Unit 12. Year 2 Autumn term. Unit Objectives. Link Objectives. Five daily lessons. Title measures and time. Year 2

Transcription

1 Unit 12 Five daily lessons Title measures and time Year 2 Autumn term Use a ruler to measure and draw lines to the nearest cm. Order the months of the year. Read time to the hour on an analogue or 12-hour digital clock. Solve problems involving length or time. Suggest suitable (non) standard units and measuring equipment to estimate. Measure a length, recording measurements as 3 and a bit Know the days of the week. Read the time to the hour on analogue clocks. Unit Objectives Year 2 Link Objectives Year 1 Year 3 Read and write the vocabulary related to time. Use units of time and relationship between them. This Unit Plan is designed to guide your teaching. You will need to adapt it to meet the needs of your class. Resources needed to teach this unit: Metre stick tape measure big book or straight-edged object to measure collection of straight-edged objects for children to measure. rulers for children s use activity sheet 12.1 ITP ruler equipment for counting (cubes, counters etc) ITP number grid large 100 square. whiteboard & analogue clock or ITP tell the time, whiteboards and pens,

2 Planning sheet Day one Unit 12 measures and time Term: Autumn Year Group: Oral and mental Main teaching Plenary Objectives and Vocabulary Teaching Activities Objectives and Vocabulary Teaching Activities Teaching Activities/ Recall doubles to and corresponding halves. Use fingers to recap on doubles to 5+5, writing them on the board as a sum (eg 2+2=4). Use a ruler to measure to the nearest cm Q Look at the metre stick. There are numbers up to 100, what does each number mean? Q How many cm in 1 metre? Half a metre? Q Where on my metre stick is 35cm? (repeat with other numbers). Focus Questions Q What happens when we run out of fingers? Show a selection of equipment we can use for counting. Q How could I measure the length of this big book with my metre stick? Q Why must I always remember to line up the edge of the object I want to measure with the 0 on the measuring stick? Ask children questions about the timetable using vocabulary listed. Q VOCABULARY add, double, count on. Q How can we use these to help us? Activity: Use counting equipment to work out doubles to VOCABULARY: length, long, short, longer, shorter, longest, shortest, metre, centimetre, ruler, measuring stick, tape measure. Show the children a ruler marked in cm. Q how is this ruler different from my metre stick? If I hold it up against my metre stick, what do you notice about the numbers? Q The numbers on both my metre stick and your rulers are in centimetres, so if I measure the book again, using your ruler will I get the same measurement as before? RESOURCES: equipment for counting (cubes, counters etc), ITP number grid, large 100 square. Write up doubles on board as before. On large 100 square (or ITP number grid) highlight the answers in different colour (eg double 10 could be 10 yellow and 10 green). Q We ve looked at doubles to 10, who could work out double 11/ double12? RESOURCES: Metre stick, tape measure, big book or straight-edged object to measure, collection of straightedged objects for children to measure. Activity: using rulers children measure the objects on their table, and record the measurements in cm. By the end of the lesson children should be able to: Use terms metre, centimetre; know that a centimetre is a standard unit of measure; accurately measure to the nearest centimetre.

