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Planning Sheet stick
Unit 12 Five daily lessons Title measures and time This Unit Plan is designed to guide Year 2 your teaching. 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. ad9890ce-c212-414c-8042-9baa777c780c.doc 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 of fingers? metre stick? Ask children questions about the 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? ad9890ce-c212-414c-8042-9baa777c780c.doc 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. ad9890ce-c212-414c-8042-9baa777c780c.doc 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. ad9890ce-c212-414c-8042-9baa777c780c.doc 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. ad9890ce-c212-414c-8042-9baa777c780c.doc 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. ad9890ce-c212-414c-8042-9baa777c780c.doc Resource sheet 12.1 January February March April May ad9890ce-c212-414c-8042-9baa777c780c.doc Resource sheet 12.2 June July August September October ad9890ce-c212-414c-8042-9baa777c780c.doc Resource sheet 12.3 November December ad9890ce-c212-414c-8042-9baa777c780c.doc Activity sheet 12.1 Use a ruler to measure these lines. Write the measurement in cm above each line. ad9890ce-c212-414c-8042-9baa777c780c.doc