# Maths Year 1 Summer Money and Time

Each unit has everything you need to teach a set of related skills and concepts.

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The PowerPoint incorporates step-by-step teaching, key questions, an in-depth mastery investigation, problem-solving and reasoning questions - in short, everything you need to get started.

All the other resources are there to support as-and-when required. Explore at your leisure - and remember that we are always here to answer your questions.

## Unit 1 Find totals of coins using number facts (suggested as 3 days)

### Objectives

Find totals of coins using number facts
Unit 1: ID# 1721

National Curriculum
Meas (iii)

Hamilton Objectives
22. Recognise and know the value of different denominations of coins and notes.
7. Know number bonds to 10, e.g. 5 + 5, 6 + 4, etc.
8. Begin to know pairs which make 5, 6, 7, 8, 9 and 20.
10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.
12. Solve missing number problems and addition/subtraction problems in number stories.

### Planning and Activities

Day 1 Teaching
Show an enlarged 0–20p number line. Mark 20p and stick 12 pennies with sticky tack under it. How many more pennies do I have to find to make 20p? Use number bonds to 10 (2 + 8) to work this out. Relate this to bonds to 20. Repeat for 15p + 5p = 20p.
Group Activities
-- Pick a money card and find the complement to 20p.
-- Listen to coins dropping into a tin; work out the complement to 20p.

Day 2 Teaching
Show pictures of differently priced toys. Children work in pairs to pick two and add the prices. Discuss which number facts they need to use. Rehearse adding pairs of toys using facts, e.g. doubles or bonds to 10 or 20: 6p + 6p and 14p + 6p.
Group Activities
Use the in-depth problem-solving investigation ‘Dicey coins’ as today’s group activity.
Or, use this activity:
-- Pretend-shopping: add two or three amounts, identifying helpful number facts where possible.

Day 3 Teaching
Display a 0–£1 penny line (see resources). What is 60p add 10p? Do we need to count on in ones? (No) Draw a jump labelled + 10p from 60p to 70p. Relate this to ‘Spider counting’ on the 100-square. Point to 70p and repeat. Write 70p + 10p = 80p. Continue like this, adding 10p and 20p to different amounts, e.g. 42p, 71p, 13p. Use the money line to show children that 100p = £1.
Group Activities
-- Calculate price increases of 10p or 20p using penny lines.
-- Calculate price increases of 10p, 20p or 30p using penny lines.

### You Will Need

• ‘0–20p penny line’ (see resources)
• Pennies, 2p coins and sticky tack
• ‘10p to 19p cards’ (see resources)
• Tin/money-box
• Additional activity sheets (see resources)
• Mini-whiteboards and pens
• Flipchart
• Empty food containers and price tags
• 1-100 square
• 1-6 dice adapted to show amounts 10p to 60p

### Mental/Oral Maths Starters

Day 1
Pairs to 10 (pre-requisite skills)

Day 2
Make amounts up to 10p (pre-requisite skills)

Suggested for Day 3
Count on/back in 10s (simmering skills)

### Worksheets

Day 1
Add pennies to a purse to total 20 pennies.
Add an amount to a purse to total 20p, then 30p

Day 2
At the sports shop, choose pairs of items to add, using number facts where possible.

Day 3
Add piles of money together; then add 10p or 20p to this amount.

### Mastery: Reasoning and Problem-Solving

• Write the missing numbers:
12p + ☐ = 20p
6p + ☐ = 20p
13p + 3p + ☐ = 20p
• Add the amounts to write the missing numbers in the table.
 + 4p 7p 16p 23p 13p 7p 11p
• 14p, 6p, 9p
Choose two amounts and add them.
Choose a different two and add them.
Choose another two amounts and add them.
• Add 20p to each price:
30p, 50p, 80p
How much was added to 40p to get 70p?

In-depth Investigation: Dicey Coins
Children roll a dice to determine how many coins they can take. They try to choose coins with a total of either 10p or 20p.

### Extra Support

Count the Pennies
Finding total of two coins (10p, 5p, 2p and 1p)

## Unit 2 Change/differences in amounts of money (suggested as 2 days)

### Objectives

Find change and differences between amounts of money
Unit 2: ID# 1733

National Curriculum
Meas (iii)

Hamilton Objectives
22. Recognise and know the value of different denominations of coins and notes.
12. Solve missing number problems and addition/subtraction problems in number stories.