3 Planning sheet Day two Unit 12 measures and time Term: Autumn Year Group: 2 Main Teaching Plenary Objectives and Vocabulary Teaching Activities Objectives and Vocabulary Teaching Activities Teaching Activities/ Focus Questions Recall doubles to and corresponding halves. VOCABULARY: half, count, group, divide, share. Use counting equipment. Q If I count out 6 cubes can anyone show me how to work out half of 6? Q who solved this problem by sharing them into 2 groups? Q who solved it by putting them into pairs? Repeat a couple of times with other halves, then hand out whiteboards and pens. Q If I haven t got all this counting equipment and I need to work out half of 10, what could I do? Q who drew 10 things and then crossed half of them off? Use a ruler to measure and draw lines to the nearest cm. VOCABULARY: length, long, short, longer, shorter, longest, shortest, metre, centimetre, ruler, measuring stick, tape measure. use ruler ITP or metre stick and whiteboard. Q How many centimetres can you see on this ruler? Click up the lines to measure on the screen. (horizontal lines) Q Which line do you think is the longest/shortest? (Sometimes you can tell things just by looking) Q What about if we wanted to put them in order according to how long they are. We can t move the lines, so how could we find out? Model measuring a line on board, reminding children about matching the beginning of the line with the beginning of the ruler. Invite some volunteers up to help measure the rest of the lines. Show blocked shapes on ITP ruler or draw some on board. Model measuring the sides of one of these shapes. Invite some volunteers to help you measure other shapes. RESOURCES: counting equipment, whiteboards and pens Q who drew 10 things and made them into 2 groups? Q Who put 10 things into 2s. Q did anyone do it any other way? Repeat with other halves to 20, recording answers. RESOURCES: metre stick, rulers for children s use, activity sheet 12.1 ITP ruler. Tilt the lines using the arrow on the ITP or by drawing lines on the diagonal. Q How can we measure these lines? What do we have to remember if we are to measure them accurately? Activity: hand out sheet 12.1 for children to complete. By the end of the lesson children should be able to: use a ruler to measure and draw lines to the nearest cm.

4 Planning sheet Day three Unit 12 measures and time Term: Autumn Year Group: 2 Oral and Mental Main Teaching Plenary Objectives and Vocabulary Teaching Activities Objectives and Vocabulary Teaching Activities Teaching Activities/ Focus Questions Recall doubles to and corresponding halves VOCABULARY: Double, half. Hand out whiteboards and pens. Q What is double 8? Work out the answer on your board so I can see how you solved it. Q How many people drew objects? Q How many people just knew it? Q Did anyone have another way of working out the answer? Repeat with other numbers to double 10. Q We have worked on using the whiteboards to solve halves as well as doubles. What is half of 12? Order months of the year VOCABULARY: names of months, year, names of seasons, cycle. Chant the months of the year. Q How many months are there in 1 year? Show cards with names of months on them. (resource sheets 12.1, 12.2, 12.3) Sit in a circle and order the cards, spread as evenly as possible around the circle. Q What happens when we get to December? Q who has a birthday in January? Sort children into groups according to the month of their birth. Model on board how to record as a block graph. Q Q Q Take another look at the cards again, what do you think the different pictures mean? Which months are summer months? Repeat with other seasons. In which season does your birthday occur? RESOURCES: 100 square (or ITP number grid,) Q How did you work it out? Q who drew 12 things and then crossed half of them off? Q who drew 12 things and made them into 2 equal groups? Q did anyone do it any other way? RESOURCES: resource sheets 12.1, 12.2, 12.3, squared paper. Activity: use squared paper to draw own block graph of birthdays. By the end of the lesson children should be able to: Name and Order months of the year.

