Mixed Age Year 1 and 2 Measurement and Time Step 1 Free Resource Pack

Mixed Age Year 1 and 2 Measurement and Time Step 1 Resources

Step 1: Mixed Age Year 1 and 2 Measurement and Time Resource Pack

Mixed Age Year 1 and 2 Measurement and Time Step 1 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 1 Before and After for Summer Block 4.*

*Please Note - It is recommended that Year 2 complete the greater depth level as revision. We are hoping to review these resources and possibly provide content for the other year group in the academic year 2019-2020.

0 votes, average: 0.00 out of 50 votes, average: 0.00 out of 50 votes, average: 0.00 out of 50 votes, average: 0.00 out of 50 votes, average: 0.00 out of 5 (0 votes, average: 0.00 out of 5)
You need to be a registered member to rate this.

Loading...

What's included in the Pack?

This Mixed Age Year 1 and 2 Measurement and Time Step 1 pack includes:

  • Mixed Age Year 1 and 2 Measurement and Time Step 1 Teaching PowerPoint with examples.
  • Year 1 Before and After Varied Fluency with answers.
  • Year 1 Before and After Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 1: (1M4b) Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]

Differentiation for Year 1 Before and After:

Varied Fluency
Developing Questions to support understanding of ‘before’ and ‘after’ using the language, before, after, first, then, morning, afternoon and night.
Expected Questions to support understanding of ‘before’ and ‘after’ using the language, before, after, first, then, next, after, finally, morning, afternoon, evening and night.
Greater Depth Questions to support understanding of before and after using the language, before, after, first, then, next, after, finally, morning, afternoon, evening and night. Some open ended questions requiring children to draw on own experiences.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning or Problem Solving)
Developing Use first and then to describe a sequence of 2 drawings, one obvious change to describe using understanding of ‘before’ and ‘after’ using the language, before, after, first, then, morning, afternoon and night.
Expected Use first, then and finally to describe a sequence of 3 drawings, obvious changes to describe using understanding of ‘before’ and ‘after’ using the language, before, after, first, then, next, after, finally, morning, afternoon, evening and night.
Greater Depth Use first, then, next and finally to describe a sequence of 4 drawings, some subtle changes to describe using understanding of before and after using the language, before, after, first, then, next, after, finally, morning, afternoon, evening and night. Some open ended questions requiring children to draw on own experiences.

Questions 2, 5 and 8 (Problem Solving)
Developing Complete sentences using a given word bank to sequence. Sentence represents a simple concept. Differentiation as above.
Expected Complete sentences using a given word bank to sequence, finding all possible sentences. Sentence represents a more complex concept. Differentiation as above.
Greater Depth Complete sentences using a given word bank to sequence, finding all possible sentences. Sentence represents a more complex concept. Differentiation as above.

Questions 3, 6 and 9 (Reasoning)
Developing Decide whether a statement is correct and explain why when sequencing from a given picture. Differentiation as above.
Expected Decide whether a statement is correct and explain why when sequencing from a given picture. Could involve simple concept. Differentiation as above.
Greater Depth Decide whether a statement is correct and explain why when sequencing from a given picture. Image will require child to internalise sequencing. Differentiation as above.

This resource is available to download with a Taster subscription.