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# Mixed Age Year 3 and 4 Measurement and Time Step 2 Resource Pack

## Step 2: Mixed Age Year 3 and 4 Measurement and Time Step 2

Mixed Age Year 3 and 4 Measurement and Time Step 2 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 3 Hours in a Day and Year 4 Hours, Minutes and Seconds for Summer Block 3.

### What's included in the Pack?

This Mixed Age Year 3 and 4 Measurement and Time Step 2 pack includes:

• Mixed Age Year 3 and 4 Measurement and Time Step 2 Teaching PowerPoint with examples.
• Year 3 Hours in a Day Varied Fluency with answers.
• Year 3 Hours in a Day Reasoning and Problem Solving with answers.
• Year 4 Hours, Minutes and Seconds Varied Fluency with answers.
• Year 4 Hours, Minutes and Seconds Reasoning and Problem Solving with answers.

#### National Curriculum Objectives

Mathematics Year 3: (3M4e) Know the number of seconds in a minute and the number of days in each month, year and leap year

Mathematics Year 3: (3M4f) Compare durations of events, [e.g. to calculate the time taken by particular events or tasks]

Differentiation for Year 3 Hours in a Day:

Varied Fluency
Developing Questions to support learning the number of hours in a day and days in a week.
Expected Questions to support learning the number of hours in a day, days in a week and days in a month, and related vocabulary. Including the number of hours in multiple days. Some reference to times in o’clock.
Greater Depth Questions to support learning the number of hours in a day, days in a week and days in a month, and related vocabulary. Including the number of hours in multiple days and days or hours in multiple weeks.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Decide if a statement about time is possible or impossible and how you know. Statements based on time in one day.
Expected Decide if a statement about time is possible or impossible and how you know. Statements based on time across multiple days.
Greater Depth Decide if a statement about time is possible or impossible and how you know. Statements based on time across multiple days and with topic based language.

Questions 2, 5 and 8 (Reasoning)
Developing Decide if a statement about time is right or wrong and explain your answer. Limited to facts about the hours in a day.
Expected Decide if a statement about time is right or wrong and explain your answer. Covering multiple days.
Greater Depth Decide if a statement about time is right or wrong and explain your answer. Including facts that may be possible, but unlikely.

Questions 3, 6 and 9 (Problem Solving)
Developing Answer a simple question based on a month shown on a calendar.
Expected Answer a more complicated question based on a month shown on a calendar.
Greater Depth Answer a question based on a month shown on a calendar including where there could be more than one answer.

Differentiation for Year 4 Hours, Minutes and Seconds:

Varied Fluency
Developing Questions to support conversions of hours, minutes and seconds in multiples of 10.
Expected Questions to support conversions of whole, half, quarter and multiples of 5 and 10 hours, minutes and seconds using two consecutive units of time, i.e. 5 hours and 35 minutes.
Greater Depth Questions to support conversions of mixed durations of hours, minutes and seconds using any two units of time and unconventional partitioning, i.e. 5 hours and 90 minutes.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Explain whether the <, > or = statement is true or false using hours, minutes and seconds in multiples of 10. Two statements.
Expected Explain whether the <, > or = statement is true or false using two consecutive units of time, i.e. 5 hours and 35 minutes. Three statements.
Greater Depth Explain whether the <, > or = statement is true or false using any two units of time and unconventional partitioning, i.e. 5 hours and 90 minutes. Three statements.

Questions 2, 5 and 8 (Reasoning)
Developing Explain who is correct using hours, minutes and seconds in multiples of 10.
Expected Explain who is correct using two consecutive units of time, i.e. 5 hours and 35 minutes.
Greater Depth Explain who is correct using any two units of time and unconventional partitioning, i.e. 5 hours and 90 minutes.

Questions 3, 6 and 9 (Problem Solving)
Developing Calculate which cake will be baked first using hours, minutes and seconds in multiples of 10. Three times to compare.
Expected Calculate the order in which the cakes will be ready using two consecutive units of time, i.e. 5 hours and 35 minutes. Three times to order.
Greater Depth Calculate the order in which the cakes will be ready using any two units of time and unconventional partitioning, i.e. 5 hours and 90 minutes. Four times to order.