Use the vocabulary of halves and quarters

(Objective repeated in Block E Units 1, 2 & 3)

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:

Q What are the numbers on the clock face?

Q Can you describe the position of the hands?
Q What time does the clock show?
Q How long will it take for the little hand to go all the way around the clock?
Q What time would it be now?
Show 2 o’clock on the ITP and 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 26 and make the o’clock on hand held clock for partner to check. Swap roles.
Use ITP Time or large clock face on OHP or drawn on board.
Set the clock to 1o’clock and steps of one hour.
Ask:

Q What time does the clock show?

Q What time will the clock show in one hour?
Q How many times does the big hand have to move around the clock so that the little hand will point to 12 o’clock?
Establish it will have to move forward around the clock face twelve times.
Demonstrate how to move the time on the clock forward one hour and count one. Repeat incrementing in hours and get the children to count with you
until the clock face shows 12 o’ clock.
Say that this would be noon, the middle of the day or half way through the day.
Ask:

Q How many hours are there in a day?

Establish the hour hand would have to move on another twelve hours to reach midnight, the middle of the night.
Demonstrate the hour hand incrementing in hours and count with the children.
Children to work in pairs and use the Resource sheet Y1 E26 cut into a pack of cards. Place the cards in a pile face down and take turns to turn over one
card at a time and say the o’clock displayed.
Follow up game – children turn all the cards face up and put times in the right order.
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

Q Imagine it is 3 o’clock. What time will it be in one hour?

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 3 o’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 27 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.
Show the children some o’clock and half past times on a large clock face or Interactive Teaching Program “Tell the Time” and ask the pupils to say what
time it is.

Repeat activity by asking the children to show o’clock and half past times on their individual clock faces.

Q How do we know that the time is half past?

Q What position are the hands in on the clock?

Give the children a problem e.g.

Q If it is now 4 o’clock, what time will it be in 2 hours?

Now give the children a selection of similar problems to work through independently using clock faces to help solve the problems. Children will be
encouraged to record their findings, by filling the correct times on the clocks. Children should support all answers with explanations.
Remind the children that a double is when 2 numbers the same are added together.
Who can give me a number sentence with a double?
Ask the children to write an example on their whiteboards.
When you are sure children understand doubles, ask:
Who can tell me what a half is?
Explain that doubles can help them with halves.
If they know that double 3 is 6 then they also know that half of 6 is 3.
Show examples using cubes e.g. 3 cubes and 3 cubes added together makes a stick of 6 cubes. Half the stick and you get 2 groups of 3.
Play halves bingo.

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Ask the children to divide their whiteboard into 9 by drawing 2 lines in each direction.
Now ask them to put a different number between 1 and 10 in each box.
Call out even numbers from 2 – 20 at random for the children to halve. Children cross out the answers if they have them.
The first child to complete a row or column calls out ‘Bingo’.

Give the children a selection of paper shapes and ask them to fold them in half.
Have a large paper shape and fold it in 2 but not in half.
Ask the children if you have folded your shape in half.
Draw out that halves must be equal.
Now ask:
Does anyone know what a quarter is?
Explain, if necessary, that you get a quarter by dividing something into 4 equal parts.
Ask the children to take their paper shapes again, still folded in half, and to fold them in half again.
Open the shapes out and look at the 4 equal parts.
Display the different shapes folded in quarters.
Give the children pictures of shapes and a ruler and ask them to draw a line to half/quarter each shape.
Remind them that the 2 parts need to be equal (but don’t expect them to use the ruler to measure exactly).
Ask the children to stand facing the front of the classroom.
Ask them to turn half way round. They should now be facing the back of the room.
Repeat as often as necessary.
Now ask if anyone thinks they can make a quarter turn.
Establish that a quarter turn will get them facing one of the sides of the classroom depending whether they turn right or left.
Practise turning half and quarter turns.
If the children seem secure enough you cold try playing Simon says with turns.

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RESOURCE SHEET Y1 26

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RESOURCE SHEET Y1 27

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RESOURCE SHEET Y1 E27 continued

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