### Planning and Activities

Day 1 Teaching
Display items costing under 20p and a 0–20p penny line (see resources). Choose the sweet costing 17p; mark the amount on the line. I’m going to buy this sweet – it costs 17p. I’m going to pay with this 20p coin. That’s too much money, so the shopkeeper will need to give me some money back – some change. Let’s find out how much change I should get... Demonstrate how to count up from 17p to find the change from 20p. Repeat with other items.
Group Activities
-- Role-play shops and finding the change.
-- Solve problems using the amount paid and the change given to find the cost of an item.

Day 2 Teaching
Show children a 0–20p penny line and say you have bought a rubber for 7p. Use Interactive Whiteboard coins or large mock coins to show this. Now buy a pen for 16p. How much more expensive is 16p than 7p? What is the difference between 16p and 7p? Show how to count up from 7p to 16p. Repeat for 8p and 13p.
Group Activities
Use the in-depth problem-solving investigation ‘The Puzzling Sweet Shop’ from NRICH as today’s group activity.
Or, use this activity:
-- Find the difference in price between stationery items.

### You Will Need

• ‘Change from 20p’ (see resources)
• 1p, 2p, 5p, 10p and 20p coins
• Items to role-play ‘shops’
• ‘0–20p penny line’ (see resources)
• Interactive Whiteboard coins or large mock coins
• Items (e.g. stationery) with prices

### Mental/Oral Maths Starters

Day 1
Complements to multiples of 10 (pre-requisite skills)

Suggested for Day 2
Subtraction facts (simmering skills)

### Worksheets

Day 1
Find the change from 20p; draw the change in different ways.

Day 2
Pick two items of stationery; find the difference in price between them.

### Mastery: Reasoning and Problem-Solving

• Write the change from 20p when buying:
(i) 16p biscuit
(ii) 14p cracker
(iii) 9p drink
• True or false?
You always get change if you pay for something with a 20p coin.
You can buy two 8p sweets and still have change from 20p
You pay with 20p and you spend 9p. You get more than 9p change.
• Sam says that the difference between 13p and 6p is the same as the difference between 20p and 13p. Is he right?

In-depth Investigation: The Puzzling Sweet Shop
Use the clues to work out which sweets the children bought. The Puzzling Sweet Shop from nrich.maths.org.

### Extra Support

Mystery Sums
Finding how many more are needed to make 10

## Unit 3 Totals of amounts; change from 10p, 20p (suggested as 3 days)

### Objectives

Find totals of amounts; calculate change from 10p and 20p
Unit 3: ID# 1741

National Curriculum
Meas (iii)

Hamilton Objectives
22. Recognise and know the value of different denominations of coins and notes.
7. Know number bonds to 10, e.g. 5 + 5, 6 + 4, etc. Also know what is left if objects are taken from 10.
10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions.
12. Solve missing number problems and addition/subtraction problems in number stories.

### Planning and Activities

Day 1 Teaching
Find totals of money using real coins (10p, 2p, and 5p). Model adding amounts in different orders, i.e. We know that 5 + 2 is 7… What is 7 add 10? We don’t need to count on in ones - we can use Spider to add 10, making 17.
Or Let’s start with the larger number…What is 10p + 5p? We can use place value to recombine these amounts… Then count on another 2p from 15p. Tap the 2p twice saying sixteen, seventeen.
Group Activities
-- Pick 2 or 3 coins from 1p to 20p; choose an efficient order to add, then find the total.
-- Find the total of all possible combinations of three coins 1p to 20p. Add four coins.

Day 2 Teaching
Label objects with price tags from 20p to 30p. Use a 0–30p penny line to show how to find change from 30p if paying for an item with a 20p and a 10p coin. Choose an item and count up from its price to 30p. Repeat.
Group Activities
-- Role-play ‘shops’, finding the change from 30p.
-- Work out whether a shopkeeper has given the correct change.

Day 3 Teaching
Display stickers priced between 10p and 30p. Which stickers can’t be bought with 20p? Demonstrate how to use the ‘friendly pairs’ cards (the bonds to 10) to help work out the change from 20p when buying different stickers: recalling and using number bonds, rather than counting up in 1s.
Group Activities
Use the in-depth problem-solving investigation ‘Change Challenge’ as today’s group activity.
Or, use this activity:
-- Look for friendly facts and pairs to help work out change.

