# Planning Sheet stick by benbenzhou

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Planning Sheet stick

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```									Unit 12                                                               Five daily lessons

Title measures and time
This Unit Plan is designed to guide
Autumn term
You will need to adapt it to meet the
Unit Objectives                                          needs of your class.

Year 2
Resources needed to teach this unit:
   Metre stick
 Use a ruler to measure and draw lines to the nearest cm.                                        tape measure
 Order the months of the year.                                                                   big book or straight-edged object to
measure
 Read time to the hour on an analogue or 12-hour digital clock.
   collection of straight-edged objects for
 Solve problems involving length or time.                                                         children to measure.
   rulers for children’s use
   activity sheet 12.1
   ITP ‘ruler’
   equipment for counting (cubes, counters
etc)
Link Objectives                                              ITP ‘number grid’
   large 100 square.
Year 1                               Year 3                           whiteboard & analogue clock or ITP ‘tell
the time’,
   whiteboards and pens,
 Suggest suitable (non) standard units                    Read and write the vocabulary related
and measuring equipment to estimate.                      to time.
 Measure a length, recording                              Use units of time and relationship
measurements as ‘3 and a bit’                             between them.
 Know the days of the week.
 Read the time to the hour on
analogue clocks.

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/
Focus Questions
Use a ruler to measure to the         Q Look at the metre stick. There are numbers up to 100,
nearest cm                            what does each number mean?
Recall doubles to 10+10 and                        Use fingers to recap on
corresponding halves.                               doubles to 5+5, writing                                          Q      How many cm in 1 metre? Half a metre?
them on the board as a
sum (eg 2+2=4).                                                  Q     Where on my metre stick is 35cm? (repeat with other
numbers).

Q What happens when we run out                                             Q How could I measure the length of this big book with my
timetable using vocabulary listed.
    Show a selection of                                              Q Why must I always remember to line up the edge of the
equipment we can use                                             object I want to measure with the 0 on the measuring stick?       Q
for counting.

VOCABULARY add, double,                   Q How can we use these to help       VOCABULARY:                                Show the children a ruler marked in cm.
count on.                                 us?                                  length, long, short, longer,
shorter, longest, shortest, metre,    Q how is this ruler different from my metre stick? If I hold it
Activity: Use counting            centimetre, ruler, measuring stick,   up against my metre stick, what do you notice about the
tape measure.                         numbers?
equipment to work out
doubles to 10+10.                                                       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?

    Write up doubles on                                                                                                                By the end of the lesson
RESOURCES: equipment for                            board as before.                                                                                                                   children should be able to:
counting (cubes, counters etc),                                                                                            Activity: using rulers children measure the                 Use terms metre, centimetre;
ITP ‘number grid’, large 100                                                                                               objects on their table, and record the                      know that a centimetre is a
square.                                            On large 100 square (or                                                measurements in cm.                                         standard unit of measure;
ITP number grid)           RESOURCES:                                                                                              accurately measure to the
highlight the answers in   Metre stick, tape measure, big                                                                          nearest centimetre.
different colour (eg       book or straight-edged object to
double 10 could be 10      measure, collection of straight-
yellow and 10 green).      edged objects for children to
measure.
Q We’ve looked at doubles to 10,
who could work out double 11/
double12?

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 10+10 and                  Use counting equipment.            Use a ruler to measure and draw                use ruler ITP or metre stick and whiteboard.
corresponding halves.                                                            lines to the nearest cm.
Q If I count out 6 cubes can anyone                                              Q     How many centimetres can you see on this ruler?                   Show blocked shapes
show me how to work out half of 6?                                                                                                                        on ITP ‘ruler’ or draw
     Click up the lines to measure on the screen.                       some on board.
Q who solved this problem by                                                            (horizontal lines)
sharing them into 2 groups?                                                                                                                              Model measuring the
Q Which line do you think is the longest/shortest?                       sides of one of these
Q who solved it by putting them into                                             (Sometimes you can tell things just by looking)                          shapes.
pairs?
Q What about if we wanted to put them in order                          Invite some volunteers
   Repeat a couple of times with                                                according to how long they are. We can’t move the lines,                 to help you measure
other halves, then hand out                                                 so how could we find out?                                                other shapes.
VOCABULARY: half, count,                       whiteboards and pens.
group, divide, share.                                                            VOCABULARY:                                    Model measuring a line on board, reminding children
Q If I haven’t got all this counting   length, long, short, longer, shorter,            about matching the beginning of the line with the
equipment and I need to work out       longest, shortest, metre, centimetre,            beginning of the ruler.
half of 10, what could I do?           ruler, measuring stick, tape
measure.                                       Invite some volunteers up to help measure the rest of
Q who drew 10 things and then                                                            the lines.
crossed half of them off?

