Mental Oral Starters Y2 Spring Teaching Sequence M4

Activity 1 Objective: Know the days of the week in order and what typically happens on each Resources: sheet of days of the week (see resources), scissors, washing line and pegs, cards with days of the week

 Give each pair a sheet of days of the week (see resources) to cut into ‘cards’. Children arrange them in order.  Ask children to help you to hang the days of the week on a washing line (and correct any mistakes in their order of their own cards). Discuss what happens on each day.  Children close their eyes whilst you remove a card. They work out which card is missing, and when you say ‘show me’, show the missing day. Each correct pair win a cube.  Repeat.  Talk through the activities for the day, mentioning how long each will be and how long breaks and lunchtime will be. o How many hours are in a day?

Activity 2 Objectives: Know 2, 5 and 10 times tables Have a sense of how long a minute is Resources: One minute sand timer

 Arrange the children in a circle and show them a minute sand timer. o It takes one minute for the sand in this timer to go from one end to the other. How many seconds is that? o I wonder if we can say our 2 times table in less than one minute! Turn the sand timer and say together: one 2 is two, two 2s are four, three 2s are six…  If they don’t manage this in under a minute, repeat and try again.  Repeat with the 5 and 10 times tables.

Activity 3 Objectives: Count to 60 Have a sense of how long a minute is Resources: Bean bag, one minute sand timer

© Original teaching sequence copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Y2 Maths TS_M4 – Mental Oral Starters - Spr  Children sit in a circle and count to 60 as they pass a bean bag round and round the group.

 Show children a minute sand timer.

o It takes one minute for the sand in this timer to go from one end to the other. How many seconds is that?

 Children pass the bean bag round the class, this time saying one elephant, two elephant, three elephants etc. and see if they get to 60 elephants at around the same time as the sand in a minute sand timer runs out.

o Did we need to count more slowly or more quickly?

Activity 4 Objective: Know equivalent units of time Resources: Sheet of equivalent times (see resources), one minute sand timers

 Children work in pairs and cut up a sheet of equivalent times and then shuffle them. They turn over a sand timer and see if they can find all the pairs of equivalent times before the timer runs out.  They then use the cards to play pelmanism. (They shuffle cards, turn them face down, and then take it in turns to turn 2 over and see if they are different ways of saying the same lengths of time e.g. 60s and 1 min. If they are the same, they keep them, if not they turn them over again. The winner is the person with most cards.)