Miss Bromley and Mrs Mounter.Week beginning 27th April 2020Year 2 Maths – Telling the time lessons 5 to 10These lessons continue the work that we set last week. The most important thing to focus on with your children is familiarising them with an analogue clock, the different hands on the clock and also times in the day/week. Help them to develop their sense of time. Time them doing something for 1 second, 1 minute and 5 minutes so they can tell the difference. Talk about the days of the week and how many hours in the day. Refer to the weekend and continue to explain how these are rest or home days. At various points of the day ask your child to tell you what time it is and support them working out the time. Please note this is revision for the children as they have previously done this back in October.

Below are the chapter headings and then for each lesson there will be teaching notes and then independent tasks. The teaching notes give you the learning essentials and then the independent tasks are what the children can try to complete after they have been taught the concept. Don’t rush through the practical parts, allow them to explore and ask questions. You will also find a challenge related to what you have just learnt, please don’t feel you have to do the challenge; only if your child is ready. It looks like a lot of work but you should progress through the screens quickly. Please message on class dojo if you have any problems. Please note I am aware you may not have a printer at home: you can just discuss the work with your child and find the answers together; please don’t worry about recording the work.

Please scroll down to access all of the work.

This week: (Larger lessons are split into part a and part b)

Lesson 1: Chapter 5 (part a) and 6 (part b): finding durations of time.

Lesson 2: Chapter 7 (part a) and Chapter 8 (part b) : finding end times.

Lesson 3: Chapter 9 (part a) and Chapter 10 (part b): finding starting times.

Lesson 4: Chapter 11: Comparing times.

Lesson 1: Chapter 5 Finding durations of time. (part a)To begin this lesson, provide your child with a clock if possible. Show them the In Focus task and ask them to work with you to solve the problems. Prompt them with the first part of the question and tell them your friend says 30 minutes is from 3:00 is 2:30. Is this true?

Allow them to discuss why this is not possible and ask them to tell you what the time will be in 30 minutes. Then tell them that if the correct time is 3:30 and the next stop is in an hour, the train must arrive at its second stop at 4:30. Is this true? Allow pupils to discuss this and work out the correct answer. Ask them if they know how many minutes there are in an hour. Get them to count in fives using the clock face to find out the answer.

During Guided Practice, pupils are determining the time in 30- or 60-minute intervals from a given time.

Lesson 1 (Chapter 6) Finding durations of time (Part b) If possible, show children clocks for the focus tasks and allow them time to look at and explore the clocks. Ask the children if they are able to solve the problem and allow them some time to discuss it. Ask them to share how they find the duration of time.

Are there other methods to find the duration? Explore Methods 1 and 2 from Let's Learn with children to impress upon them that duration can be calculated using addition and subtraction. Ask them if they can think of other ways.

During Guided Practice, children are finding the duration of different activities. In the final question, they will be crossing the hour barrier into the next hour (from 4:55 to 5:20).

Lesson 2: Chapter 7 (part a)

To begin this lesson show chidlren the In Focus task. Ask them to solve the problem together by thinking about what the question is asking. Is it asking them to find 30 minutes from the 2 hour mark or 30 minutes from the current time? Ask them how they know this.

Once the children have solved the initial problem, ask them how the situation would be different if the starting time was 4:45 rather than 1 p.m. What would be similar about the times? What would be different and why (you are looking for them to discuss how going forward 30 minutes would change the hour).

During Guided Practice, children are practising changing the hour and minutes, starting on the hour and part way through the hour, at times requiring the hour to change.

Lesson 7 (part b):Chapter 8: Finding end timesShow children the In Focus task and ask them to solve the problem. Begin by asking them what is different in this problem compared to the ones they have been working on so far (20 minutes from now, a show starts). Ask them how that changes the situation (the clock is not showing us when the cartoon starts, they have to change it first). Allow them time to solve the problem. Ask them how many ways they can find the end time, for example, adding the two durations then counting to the end time.

During Guided Practice, children are reviewing how to place clock hands in different intervals, paying close attention to where the minute and hour hands should be pointing.

Lesson 3 a) Chapter 9:

Finding starting times.

To begin, show children the In Focus task. Ask them to solve it. Tell them your friend says Elliott's break started at 4 o'clock and ask them to discuss if this statement is right or wrong.

Once they realise what the answer is, encourage them to look back in time by asking questions from different starting points as in Let's Learn. Prompt children on where the hour hand would be during those start and end times and how it changes through time. Then ask them how time might appear on a number line. Can they show Let's Learn 2 on a number line? Help children to count backwards in intervals of 30-minutes and one hour while moving the minute hand and hour hand accordingly.

During Guided Practice, children are given end times and are drawing the hands on the clock to indicate the start times, paying close attention to where the minute and hour hands should be pointing. They need to establish that the clocks on the right are showing an end time.

Lesson 3 (b) Chapter 10: Finding start times.

To begin this lesson, show children them the In Focus task. Ask them to solve the problem, discussing it with you. Help children to count backwards in 15-minute, 30-minute and hourly intervals while moving the minute hand and hour hand accordingly.

Using the Let's Learn section as guidance, ask children to work through each of the character's start times. Show them representations of time on a number line as well as how to use number bonds to show the duration of time.

During Guided Practice, children are reviewing placing hands on the clock from a known end time and duration. They are also solving a word problem.

Lesson 4: Chapter 11: Comparing times.

To begin this lesson, show children the In Focus task and allow them time to solve the problem before intervening. Begin to compile a chart with them showing each activity, the time it started, the time it finished and the total amount of time it took.

Ask the children what they need to compare first, hours or minutes? Would 1 hour 15 minutes be shorter or longer than 50 minutes? Ask them to plot the passing of time on a number line, showing each event form start to end. Ask them to look at the durations of time for playing football and eating supper. They both ended at the same time, so this means they must have started at the same time. Is this true? How do we know? Emphasise that in order to compare time, it is necessary to first determine the duration.

During Guided Practice, children are comparing lengths of time in a variety of forms and activities.

Maths End of week challenge! (optional!) (Taken from the NRich website which is excellent)