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Mixed Age Year 2 and 3 Measurement and Time Step 9 Resource Pack

Mixed Age Year 2 and 3 Measurement and Time Step 9 Resources

Step 9: Mixed Age Year 2 and 3 Measurement and Time Step 9 Resource Pack

Mixed Age Year 2 and 3 Measurement and Time Step 9 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 2 Find Durations of Time & Year 3 Finding the Duration for Summer Block 3.

 

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What's included in the Pack?

This Mixed Age Year 2 and 3 Measurement and Time Step 9 pack includes:

  • Mixed Age Year 2 and 3 Measurement and Time Step 9 Teaching PowerPoint with examples.
  • Year 2 Find Durations of Time Varied Fluency with answers.
  • Year 2 Find Durations of Time Reasoning and Problem Solving with answers.
  • Year 3 Finding the Duration Varied Fluency with answers.
  • Year 3 Finding the Duration Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 2: (2M4a) 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

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

Mathematics Year 3: (3M4f) Compare durations of events [for example to calculate the time taken by particular events or tasks]

Differentiation for Year 2 Find Durations:

Varied Fluency
Developing Questions to support finding the durations of time. Times start at o’clock, half past and quarter to/past.
Expected Questions to support finding the durations of time. Times are multiples of 5 and within the hour.
Greater Depth Questions to support finding the durations of time. Times are multiples of 5 and passing through the hour.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Read the statement and use the analogue clocks to calculate the correct duration of time. Times start at o’clock and half past the hour and durations are in multiples of 15.
Expected Read the statement and use the analogue clocks to calculate the correct duration of time. Durations are within the hour and in multiples of 5.
Greater Depth Read the statement and use the analogue clocks to calculate the correct duration of time. Durations pass through the hour and are in multiples of 5.

Questions 2, 5 and 8 (Reasoning)
Developing Use knowledge of finding the durations of time to explain whether an answer is correct. Times start at o’clock, half past and quarter to/past.
Expected Use knowledge of finding the durations of time to explain whether an answer is correct. Times are in multiples of 5 and within the hour.
Greater Depth Use knowledge of finding the durations of time to explain whether an answer is correct. Times are in multiples of 5 and pass through the hour.

Questions 3, 6 and 9 (Problem Solving)
Developing Read the time problem and add up the durations of time to calculate the amount of time left over. Times start at o’clock, half past and quarter to/past.
Expected Read the time problem and add up the durations of time to calculate the amount of time left over. Using hours and multiple of 10 minutes.
Greater Depth Read the time problem and add up the durations of time to calculate the amount of time left over. Using hours and multiple of 5 minutes.

Differentiation for Year 3 Finding the Duration:

Varied Fluency
Developing Questions to support working out the duration of events in increments of 10 minutes (using 12 hour clock).
Expected Questions to support working out the duration of events in increments of 5 minutes (using 12 and 24 hour clock).
Greater Depth Questions to support working out the duration of events in increments of 1 minute (using 12 and 24 hour clock).

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Use two clues describing the duration of an event to work out when the event started. Includes increments of 10 minutes (using 12 hour clock).
Expected Use three clues describing the duration of an event to work out when the event started. Includes increments of 5 minutes (using 24 hour clock).
Greater Depth Use three clues describing the duration of an event to work out when the event started. Includes increments of 1 minute (using 24 hour clock).

Questions 2, 5 and 8 (Problem Solving)
Developing Given a duration of time, subtract increments of 10 minutes to work out how much time is left (using 12 hour clock).
Expected Given a duration of time, subtract increments of 5 minutes to work out how much time is left (using 24 hour clock).
Greater Depth Given a duration of time, subtract increments of 1 minute to work out how much time is left (using 24 hour clock).

Questions 3, 6 and 9 (Reasoning)
Developing Compare two statements describing a duration of time to work out which is the longest. Includes increments of 10 minutes (using 12 hour clock).
Expected Compare two statements describing a duration of time to work out which is the longest. Includes increments of 5 minutes (using 24 hour clock).
Greater Depth Compare two statements describing a duration of time to work out which is the longest. Includes increments of 1 minute (using 24 hour clock).

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