Whitchurch Primary School Maths Weekly Plan
Year Group/Class :
1/2
Learning Outcome:
Monday – LO:
Y1: To know how much each coin to 10p is worth.
Y2: To know how much each coin to £1 is worth.
Tuesday – LO:
Y1: To add 1p and 2p to coins up to 10p.
Y2: To investigate amounts to be made using coins; use a system,
make an ordered list.
Wednesday – LO:
Y1: To find ways to pay amounts to 10p.
Y2: To use coins to buy objects up to 20p and find change.
Theme : Money and Time Week Beginning: 26/09/2016
Differentiation (hard, harder and hardest)
Year 1
Hard: I know how much each coin to 10p is worth.
Harder: I can place coins into the correct order.
Hardest: I can begin to find the total of two coins.
Year 2
Hard: I can recognise all coins.
Harder: I can add the values of 2 coins.
Hardest: I can add the values of 3 coins.
Year 1
Hard: I can add 1p and 2p to coins up to 10p.
Harder: I can add 1p and 2p to coins up to 10p.
Hardest: I can write the additions for this.
Year 2
Hard: I can recognise all the coins.
Harder: I can separate the coins according to the material/
Hardest: I can use ordered lists to find all possibilities.
Year 1
Hard: I can add two coins to pay amounts to 10p.
Harder: I can add more than two coins to pay amounts to 10p.
Hardest: I can find all the ways to pay amounts to 10p.
Year 2
Hard: I can find the total of 2 amounts (less than 20p).
Harder: I can find the total of more than 2 amounts (less than 20p).
Hardest: I can find change from 20p.
Focus Children
Notes from Cold
Maths assessment?
Thursday – LO:
Y1: To tell the time to the hour.
Y2: To read time on digital/analogue clocks to nearest half hour.
Friday – LO:
Y1: To tell the time to the half hour.
Y2: To read time on digital/analogue clocks to nearest quarter hour.
Year 1
Hard: I can tell the time to the hour.
Harder: I can show o’clock times on small clocks.
Hardest: I can begin to show half past times.
Year 2
Hard: I can tell the time to the hour on digital and analogue clocks.
Harder: I can read the time to the half hour on analogue clocks.
Harder: I can read the time to the half hour on digital clocks.
Year 1
Hard: I can tell the time to the hour.
Harder: I can tell time to the half hour.
Hardest: I can discuss the times that I do things.
Year 2
Hard: I can tell the time to the hour.
Harder: I can read the time to the 1/4 hour on analogue clocks.
Hardest I can begin to identify time intervals.
Success criteria to be shared with children on their toolkits : To be discussed with children – What do THEY need to do to be successful?
Starting Activity
Main
Differentiated Group Activities / Resources /
ICT
Plenary/Mini
Key Questions
M
Count on 1 or 2
Put 5 pennies in a tin as
chn silently count. Add 1
more. How many now?
Add 2, one at a time. How
many now? Repeat adding
1 or 2 pennies at a time
until 20p is in the tin,
keeping a brisk pace so
chn count on.
Show chn 1p, 2p, 5p and 10p on Money tool.
If someone gave you 1 of these coins,
which would you rather have? Why? Why
not this coin? Point to the 2p. It looks
bigger! The numbers on the coins tell us
how much they are worth. ‘Silver’ coins are
worth more than brown ones. Give each
pair of chn a pot of coins, one each of 1p,
2p, 5p and 10p (preferably real). Show a
coin on the tool. Chn hold up the same coin
from their pot. Show the 2p coin. This is
worth the same as 2 pennies. Show 5
pennies. Show me a coin that is worth the
same as 5 pennies. Repeat with 10 pennies.
Show a 5p coin and 1p coin.
Send Y1 away now to work with TA.
Draw out that the numbers on the coins
tell us how much they are worth but that
the 1 on the pound coin refers to 1 pound,
not 1 penny. How many pennies is this coin
worth? How many 10p coins are worth the
same as a pound coin? How do you know?
Count on in 10s up to 100, holding up 1
finger for each 10p coin to confirm that
ten 10p coins have a total of 100p, and that
this is the same as £1. Hold up two coins.
Chn write the total amount of money on
their whiteboards. Repeat. Remind chn how
to count on 20 when adding 50p and 20p.
Y1 Easier (AC to support)
Give each pair of chn a pot of 10 pennies, and
one each of 2p, 5p and 10p coins. They draw
each coin and by the side write how many
pennies they could swap it for. Chn ring the
number of pennies to match each coin on
Resource sheet 1600 and write the total.
