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

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

Mixed Age Year 2 and 3 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 2 O’clock and Half Past for Summer Block 3.

### What's included in the Pack?

This Mixed Age Year 2 and 3 Measurement and Time Step 1 pack includes:

• Mixed Age Year 2 and 3 Measurement and Time Step 1 Teaching PowerPoint with examples.
• 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 2: (2M4b) Compare and sequence intervals of time

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.