Q who drew 10 things and made                                                         Tilt the lines using the arrow on the ITP or by drawing
them into 2 groups?                                                                    lines on the diagonal.
By the end of the lesson
RESOURCES: counting                       Q Who put 10 things into 2s.                                                     Q How can we measure these lines? What do we have               children should be able to: use
equipment, whiteboards and pens                                                                                            to remember if we are to measure them accurately?               a ruler to measure and draw
Q did anyone do it any other way?                                                                                                                lines to the nearest cm.
RESOURCES: metre stick, rulers
   Repeat with other halves to 20,    for children’s use, activity sheet 12.1
recording answers.                ITP ‘ruler’.                                       Activity: hand out sheet 12.1 for
children to complete.

Planning sheet                             Day three                        Unit 12 measures and time                                               Term: Autumn             Year Group: 2

Oral and Mental                                                             Main Teaching                                                                                    Plenary
Objectives and                  Teaching Activities                         Objectives and Vocabulary          Teaching Activities                                           Teaching Activities/ Focus
Vocabulary                                                                                                                                                                   Questions

Recall doubles to                    Hand out whiteboards and pens.        Order months of the year                     Chant the months of the year.
10+10 and                                                                                                                                                                     Q   Take another look at the
corresponding halves             Q What is double 8? Work out the                                              Q How many months are there in 1 year?                             cards again, what do you
answer on your board so I can see                                                                                                             think the different pictures
how you solved it.                                                                   Show cards with names of months on them.                mean?
(resource sheets 12.1, 12.2, 12.3)
Q How many people drew objects?                                                                                                              Q   Which months are summer
      Sit in a circle and order the cards, spread as          months?
Q How many people just knew it?                                                          evenly as possible around the circle.
    Repeat with other
Q    Did anyone have another way of                                                                                                                   seasons.
working out the answer?                                                  Q What happens when we get to December?
VOCABULARY: names of months,                                                                      Q   In which season does your
    Repeat with other numbers to double   year, names of seasons, cycle.     Q who has a birthday in January?                                   birthday occur?
VOCABULARY:                            10.
Double, half.                                                                                                            Sort children into groups according to the month
Q We have worked on using the                                                            of their birth. Model on board how to record as a
whiteboards to solve halves as well as                                                   block graph.
doubles. What is half of 12?

Q How did you work it out?
Activity: use squared paper to
Q who drew 12 things and then crossed                                                 draw own block graph of
half of them off?
RESOURCES: resource sheets 12.1,           birthdays.
RESOURCES: 100                   Q who drew 12 things and made them         12.2, 12.3, squared paper.                                                                        By the end of the lesson
square (or ITP ‘number           into 2 equal groups?                                                                                                                         children should be able to:
grid’,)                                                                                                                                                                       Name and Order months of the
Q did anyone do it any other way?                                                                                                            year.

Planning sheet                                  Day four                    Unit 12 measures and time.                                                 Term: Autumn                     Year Group: 2