Abacus Y1 WB1 p44
Y1 Harder
Provide pairs of chn with Resource sheet 1601.
Chn ring the number of pennies for each coin and
write the total.
GUIDED Y2 Easier
Give each pair a pot of one of each coin: 50p,
20p, 10p, 5p, 2p and 1p. Choose a child to put a
hand over the pot and shake it. Choose another
child to take 2 coins with eyes closed. Discuss
the two coins. Write an addition number
sentence; together count on to add the two coin
amounts together. Chn now do the same in pairs,
but when they take two coins out they sketch
the coins and record the total. Support chn
when adding. Repeat, taking turns.
Abacus Y2 WB1 p62
Y2 Harder
Ask children to investigate which amounts from
20p to 30p can be made with only two coins. Give
each pair a pot of coins: 20p, 10p, 5p, 2p and 1p.
They should write a list of amounts from 20p to
30p and record the pair of coins at the side of
each where possible.
Show children a
variety of items
with prices
(Resource sheet
327) 3p, 5p, 6p,
10p 15p, 21p, 25p,
60p, 52p, 30p,
70p. Which 2
coins could you
use to buy this
orange? Repeat
for some cheaper
and more
expensive items.
T
Compare numbers
Count along a washing line
of numbers 1 to 20
(Resource sheet 752,
Resource sheet 753,
Resource sheet 754,
Resource sheet 755,
Resource sheet 756 and
Resource sheet 757).
Hold up cards 3 and 8
(Resource sheet 562).
Which is more? Chn
answer using fingers.
Repeat with other pairs
of cards asking which is
less as well.
Show chn a 20p coin, a 10p coin, a 5p coin,
a 2p coin and a 1p coin on Money tool.
Recap their values. Ask chn what’s the
greatest amount of money we could make if
we choose 2 of them? (Y1s find the largest
value coin.) And the least? What other
amounts could we make? I wonder how
many different amounts we could make all
together. Point out that we need a system
so that we are sure we have found ALL the
possible amounts. We can start with the
greatest amount or the smallest amount;
which shall we do? Say that this doesn’t
matter, but creating an ordered list is the
important thing. Work together to begin an
ordered list, e.g. 20p + 10p = 30p; 20p + 5p
= 25p; 20p + 2p = 22p; 20p + 1p = 21p; 10p +
5p = 15p. (Y1 focusing on writing the coins
rather than working out the totals.) What
shall we write next? Discuss how making an
ordered list helped you to keep track and
to make sure no possibilities were missed
out.
Send Y2 away now to work with TA.
Show the coins on Money tool again. I need
3 pence, but there isn’t a 3p coin. What
could I do? Talk to your partner. Agree you
could use a 2p coin and a 1p coin. Record 2p
+ 1p = 3p. Repeat for finding 4p, 6p, 7p, 11p
and 12p. Model counting on in pennies from
the larger coin (e.g. tapping the 2p twice to
count on 2).
GUIDED Y1 Easier
Show chn a 5p coin and a 2p coin. How much
money do I have? Point to the 5p coin saying 5
and tap the 2p coin twice saying 6, 7. Rpt adding
2p to other amounts, showing chn how to count
on 2p by tapping it twice as they do so. Find the
totals of other combinations of coins. Record
some of the additions together.
Y1 Harder
Give pairs Resource sheet 1602 with coins 1p,
2p, 5p and 10p drawn in one set, and 1p and 2p in
the other. Chn choose one from each set to add
together and write the addition. Rpt.
Y2 Easier (AC to support)
Sophie has two coins in her pocket. One is silver
and one is copper. What amount of money might
she have? What’s the most she could have? And
the least? Work together to create an ordered
list, e.g.
50p + 2p
50p + 1p
20p + 2p etc.
Y2 Harder
Challenge children to find as many different
ways of making 10p as they can, using no more
than five coins. Encourage them to work
systematically beginning with the 5p coin first.
Write an ordered
list of totals of 2
coins less than
10p, e.g. 5 + 5p,
5p + 2p, 5p + 1p,
2p + 2p, 2p + 1p,
1p + 1p. Have I
found all the
pairs? Discuss
how an ordered
list makes it
easier to see if
any pair is
missing.
W
Pairs to 10
Children put hands behind
their backs. Shuffle a
pack of 0–10 cards
(Resource sheet 562);
show one. Chn show
number of fingers to go
with the number to make
10. Repeat, trying to build
up speed.
