Unit of work aimed at Year Three - time. Differentiated resources for each lesson and lots of opportunity for AFL/talk partner work. Unit starts with a cold task that can be repeated at the end of the unit. Children make their own clocks at the start of the unit to help build familiarity. Before each lesson is a teacher slide with information about each lesson. Lots of extra activities and further extensions/probing questions. :) Cold Task – Time LI: To know the number of seconds in a minute and the number of days in each month and year. Success Criteria: -I know how many minutes are in an hour. -I can calculate how many hours in a week. -I can calculate how many days in a month. LI: To estimate a period of time. Success Criteria: -I know what estimate means. -I can make relevant estimations. I can justify my reasoning. LI: I can create and label a clock. Success Criteria: -I can label the hands on a clock. -I know what the marking on a clock are. -I can represent given times on my clock. LI: To read and write the time to quarter of the hour. Success Criteria: -I know how many minutes are in one hour. -I can recognise quarter past and quarter to on a clock. I know that the small hand is the hour hand. I know that the long hand is the minute hand. LI: To tell and show the time to the nearest minute using analogue clocks. Success Criteria: -I know what the different numbers and hands represent. -I can explain whether it is ‘past’ or ‘to’. -I can show the correct time on an analogue clock. LI: To read and show time on 12-hour and 24-hour clocks. Success Criteria: -I know there are 24 hours in a day. -I know that digital time has hours first, then minutes. -I can explain what time is shown on a digital clock. LI: To convert between digital and analogue clocks. Success Criteria: -I know the difference between analogue and digital. -I can explain how to convert between different clocks. I can successfully read different clock faces. LI: To solve problems involving time. Success Criteria: -I know what the word problem is asking me to do. -I can use a number line to see how much time has elapsed. -I can carefully check my answers. LI: To solve problems involving time. Success Criteria: -I can read a timetable. -I can answer simple questions. -I can use a number line to solve problems.

Maths speech bubbles with different sentence stems/questioning prompts. Based on Blooms Taxonomy.

A unit based on area and perimeter (Year Five). Linked to housing plans for The Tudors and the book ‘The Secret Diary of a Tudor Boy Spy’. Objectives cover include: Cold Task LI: To explore position and direction, area and perimeter. LI: To calculate the perimeter of different shapes. LI: To calculate the perimeter of composite rectilinear shapes.* LI: To collaboratively plan and design a Tudor house and gardens. LI: To calculate the area of rectangles. LI: To calculate the area of compound shapes. * LI: To design and present my Tudor House demonstrating my understanding of measurement, area and perimeter. Hot Task LI: To explain Tudor houses and gardens. *This lessons require Twinkl worksheets (not included) or a different type of worksheet (not provided). All over necessary worksheets/resources are included.

Three different worksheets. 1.) partitioning and representing numbers. 2.) 10 more/10 less and 100 more/100 less 3.) number lines to 1000. PDF format so ready to print and go. Pitched at Year Three.

Set of four differentiated worksheets to allow children to practise reading and writing time in analogue and digital to o’clock and half past.

Covers all Year Five place value objectives. Three weeks worth of lessons and resources. A few lessons require Twinkl tasks (not included) but can be adapted. These lessons are used to consolidate learning from the lesson before so are not 100% necessary but supplement the learning nicely. Most tasks offer a range of ‘mild’, ‘warm’ or ‘spicy’ tasks with an added option for an extension or probing question. Those three lessons which would benefit from a Twinkl membership are - Roman Numerals, Compare and order numbers, Place Value problems. Lessons are: Cold task LI: To represent numbers up to 1,000,000. LI: To add powers of 10, 100, 1000 and 10,000. LI: To subtract powers of 10, 100, 1000 and 10,000. LI: To compare and order numbers up to 1,000,000. x2 LI: To read and interpret negative numbers. LI: To round a number to the nearest 10, 100 and 1000. x2 LI: To read and write Roman numerals to 1000. x2 LI: To solve problems involving place value. x2 Hot task - Please note this is the same as the cold task, the title just needs to be changed.

A unit of work looking at the formal written method for multiplication (2D number x 1D number) and using a place value grid to multiply and divide by 10, 100 and 1000. Objectives covered: LI: To multiply by 10, 100 and 1000. LI: To divide by 10, 100 and 1000. LI: To use the formal written method to multiply a 1-digit number with a 3-digit number. LI: To use my knowledge of other multiples to answer questions. LI: To use the formal written method to multiply a 2-digit number with a 3-digit number. Five lessons with some room to expand. Aimed at Year Five. All work on slides with opportunities to class mark to reduce marking load!

Three arithmetic style ‘tests’ - great to check in with children’s knowledge. 1.) place value 2.) four operations (focus on multiplication, prime numbers, etc.) 3.) four operations (focus on multiplication and division)