### You Will Need

• Coins and sticky tack
• Objects and price tags
• ‘0–30p penny line’ (see resources)
• Large mock coins
• ‘Maria’s problems’ (see resources)
• ‘Stickers’ sheets 1 and 2 (see resources)
• Additional activity sheets (see resources)
• Interactive whiteboard coins
• 1-100 grid

### Mental/Oral Maths Starters

Day 1
Make amounts up to 10p (pre-requisite skills)

Day 2
Pairs to 10 (pre-requisite skills)

Suggested for Day 3
Counting on and back in 2s and 10s (simmering skills)

### Worksheets

Day 1
Find money totals, re-ordering coins to aid addition.

Day 2
Choose an item to buy and work out change from 20p or 30p by counting up.

Day 3
Work out change from 20p or 30p by using ‘friendly pairs’ number facts.

### Mastery: Reasoning and Problem-Solving

• I have three different coins. Each coin is worth less than 20p. Write some different amounts I might have. Can you find all four?
• Pay for each item with a 20p coin. How much change do you get?
-- teddy for 17p
-- spinner for 15p
-- ball for 18p
-- yoyo for 11p
• Write five different pairs of number which total 10.
• At the shops... Use ‘friendly pairs’ to find the change:
-- Sweets cost 7p. Pay with 10p.
-- Apple costs 14p. Pay with 20p.
-- Crisps cost 18p. Pay with 20p.
-- Choc bar costs 12p. Pay with 20p.

In-depth Investigation: Change Challenge
Children find different ways of getting 1p, 2p or 3p change when buying cakes costing 1p to 20p and using 2p, 5p, 10p or 20p coins.

### Extra Support

Sweet Shop
Finding change from 10p.

## Unit 4 Analogue time to half/hour; sequencing (suggested as 2 days)

### Objectives

Read analogue time to hour and 1/2 hour; sequence events
Unit 4: ID# 1747

National Curriculum
Meas (iv) (vi)

Hamilton Objectives
19. Tell the time to the half hour on analogue and digital clocks.
20. Use the language of time including earlier, later, minutes, hours.
21. Sequence events in chronological order.

### Planning and Activities

Day 1 Teaching
Show 8 o’clock on a geared analogue clock. Discuss the time and what children might be doing at this time in the morning. Move hands round to show half past 8. Discuss what we are doing now. Continue showing different times, matching to events during the day. Ask children to stand up and show 6 o’clock with their arms as clock hands. Now show me half past 6. Show me 12 o’clock, now show me half past 12.
Group Activities
-- Tell and make o’clock and half past times.
-- Play ‘What’s the time Mr Wolf?’, making times on clocks.

Day 2 Teaching
Show children 10 o'clock on a geared analogue clock. What is the time in half an hour? Count on in steps of half an hour as you move the hands on the clock. Repeat, pausing at certain times to ask what children might be doing at those times.
Group Activities
Use the in-depth problem-solving investigation ‘My New Watch’ as today’s group activity.
Or, use these activities:
-- Play a board game, making times on clocks. Say the time half an hour earlier or later. Order times.

### You Will Need

• Large geared analogue clock
• Small analogue clocks
• Mini-whiteboards and pens
• ‘What’s the time?’ game board (see resources)
• Dice and counters
• What's the Time Mr Wolf? by Debi Gliori

### Mental/Oral Maths Starters

Day 1
O’clock times (pre-requisite skills)

Day 2
Make o’clock times (pre-requisite skills)

### Worksheets

Day 1
Write times, or draw the hands on the clocks to show o’clock and half past times.

Day 2
Solve word problems involving time.

### Mastery: Reasoning and Problem-Solving

• True or false?
Half past 5 is half an hour before 6 o’clock.
We leave school at about half past 3.
We get to school at 2 o’clock.
Half past 12 on the clock has the little hand pointing straight down and the big hand pointing straight up.
• Write the time half an hour after:
(i) 10 o’clock
(ii) half past 6
(iii) 1 o’clock.

In-depth Investigation: My New Watch
Children use analogue clocks to try out different o’clock and half past times. They find all the possible different o’clock and half past times between midnight and midday!

### Extra Support

Time to Play
Telling the time to the hour on analogue clocks

## Unit 5 Analogue and digital time to half/hour (suggested as 2 days)

### Objectives

Read analogue and digital times to hour and 1/2 hour
Unit 5: ID# 1753

National Curriculum
Meas (iv) (vi)

Hamilton Objectives
19. Tell the time to the half hour on analogue and digital clocks.
20. Use the language of time including earlier, later, minutes, hours.