Oral and Mental                                                             Main Teaching                                                                                               Plenary
Objectives and                     Teaching Activities                      Objectives and                     Teaching Activities                                                      Teaching Activities/ Focus
Vocabulary                                                                  Vocabulary                                                                                                  Questions
     Draw a frame on the board with 4 sections divided by a :
   Show children counting stick                                                                                                                    Q if my digital clock reads 00:00, what
Recall doubles to 10+10                   (or empty number line).           Read time to the hour on an                                                                                 time of day is it?
and corresponding halves            Q If I put 0 at the beginning of my
stick, and 20 at the end, which
analogue or digital clock.                               :                                                  Q If my digital clock reads 12:00, what
number will be halfway?                                                                                                                             time of day is it?
   With an analogue clock alongside it. Or show ITP ‘tell the time’ with
       You may have to stick up all                                         the digital display set to 12 hour option and larger than the          Q My digital clock says 03:00 and my
the numbers to prove to the                                         analogue display.                                                      analogue clock says (3 o’clock shown).
children that 10 is halfway.                                    Show (or write in ‘digital’-type square numbers) 12 midnight              Are the times the same?
(00:00).
       Repeat with halves of other                                     Q What time is shown on the analogue clock? It’s the same time as           Repeat with other times, occasionally
numbers.                                                       the digital clock, why do you think the digital clock reads 00:00?          making them different.
Q If the analogue clock reads 1o’clock, what do you think the display
VOCABULARY: double,                 Q If I put 0 at the beginning of                                        on the digital clock will read?
half. Halfway, twice as             my counting stick, and 10 half          VOCABULARY: analogue,           Q Why do these numbers have a 0 at the front?
many.                               way, which number is going to           digital, hour, o’clock, time,    Repeat with other times on the hour around the clock, emphasising
come on the end (give them a            midnight, morning,                   the times of day (morning, afternoon, evening, night).
clue, it’s double 10!!)                 afternoon, evening night.        Hand out whiteboards and pens.
Q The numbers on the analogue clock look like normal numbers, but
       Again, use stickers to prove                                    how do the numbers on the digital clock look different?
to the children that double                                     On white board using a light coloured pen draw a grid:
10 is 20.

       Repeat with other numbers.
    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
RESOURCES: counting                                                                                               superimposing digital numbers on this grid, how they can be
stick or empty number                                                                                             drawn.
line, post-its or stickers                                                  RESOURCES: whiteboard           Q Use your whiteboards and pens to draw a number 1.
numbered 0-20.                                                              & analogue clock or ITP ‘tell   Repeat with other numbers, beginning with 1-digit numbers and then          By the end of the lesson children
the time’, whiteboards and      trying 2-digit numbers.                                                     should be able to:
pens,                                                                                                       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.

Planning sheet                                 Day five                          Unit 12 measures and time                                         Term: Autumn               Year Group: 2

Main Teaching                                                                                Plenary
Objectives and                  Teaching Activities                              Objectives and Vocabulary            Teaching Activities                                     Teaching Activities/
Vocabulary                                                                                                                                                                    Focus Questions
 Show children the counting stick (or an   Read time to the hour on a             Use ITP ‘tell the time’. Make digital clock larger
Recall doubles to                          empty number line).                    digital clock.                           than analogue one, or use whiteboard and            Q If I went to school at 9 o’clock and
10+10 and                                                                                                                  analogue clock face as yesterday.                   went out to play at 11:00, how many
corresponding halves              Q if the number at the beginning of my                                                                                                       hours had passed in between?
stick is 0 and the number at the end of my
stick is 12, which number is halfway?                                             Q If I show you 10:00 on the digital clock, what time      Q When I got to the bus stop, the
is it going to be on the analogue clock?               timetable said the next bus would be
Q How did you work it out?                                                                                                                   16:00, and my watch said 3 o’clock.
Repeat, recapping on other times from yesterday.           How long do I have to wait for the bus?
■       Repeat with other numbers.

Q if the number at the beginning of my stick                                      Q How many hours are there in 1 day?                       Q I should have been at my friend’s
is 0 and the number halfway is 8, which                                                                                                      house at 2 o’clock but we got stuck in
number is on the end?                                                             Q If we count around the analogue clock numbers,           a traffic jam and didn’t arrive until
VOCABULARY:                                                                                                         how many times do we go round the clock to get to          17:00. How many hours late were we?
double, half. Halfway,                   Repeat with other numbers.              VOCABULARY: analogue, digital,    24?
twice as many.                                                                    day, night, morning, afternoon,                                                              Repeat with similar questions.
evening, midnight, noon.          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 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?)

     Repeat with other numbers.
RESOURCES:                                                                        RESOURCES: ITP ‘tell the time’/
counting stick or empty                                                           whiteboard and analogue                Set ITP digital clock to 24 hour version.
number line                                                                       clock face,
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         By the end of the lesson children
school day, eg ‘at 9 o’clock we take the register’.   should be able to:
Read the time to the hour on a 24 hour
Activity: draw clock face/digital times for          clock.
each time written on board, with sentence
underneath.

Resource sheet 12.1

January

February

March

April

May
Resource sheet 12.2

June

July

August
September

October
Resource sheet 12.3

November

December