KEY THEMATIC IDEAS: connecting the strands and meeting National Curriculum aims SIMMERING SKILLS AND ACTIVITIES within and beyond the daily maths lesson The main focus of this theme is to develop children’s conceptual understanding of time and its application •Develop quick recall of 2,5,10 multiplication and division tables. in solving problems and real life situations. Building on time work in Year 1, children will work with a range •Find 3/4, 1/4, 1/2 and 1/3 of a shape, length, set or quantity. of clocks , watches and pictorial representations to become proficient at telling and writing the time to five • Recognise and use symbols for pounds (£) and pence (p); combine minutes, including quarter past/to the hour. They will be able to draw the hands on a clock face to show these times. Children should be presented with opportunities to problem solve around time‐telling and to amounts to make a particular value. compare and sequence time. These clocks show when Tim and Fateha’s lunch breaks start and end. Which • Recall and use addition and subtraction facts to 20 fluently, and derive child has the longer lunch break? Put these clocks in order from the earliest to latest time. What is the same and use related facts to 100 and what is different about the times on these clocks ( half past twelve and six o’clock or nine fifteen and a quarter to three)? The application and derivation of time facts is vital to this theme alongside opportunities to •Identify and describe the properties of 2d and 3d shapes reason about time. The time is 3:15pm. Kate says that in sixty minutes she will be at her football game which • Recognise the place value of each digit in a two digit number. starts at 4:15pm. Is Kate right? Explain why. Learning will be reinforced by rehearsing aspects of time on •Read and write numbers to at least 100 in words. other occasions during the school day. Show me the time the lesson started on this clock. Now show me the time the lesson finished. How long did that lesson take? Children may also benefit from a daily routine of •Use <,> and = signs to compare numbers. counting in 5 minutes, quarter hour or half hour intervals using a counting stick (extended to 12 divisions) or •identify and describe the properties of 2‐D shapes, including the number around a clock face. In preparation for Year 3, in the latter part of this theme, children could be introduced to of sides and line symmetry in a vertical line simple time interval calculations, using the inverse relationship between addition and subtraction. Cinderella Throughout Year 2, pupils will require daily practice of telling time to the nearest 5 minutes, begins cleaning the ugly sisters’ shoes at five minutes past one. She finishes at half past one. How long did sequencing intervals of time and discussing the equivalence between comparing and this take? How could we work this out using a clock face? A number line? What was the time ten minutes be‐
minutes and hours, hours and days. fore she began cleaning the shoes? Show this time on your clock face. N.C
STATUTORY NON‐STATUTORY National Curriculum Aims: Fluency Reasoning Problem‐Solving Medium Term Planning Year 2 Theme 7: Understanding and Reasoning about Time Approximately 3 weeks Measurement Addition and Subtraction Place Value • Compare and sequence intervals of time • Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures and by applying their increasing knowledge of mental and written methods. • Recognise and use the inverse relationship between addition and sub‐
traction and use this to check calculations and solve missing number problems. • Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward. • Identify, represent and estimate numbers using different representations, including the number line. • Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. • Know the number of minutes in an hour and the number of hours in a day. Pupils use standard units of measurement Pupils extend their understanding of the language of addition and with increasing accuracy, using their knowl‐ subtraction to include sum and difference. edge of the number system. They use the appropriate language and record using stan‐
dard abbreviations. They become fluent in telling the time on analogue clocks and recording it. Using materials and a range of representations, pupils practise counting, reading, writing and comparing num‐
bers to at least 100 and solving a variety of related prob‐