Show chn items from a class shop with
price tags: 4p, 7p, 9p and 10p (Resource
sheet 327). Discuss what coins could be
used to pay for each. Use counting on from
the 1st coin to check totals. Show chn that
you could use a 5p coin and 2 pennies to pay
7p. Is there another way I could pay?
Explain that now you want to buy a pencil
for 10p but you haven’t got a 10p coin. How
else could I pay? Ask chn if you could pay
with 2 coins rather than using all the
pennies.
Send Y1 away now to work with TA.
Show children the class shop items again
but with prices: 4p, 5p, 6p, 7p, 9p, 10p, 11p,
13p and 15p (Resource sheet 327). Tell
children that they can spend 20p. What
could you buy? If you buy the 10p pencil,
how much more can you spend? If children
decide to buy 2 things but not to spend all
of their 20p, which pair of items can they
buy? Choose two items and model how to
add these. How do we find out how much
we have left? Discuss how we can use pairs
to 20 to help, e.g. spend 17p, we would get
3p change because 17 + 3 = 20. On Bead
string tool show 17 beads and the next 3
beads to make 20. Record: 20p – 17p = 3p.
Y1 Easier
Challenge chn to find ways of making 3p, 4p and
6p by drawing around the coins.
Y1 Harder (AC to support)
Investigate different ways of making 6p,
recording ways by sticking coins (cut from
Resource sheet 72) to a piece of card. After
chn find a few ways, introduce being more
systematic, e.g. What’s the biggest value coin I
could use? Let’s find ways using that. And the
next biggest value? Let’s find as many different
ways using just 2p, and then 2p and 1p coins.
What’s the smallest number of coins we could
use? And the largest?
Y2 Easier
Provide chn with 20-bead strings. Chn choose 2
items from priced objects on Resource sheet
1603 with a total of less than 20p, find the
total, and then find the change from 20p. They
record number sentences. Repeat.
GUIDED Y2 Harder
Children choose 2 items from priced objects on
Resource sheet 1603 with a total of less than
20p, find the total, and then find the change
from 20p. They record number sentences.
Repeat, then chn progress to choosing 3 items
totalling less than 20p and find the change.
Write 6p, 9p and
4p. We’re going to
find the total;
how could we do
that? Look for
the easiest way to
add the prices up!
Write the prices
in order to match
chn’s responses,
e.g. 6p + 4p + 9p,
spotting a pair to
10, and then
adding on 9.
T
Days of the week
Sing the days of the week
song to ‘The Addams
Family’ tune (Resource
sheet 1518).
Show 8 o’clock on an analogue clock on
Clock tool. Point out that this is an o’clock
time because the big hand is pointing to 12,
the little hand is pointing to 8: it’s exactly
8 o’clock. You might have breakfast at this
time. Move the minute hand. Show how the
big hand goes round the clock once every
hour. What time is it now? This is the time
we start school. Continue moving the hands
forward 1 hour at a time, passing midday,
discussing daily routines. Stop at 8 o’clock.
Tell chn that it is bedtime but you read for
half an hour. What time will it be when you
fall asleep? Chn show on small clocks.
Explain that the minute hand has gone half
way around the clock and is now pointing to
the 6. This shows us it is half past 8. Show
other half past times. Call out some o’clock
and half past times. Chn show these on
their clocks.
Send Y1 away now to work with TA.
Display both analogue and digital clocks
showing 9 o’clock on Clock tool. This is a
digital clock; where have you seen clocks
like this? Select a step size of 30 minutes
and click. Point out what’s happened to the
digital clock. Remind chn that there are 30
minutes in an hour. So 9:30 is half past
because half an hour has gone past. Change
the step size to 15 minutes. This time the
minute hand has travelled a quarter of the
way around the clock. We call this quarter
past. Start back on o‘clock. Show minute
hand moving around clock and stop on
quarter past, half past and stop on the 9.
Explain that the minute hand has travelled
3/4 way around clock and there is only a
Y1 Easier
Chn take turns to roll a dice, move forward that
number of spaces on a board (Resource sheet
1604) and show the time on their clocks. If their
partner thinks this is right, they stay where
they are, if not they go back a space. First child
to reach the end wins.
Abacus Y1 WB2 p36
Y1 Harder (AC to support)
Play a game of ‘What’s the time, Mr Wolf?’ with
the group using a blank game board (Resource
sheet 1605). Be the wolf to start with. Chn call
out ‘What’s the time, Mr Wolf?’ Answer with an
o’clock or half past time e.g. 3 o’clock. Chn show
the time on their small clocks. If they get it
right they move their counter that number of
spaces, e.g. 3. When you shout ‘Dinner time!’
they have to start from the beginning again!
