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Mixed Age Year 4 and 5 Time and Converting Units Step 1 Free Resource Pack​

Mixed Age Year 4 and 5 Time and Converting Units Step 1 Resources

Step 1: Mixed Age Year 4 and 5 Money Decimals and Percentages Step 1

Mixed Age Year 4 and 5 Time and Converting Units Step 1 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 4 Hours, Minutes and Seconds & Year 5 Converting Units of Time for Summer Block 3.

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What's included in the Pack?

This Mixed Age Year 4 and 5 Time and Converting Units Step 1 pack includes:

  • Mixed Age Year 4 and 5 Time and Converting Units Step 1 Teaching PowerPoint with examples.
  • Year 4 Hours, Minutes and Seconds Varied Fluency with answers.
  • Year 4 Hours, Minutes and Seconds Reasoning and Problem Solving with answers.
  • Year 5 Converting Units of Time Varied Fluency with answers.
  • Year 5 Converting Units of Time Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 4: (4M4c) Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days

Mathematics Year 5: (5M4) Solve problems involving converting between units of time

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.

Differentiation for Year 5 Converting Units of Time:

Varied Fluency
Developing Questions to support converting between different units of time (including seconds to minutes, minutes to hours, days to weeks, and months to years) with no remainders.
Expected Questions to support converting between different units of time (including seconds and minutes, minutes and hours, days and weeks, and months and years) with remainders.
Greater Depth Questions to support non-direct conversions between different units of time (including seconds, minutes, hours, days, weeks, months and years) with remainders.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Use understanding of units of time and concept of ‘greater than’, ‘equals’ and ‘less than’ to arrange 3 cards into a correct number sentence. Only 1 possible answer. Convert units with no remainders.
Expected Use understanding of units of time and concept of ‘greater than’, ‘equals’ and ‘less than’ to arrange 5 cards into a correct number sentence. Between 2 and 4 possible answers to find. Convert units with remainders.
Greater Depth Use understanding of units of time and concept of ‘greater than’, ‘equals’ and ‘less than’ to arrange 7 cards into a correct number sentence. 8 possible answers to find. Non-direct conversion of units with remainders.

Questions 2, 5 and 8 (Reasoning)
Developing Convert between different units of time with no remainders to explain who has the correct answer.
Expected Convert between different units of time with remainders to explain who has the correct answer.
Greater Depth Non-direct conversion between different units of time with remainders to explain who has the correct answer.

Questions 3, 6 and 9 (Problem Solving)
Developing Convert 3 units of time with no remainders to solve word problems.
Expected Convert 3 units of time with remainders to solve word problems.
Greater Depth Non-direct conversion of 4 units of time with remainders to solve word problems.

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