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and
half hour
(Objective repeated in Block D Units 1, 2 & 3)
Write on the board:
Morning Afternoon Night
Ask the children for activities/ things that they do each day.
For each response ask:
Q If the little hand was pointing to the three and the big hand was pointing to the 12, what time would it be?
Ask a volunteer to come out and change the time to 3 o’clock.
Repeat with other times and volunteers.
Children to have hand held clocks and make the times in response to teacher questioning and then demonstrate on the ITP.
In pairs children turn over cards from Resource sheet Y1 38 and make the o’clock on hand held clock for partner to check. Swap roles.
• Use ITP ‘Tell the Time’ or large clock face on OHP or drawn on board.
• Set the clock to 1o’clock and steps of one hour.
Ask:
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• Recite the days of the week together. Repeat several times. Next move on to reciting the months of the year and discuss which
month it is at the moment.
• Place the washing line up in the classroom. Ask pupils to estimate where along the line, the randomly picked months of the year
would be placed. Place along the line, paying particular attention to the months that come before and after each month. When all of
the cards have been placed on the line, recite the months of the year with the pupils.
• Using a counting hoop, with twelve divisions, ask pupils to recite the names of the months of the year. At various intervals stop and
ask
Encourage the children to give responses that include snow, ice, cold weather, etc. Repeat questioning for the other seasons of the year.
Ask
Q What would a tree look like in Winter, Spring, Summer and Autumn?
Give pupils Activity sheet Y1 40 and ask pupils to fill in each section on the activity sheet, considering the type of weather and what the
tree would look like for each season.
• Recite the seasons of the year.
• Remind the children that there are 4 seasons in the year, winter, spring, summer and autumn.
Ask the children what a tree would look like for each season in the year.
Ask:
Q Which season would you wear sunglasses in? Is this before or after Winter?
In pairs, children should take it in turns to select a season card and an item of clothing or object from the cards from Activity sheet Y1 41.
Children should support all answers given with explanations and particularly focus on the seasons that fall before and after others.
Using a demonstration or, if available, Interactive Teaching program “Tell the Time” clock, revise reading times to the hour.
Encourage children to describe the position of the hands on each clock picture.
Holding up a clock, invite a volunteer to show 4 o’clock. Repeat this for a variety of on-the –hour times.
Show 3 o’clock and ask
Encourage children to think about how the hour hand will move around the clock and ask a volunteer to move the hour hand around the
clock. Next, ask children to watch whilst the hour hand is moved backwards to show 3o’clock again. Repeat the previous step to find the
time that is one hour before.
Move the hands on the clock to show half past 3. Ask the children to talk about the difference in times between the two clocks.
Q What position are the hands on the clock when the time is half past?
Repeat for other half past times.
Children will work in pairs, one child using cards from Activity sheet Y1 42 and the other holding a clock face. Children will take it in turns
to say the time indicated on the card, whilst the other child will show the time on the clock face.
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RESOURCE SHEET Y1 37
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RESOURCE SHEET Y1 38
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RESOURCE SHEET Y1 39
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ACTIVITY SHEET Y1 40
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ACTIVITY SHEET Y1 41
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ACTIVITY SHEET Y1 42
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ACTIVITY SHEET Y1 42 (page 2)
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