Continue until there is a winner or winners.
Abacus Y1 WB2 p38
GUIDED Y2 Easier
Reinforce telling the time by giving chn small
analogue clocks and calling out different times
for them to show. Pick a child to show the rest
of the group a time. They write it on their
whiteboards and hold up. Rpt with other chn and
new times. Chn then practise reading equivalent
times (o’clock and 1/2 past) on analogue and
digital clocks in Part A on Resource sheet 1606
and then cut out and put times in order.
Y2 Harder
Extend chn with more blank equivalent times to
complete and the times are not consecutive half
hours – Part B of Resource sheet 1606.
Launch Clock tool
to show in three
windows Show a
mixture of half
past, o’clock and
quarter-to times.
Write one of the
times in words
and ask chn to
decide which of
the clocks is
showing the
matching time.
Chn decide
whether it is
clock 1, 2 or 3
and write it on
their
whiteboards.
Show and decide
on the clock that
has the most
votes. Is this
correct?
F
Tell time to o’clock and
half hour
Launch Clock tool.
Set the step size to 30
minutes and show chn diff
times. They write the
time on their whiteboards
and show.
Give each child a circle of paper. Fold your
circle in 1/2. Now fold it in 1/2 again so
that you have 4 equal parts. What do we
call these parts? This circle is a bit like a
clock face. Write 12 at the top. What
number goes at the bottom? Draw out that
6 is 1/2 of 12, 6 is 1/2 way round the clock.
Point to where 3 should go on the clock
face. What number can we write here?
This number is a 1/4 of the way round the
clock face. When the minute hand is here,
it is a 1/4 of an hour past an hour. Point to
where the 9 should go. And here? When
the minute hand is here, it has a 1/4 of an
hour to go until the next o’clock time.
Display analogue clock on Clock tool. Show
9 o’clock with a time interval set of 15
minutes. What time does the clock show
now? Click step. Now it shows a 1/4 past 9.
It’s a 1/4 of an hour after 9 o’clock. We
write it like this. Write ‘quarter past 9’ and
‘1/4 past 9’. Click step. What time is it
now? Click again. Now it’s only 1/4 of an
hour before it’s 10 o’clock. Look how the
hour hand is quite close to 10 o’clock. This
is 1/4 to 10. Click step again. It’s 1/4 of an
hour later, so it’s now 10 o’clock.
Send Y2 away now to work with TA.
Return to the chn’s circles. Remind them
that half way round the circle is 6 and we
call this half past. Show chn half-past
times on Clock tool. Explain that we look at
the hour hand to see which hour it is
halfway through, e.g. 2 and then we look at
the minute hand, which is on the 6. Model
writing this as ‘half past 2’. Rpt using other
half-past times and ask chn to write the
GUIDED Y1 Easier
Give chn small analogue clocks. Write some
o’clock and half-past times on cards. Chn take it
in turns to choose a card and hold it up for the
rest of the group. They all make that time on
their clocks and show everyone. Check they have
positioned the hour hand correctly.
Abacus Y1 WB2 p37
Y1 Harder
Chn have o’clock and half-past times (Resource
sheet 1607). Chn work in pairs to say the time on
each clock before writing it down underneath.
Y2 Easier (AC to support)
Children work in pairs to cut out times on
Resource sheet 1608 and stick them in order.
Pick two times they have stuck down. How much
is the time interval between these two times?
Discuss possible ways they could work this out.
Choose another two times and repeat.
Y2 Harder
Children work in pairs. First they write the
times underneath each clock on Resource sheet
1609 and then they cut out times and stick them
in order.
Abacus Y2 WB2 p46
Give the chn
small clocks.
Show a time on
analogue clock on
Clock tool, e.g. 5
o’clock. Ask chn
what the time
would be half an
hour later. Chn
find that time on
their small clocks
and show, e.g.
half past 5.
Repeat with
another time, e.g.
half past 6. What
would the time be
half an hour
later? Remind the
Y1s to think
about the circle
and moving half
way around it.
Additional Notes
Monday: Physical Resources: pennies; tin; pots of coins; pots of ten pennies; 2p, 5p and 10p coins; selection of items to price; Abacus Y1 WB1;
Abacus Y2 WB1
Tuesday: Physical Resources: washing line; pegs; coins
Wednesday: Physical Resources: selection of items to price; coins; card; 20-bead strings
Thursday: Physical Resources: small geared clocks; dice; Abacus Y1 WB2
Friday: Physical Resources: circles of paper; small geared clocks; cards; Abacus Y1 WB2; Abacus Y2 WB2