Year 1 Maths – Telling the time lessons 4 to 6These lessons continue the work that we set before the Easter holidays. 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 a sense of time. Time them doing something for 1 second and 1 minute 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.

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 only do this if your child is motivated and ready.

Last week (30/03/2020) we released lesson 1 – 3

This week (20/04/2020) we have released lesson 4 – 6

Lesson 1 - Telling Time to the Hour

Lesson 2 - Telling Time to the Half Hour

Lesson 3 - Using Next, Before and After

Lesson 4 - Estimating Duration of Time

Lesson 5 - Comparing Time

Lesson 6 - Using a Calendar

Lesson 7 - Chapter Consolidation

Lesson 3Lesson ApproachTo begin this lesson, ask children to think of activities that take one second to do. Repeat this exercise to discuss activities that take one minute and one hour. Give your ideas too or ask other children in your house their ideas.

Work through Let's Learn to illustrate the duration of one second, one minute and one hour. Use a digital timer or stop watch to show the duration of seconds and minutes by timing them doing certain activities. This will give them a sense of the duration of time.

During Guided Practice, the emphasis is on the passage of time and deciding how long a specific activity takes. The terms 'weeks' and 'days' are introduced here, which should be explored to determine activities that can take that length of time. Pupils will be less familiar with these measures of time.

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Extra challenge A game of time pairsMake a set of cards like the ones below – simplify by using pictures of different times of the day maybe. You might want to amend the times so it suits your child. Turn over 2 cards. If they are a match you can keep them. 1 jump in the air A whole maths

lesson at schoolMaking a glass

of squash 20 seconds

Singing ‘Happy Birthday’ two

times

1 second 1 hour 30 minutes

The whole day and night

Having a bath 1 minute A journey to the supermarket in

the car

10 minutes 24 hours The time I am asleep for at

night

11/12 hours

You may like to explore these alternative versions of the interactivity:

Play with a scoring system  - you start with 100 points, lose 10 points whenever you turn over cards that don't match, and add 50 points whenever they do match.

Play against the clock  - can you beat your personal best? Play with face-up cards  - the cards are all face-up at the start so you can focus

on the maths rather than the memory aspect of the game.

Lesson 5Start off by 2 adults or one adult and an older sibling making a paper aeroplane at the same time. Purposely, one of you must make it more slowly. When the first person finishes, stop and ask your children to discuss who was quicker and who was slower. How do they know? Ask them to try doing a simple folding activity with someone. Then, show them a sporting event online such as a 100 m race and ask them similar questions about who was the quickest or slowest and how they know.

Now introduce them to Let's Learn 2. If both Lulu and Sam left at 8 o'clock, but did not arrive at the same time, can we say one was quicker? Are there other terms we can use to describe time when we have to be somewhere by a certain time (introduce terms such as early/late, earlier/later). Would we say that the sprinter was earlier to finish the race? Why or why not? When do we use the term 'quicker' and what is different about 'earlier'?

During Guided Practice, children are comparing time and using the terms 'quicker', 'slower', 'earlier' and 'later' to complete given sentences.

Lesson 6Lesson ApproachTo begin the lesson, show children the In Focus task and ask them if they know all of the days of the week and where we can find them on a calendar. Talk about the calander with them. Do they remember a song to remind them? Ask children if they can tell you what the first day of the week is and the last. Do they know the special names for Saturday and Sunday? How about the special names for the other days of the week?

Tell children your friend says that on this calendar, the day is October. What mistake did your friend make? Then tell them your friend also said he could tell how many days there were in a month by looking at the calendar. Is this true? How do you know? Ask them about when the first day of this month is and when the last day is?

Introduce children to the yearly calendar and ask them what this shows. Prompt them to look for similarities and differences between each month (e.g. number of days). Discuss the number of months in a year; which is the first and the last month of the year and so on. Ask them about their birthdays.

During Guided Practice, pupils are reinforcing their understanding of the week and the year, in minimal steps, from days to months/year.

Extra challengeAsk your adult to show you a calendar in the house or one on the computer. Keep a log of what you do on your calendar and cross the days off each day. Can you spot when the end of the month is? Do you know what day of the week the new month will start? Can you write your birthday and other family members birthdays on the calendar?