveal the digital display to allow children to self-check.
Group Activities
-- Match cards showing analogue and digital times.
-- Match cards showing analogue and digital times, one set showing times 15 minutes later than the other.

Day 2 Teaching
In pairs, children have a mini clock and a whiteboard/pen. Say a time: half past three. They show the time in analogue (on a clock) and in digital (written on a whiteboard). Repeat with other times. Model making times on Tell the time ITP clocks. Reiterate equivalences between ‘quarter to’ and ‘45’ past on the digital clock.
Group Activities
Use the in-depth problem-solving investigation ‘What Is the Time?’ from NRICH as today’s group activity.
Or, use these activities:
-- Given a time written in words, create analogue and digital equivalents.
-- Given a time written in words, create analogue and digital equivalents to the nearest 5 minutes.

You Will Need

  • ‘Analogue clock’ (see resources)
  • ITP: Tell the time
  • Digital clock and small analogue clocks
  • Mini-whiteboards and pens
  • ‘Matching analogue and digital times’ sheets 1 and 2 (see resources)
  • ‘Clock time cards’ sheets 1 and 2 (see resources)
  • (see resources)
  • Additional activity sheets (see resources)

Mental/Oral Maths Starters

Day 1
Count in 5-minute intervals (pre-requisite skills)

Day 2
Tell the time to the nearest 5 minutes in analogue and digital (pre-requisite skills)

Procedural Fluency

Day 1
Find matching sets of three cards: one analogue, one digital and one written time.

Day 2
Read times and give analogue times 15 minutes later.

Mastery: Reasoning and Problem-Solving

  • 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
  • Draw lines to match each written time to a digital time:
    Quarter past 3 3:45
    Ten past 12 10:50
    Quarter to 4 3:15
    Ten to 11 5:40
    Twenty past 3 12:10
    Five to 2 3:20
    Twenty to 6 1:55

In-depth Investigation: What is the Time?
Can children put these times on the clocks in order? What is the Time? from

Extra Support

Time to Match
Telling the time to the half hour on analogue and digital clocks. Saying the time half an hour later.