5 Planning sheet Day four Unit 12 measures and time. Term: Autumn Year Group: 2 Oral and Mental Main Teaching Plenary Objectives and Vocabulary Recall doubles to and corresponding halves VOCABULARY: double, half. Halfway, twice as many. Teaching Activities Show children counting stick (or empty number line). Q If I put 0 at the beginning of my stick, and 20 at the end, which number will be halfway? You may have to stick up all the numbers to prove to the children that 10 is halfway. Repeat with halves of other numbers. Q If I put 0 at the beginning of my counting stick, and 10 half way, which number is going to come on the end (give them a clue, it s double 10!!) Again, use stickers to prove to the children that double 10 is 20. Objectives and Vocabulary Read time to the hour on an analogue or digital clock. VOCABULARY: analogue, digital, hour, o clock, time, midnight, morning, afternoon, evening night. Teaching Activities Draw a frame on the board with 4 sections divided by a : : With an analogue clock alongside it. Or show ITP tell the time with the digital display set to 12 hour option and larger than the analogue display. Show (or write in digital -type square numbers) 12 midnight (00:00). Q What time is shown on the analogue clock? It s the same time as the digital clock, why do you think the digital clock reads 00:00? Q If the analogue clock reads 1o clock, what do you think the display on the digital clock will read? Q Why do these numbers have a 0 at the front? Repeat with other times on the hour around the clock, emphasising the times of day (morning, afternoon, evening, night). Hand out whiteboards and pens. Q The numbers on the analogue clock look like normal numbers, but how do the numbers on the digital clock look different? On white board using a light coloured pen draw a grid: Teaching Activities/ Focus Questions Q if my digital clock reads 00:00, what time of day is it? Q If my digital clock reads 12:00, what time of day is it? Q My digital clock says 03:00 and my analogue clock says (3 o clock shown). Are the times the same? Repeat with other times, occasionally making them different. RESOURCES: counting stick or empty number line, post-its or stickers numbered Repeat with other numbers. RESOURCES: whiteboard & analogue clock or ITP tell the time, whiteboards and pens, These are all the lines a digital clock can draw. All the numbers can be drawn using some of the lines on this grid. Show by superimposing digital numbers on this grid, how they can be drawn. Q Use your whiteboards and pens to draw a number 1. Repeat with other numbers, beginning with 1-digit numbers and then trying 2-digit numbers. By the end of the lesson children should be able to: Read the time to the hour on an analogue or digital clock. Activity: Using squared paper, write the numbers in digital numbers. Children can write numbers from cards given according to ability.

6 Planning sheet Day five Unit 12 measures and time Term: Autumn Year Group: 2 Objectives and Vocabulary Recall doubles to and corresponding halves Main Teaching Plenary Teaching Activities Objectives and Vocabulary Teaching Activities Teaching Activities/ Focus Questions Show children the counting stick (or an Read time to the hour on a empty number line). digital clock. Q if the number at the beginning of my stick is 0 and the number at the end of my stick is 12, which number is halfway? Q How did you work it out? Repeat with other numbers. Use ITP tell the time. Make digital clock larger than analogue one, or use whiteboard and analogue clock face as yesterday. Q If I show you 10:00 on the digital clock, what time is it going to be on the analogue clock? Repeat, recapping on other times from yesterday. Q If I went to school at 9 o clock and went out to play at 11:00, how many hours had passed in between? Q When I got to the bus stop, the timetable said the next bus would be 16:00, and my watch said 3 o clock. How long do I have to wait for the bus? VOCABULARY: double, half. Halfway, twice as many. Q if the number at the beginning of my stick is 0 and the number halfway is 8, which number is on the end? Repeat with other numbers. VOCABULARY: analogue, digital, day, night, morning, afternoon, evening, midnight, noon. Q How many hours are there in 1 day? Q If we count around the analogue clock numbers, how many times do we go round the clock to get to 24? Q So on an analogue clock the same time is shown twice in one day, for example 10 o clock in the morning, when we are at school, and 10 o clock at night, when we are in bed. Q I should have been at my friend s house at 2 o clock but we got stuck in a traffic jam and didn t arrive until 17:00. How many hours late were we? Repeat with similar questions. Q How many hours pass between 10 o clock in the morning and 10 o clock at night? Is this the same difference between all the other times? (for example, 4 0 clock in the afternoon and 4 0 clock in the morning?) RESOURCES: counting stick or empty number line RESOURCES: ITP tell the time / whiteboard and analogue clock face, Repeat with other numbers. Set ITP digital clock to 24 hour version. Q sometimes digital clocks show all the hours in 1 day. What time do you think will be showing at 11 o clock in the morning? 12 noon? 1 o clock in the afternoon? Repeat with other times after 12 noon. On white board write up several times during the school day, eg at 9 o clock we take the register. Activity: draw clock face/digital times for each time written on board, with sentence underneath. By the end of the lesson children should be able to: Read the time to the hour on a 24 hour clock.

7 Resource sheet 12.1 January February March April May

8 Resource sheet 12.2 June July August September October

9 Resource sheet 12.3 November December

10 Activity sheet 12.1 Use a ruler to measure these lines. Write the measurement in cm above each line.