﻿ Mixed Age Year 1 and 2 Measurement and Time Step 3 Resource Pack​ | Classroom Secrets

# Mixed Age Year 1 and 2 Measurement and Time Step 3 Resource Pack​ ## Step 3: Mixed Age Year 1 and 2 Measurement and Time Resource Pack

Mixed Age Year 1 and 2 Measurement and Time Step 3 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 1 Time to the Hour & Year 2 O'clock and Half Past for Summer Block 4.     (0 votes, average: 0.00 out of 5)
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This Mixed Age Year 1 and 2 Measurement and Time Step 3 pack includes:

• Mixed Age Year 1 and 2 Measurement and Time Step 3 Teaching PowerPoint with examples.
• Year 1 Time to the Hour Varied Fluency with answers.
• Year 1 Time to the Hour Reasoning and Problem Solving with answers.
• Year 2 O'clock and Half Past Varied Fluency with answers.
• Year 2 O'clock and Half Past Reasoning and Problem Solving with answers.

#### National Curriculum Objectives

Mathematics Year 1: (1M4a) Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

Mathematics Year 2: (2M4b) Compare and sequence intervals of time

Differentiation for Year 1 Time to the Hour:

Varied Fluency
Developing Questions to support telling the time to the hour. Using numbers only.
Expected Questions to support telling the time to the hour. Using numbers and words.
Greater Depth Questions to support telling the time to the hour on clocks with missing digits. Using numbers and words.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Read the time on two clocks and determine which clock is showing a given time to the hour. Using numbers only.
Expected Read the time on three clocks and determine which clock is showing a given time to the hour. Using numbers and words.
Greater Depth Read the time on three clocks and determine which clock is showing a given time to the hour, using numbers and words. Only 3, 6, 9 and 12 marked on clock face.

Questions 2, 5 and 8 (Problem Solving)
Developing Find the odd one out by matching one pair of clock faces and times. Using numbers only.
Expected Find the odd one out by matching two pairs of clock faces and times. Using numbers and words.
Greater Depth Find the odd one out by matching two pairs of clock faces and times. using numbers and words. Only 3, 6, 9 and 12 marked on clock face.

Questions 3, 6 and 9 (Problem Solving)
Developing Identify the pattern and complete the times and clock faces, using numbers only.
Expected Identify the pattern and complete the times and clock faces, using numbers and words.
Greater Depth Identify the pattern and complete the times and clock faces, using numbers and words. Only 3, 6, 9 and 12 marked on clock face.

Differentiation for Year 2 O'clock and Half Past:

Varied Fluency
Developing Questions to support telling the time to o’clock and half past. Including drawing on minute hands, recognising clocks on the hour or at half past the hour.
Expected Questions to support telling the time to o’clock and half past. Including drawing on minute and hour hands, recognising clocks on the hour or at half past the hour.
Greater Depth Questions to support telling the time to o’clock and half past. Including drawing on minute and hour hands, recognising clocks on the hour or at half past the hour and telling the time when not all numerical hours are shown.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Match the clock to the time and the most likely event at that time. One clock.
Expected Match the clock to the time and the most likely event at that time. Two clocks.
Greater Depth Match the clock to the time and the most likely event at that time. Two clocks without numerical aids.

Questions 2, 5 and 8 (Reasoning)
Developing Decide if a child has read the time correctly or not. Explain how you know. One mistake made.
Expected Decide if a child has read the time correctly or not. Explain how you know. More than one mistake made.
Greater Depth Decide if a child has read the time correctly or not. Explain how you know. More than one mistake made and clocks without numerical aids.

Questions 3, 6 and 9 (Reasoning)
Developing Decide where the hands would be on a clock at a specific time and explain. Minute hand only.
Expected Decide where the hands would be on a clock at a specific time and explain. Both hands.
Greater Depth Decide where the hands would be on a clock at a specific time and explain. One hand given without numerical aids.