lems to develop fluency. As they become more confident with numbers … pupils … develop further their recognition of patterns within the number system and represent them in different ways, including spatial representations. © Wandsworth & Merton Local Authorities, 2014 National Curriculum Aims: Fluency Reasoning Problem‐Solving Medium Term Planning Year 2 Theme 7: Understanding and Reasoning about Time Approximately 3 weeks EXEMPLAR QUESTIONS AND ACTIVITIES: connecting the strands and meeting National Curriculum aims KEY QUESTION ROOTS to be used and adapted in different contexts Show me the time school starts. Now show me the time 5, 10, 15 minutes before/after this time. True or False… There are 60 minutes in a hour. There are 30 minutes in ½ hour. There are 15 minutes in ¼ hour. There are 24 hours in a day. How do you know? True or False… It takes Max 15 minutes to walk to school. Millie says it takes her longer as it takes her ½ hour. Is she correct? Why? If I know ..there are 60 minutes in a hour then how could I work out… how many minutes are in 2 hours? What is the same? What is different? about these clock faces. What different answers could we have (all possibilities) You have 1 hour to fill your time at the weekend. You must do at least 4 activities in this time. What could you do and for how long? Undoing Marcia finished her bike ride at 4:30p.m. She rode for 30 minutes. What time did she start her bike ride? Make an estimate Approximately how long does your favourite show last? Your swimming lesson take? Your journey to school? Give the chidren a clock and set the time cards face down in a pile. One child takes a time card and sets the clock to that time. The other child checks it, if correct, the card is kept, if not it is replaced in the pile . The children change roles. In preparation for Year 3, children should use number lines to aid their calculations when solving time problems Minute Game (A game for 2 players) You need: • 2 counters or small cubes • 5 prizes • dice showing 5 mins/10mins/15 mins (adapt an ordinary dice) First of all put your counters on 12. When it’s your turn roll the dice and say the number of minutes. Move your counter clockwise that many minutes. (Remember, from one number to the next is 5 minutes). The rest of the game each time you land on, or pass, 12 you win a prize. The first person to collect 3 prizes wins the game. See Wandsworth LA Calculation Policy for more detail on developing mental and written procedures! Can some of the key thematic ideas be delivered as part of a mathematically‐rich, creative topic? Suggested ideas: Cinderella Use the story of Cinderella to explore time. Pupils create a time line of Cinderella’s day. They draw pictures of the different activities she did and draw the time on clocks to show when she started and finished each activ‐
ity. They calculate the time Cinderella took to complete different chores. These two clocks show the time Cinderella started cooking dinner and the time she finished. How long did it take her to cook dinner for the ugly sis‐
ters? Which chore took Cinderella the most/least amount of time? Pupils plan the ball. They are given a list of what needs to happen before mid‐
night and plan how much time should be spent on each activity. They draw on clocks the start and finish time for each activity. Pupils consider Make a display how princesses, princes, wicked stepmothers or ugly step sisters spend using as many different clocks their time. They show this information on a time line or a chart, drawing and watches as clocks to show when they start and finish each activity. possible. Non Routine Problem ‐ The students found a baby bird on the playground. After lots of research , they discovered that they should feed it once every 15 min‐
utes. The first feeding was at 9:15 a.m. Show the time of the first 5 feedings. On a number line and on the clock faces. Order, Order! Order these activities from the Children subtract and add time to design a schedule of shortest to longest period of time. events for a Carnival. They need to read the clues care‐
Convince me your order is right. Time: fully. Children could be given clocks that show the time • Taken to travel to school. for each clue and the task could be to match the clock to • For mustard and cress to grow from the clue. seeds. 1. The show starts at 2pm. 2. At 4pm tea and cakes are sold. • Taken to eat a biscuit. • Between your 6th and 7th birthdays. 3. 45mins before the cleaners finish, the gate is closed. 4. 15mins after tea and cakes, prizes are announced. • Taken for frogspawn to grow into a 5. The cleaners finish at 6pm. frog. 6. An hour after the show starts, the circus begins. • Taken to walk across the playground. 7. 30mins after the show starts the fun fair opens. • Taken for the moon to orbit the 8. 15mins after the circus starts, the band pa‐
earth. rades through the town © Wandsworth & Merton Local Authorities, 2014 NRICH— What is the time? Activity Can you put the times on these clocks in order? Children need to work with a range of clock faces and should be provided with opportuni‐
ties to label clock faces in dif‐
ferent ways. Draw four things you did today. Make the clock show the time you did each thing. Playing the NRICH Stage 1 Stop the Clock game is a fun way to get children adding and subtracting time and also gets them problem solving and reasoning. (See the NRICH website) Use the Telling the Time ITP. This ITP can be used to show analogue time, digital time or synchronised analogue and digital clocks. The program allows you to add or subtract a selected time interval.