### Planning and Activities

Day 1 Teaching
Launch ITP Tell the Time. Stop the clock and set the time to 10 o’clock. Show and discuss both the analogue and digital displays. Demonstrate how both change if we move on in half hour intervals. Focus on where both hands move to on the analogue clock.
Group Activities
-- Game: make times from the time cards and set the hands of an analogue clock.
-- Move analogue clock hands on in half hour steps.

Day 2 Teaching
Show o’clock times on the geared analogue clock. Match to digital clock times. Tell the half-hour times as the minute hand moves round the clock in half hour intervals. Show digital clock times to match.
Now show a half past time on the digital clock. Look how the numbers after the dots have changed. What number do they show now? (:30) This is because it is telling us that 30 minutes have passed, so it is half past the hour. Children show this time using their arms. Repeat with other half past digital times, mixing in some o’clock times
Group Activities
Use the ‘Time Challenge’ in-depth problem-solving investigation below as today’s group activity.
Or, use this activity:
-- Match analogue and digital times.
-- Match analogue, digital and written times.

### You Will Need

• ITP: Tell the Time
• Time cards (see resources)
• Mini-whiteboards and pens
• Small analogue clocks
• Large geared analogue clock
• ‘Match the cards’ sheets 1 and 2 (see resources)

### Mental/Oral Maths Starters

Day 1
Count in steps of one hour (pre-requisite skills)

Suggested for Day 2
Halves (simmering skills)

### Worksheets

Day 1
Draw clock hands and write times in words to complete the timeline.
Draw clock hands and digital displays.

Day 2
Match analogue and digital times.
Draw the time half an hour later.

### Mastery: Reasoning and Problem-Solving

• Count in half hour steps from 3 o’clock to half past 5. Write the times you say.
• Match pairs of written and digital times.
5 o’clock 3:30
half past 7 5:00
12 o’clock 2:30
half past 3 7:30
half past 2 8:00
8 o’clock 12:00
• Write these times on a digital clock:
4 o’clock
half past 5
• True or False? The hour hand of a clock always points to 6 at a ‘half past’ time.

In-depth Investigation: Time Challenge
Children use time vocabulary to write times on analogue clocks.

### Extra Support

Time Jigsaws
Telling the time to the hour on analogue clocks.

## Unit 6 Units of time and ways of showing times (suggested as 3 days)

### Objectives

Understand different units of time and ways of showing times
Unit 6: ID# 1759

National Curriculum
Meas (iv) (v) (vi)

Hamilton Objectives
19. Tell the time to the half hour on analogue and digital clocks.
20. Use the language of time including days, weeks, months, earlier, later, yesterday, minutes, hours.
21. Sequence events in chronological order.

### Planning and Activities

Day 1 Teaching
Hang days of the week along a washing line, beginning with Monday. Chant and rehearse the order. Then hang the months of the year on the line and rehearse these, beginning with January. Ask children when their birthdays are – they write their names on sticky notes and attach to their birthday month. Swap or remove a month card… Open your eyes. Which month is missing?
Group Activities
-- Play a game of ordering days of the week (or months of the year); find which day comes next.

Day 2 Teaching
Use ITP Tell the Time. Rehearse the analogue times at o’clock and at half past the hour. Give a small clock to each pair. Ask them to set times – either o’clock or half past. Remind children how to write the time in the digital form. Repeat with half-past times, with children setting clock hands before writing the time in digital form, e.g. 4:30.
Group Activities
-- Play ‘teachers’ with the analogue clocks and record the digital times.

Day 3 Teaching
Use ITP Tell the Time. Show the time that Jess gets home from school (half past 3). Then discuss what she does for her evening and move the clock to show the half hour intervals. Children match spoken times to o’clock times by showing times on their clocks.
Group Activities
Use the in-depth problem-solving investigation ‘Times of Day’ from NRICH as today’s group activity.
Or, use this activity:
-- Hunt the clocks around the classroom; record as a digital time and half an hour later.

### You Will Need

• Washing line
• Days of the week and months of the year cards (see resources)
• Sticky notes and pens
• Cubes
• ITP: Tell the Time
• Small analogue clocks
• Mini-whiteboards and pens
• ‘Analogue clock’ (see resources)
• ‘Time recording’ sheet (see resources)

### Mental/Oral Maths Starters

Day 1
Days of the week (pre-requisite skills)

Day 2
Count in steps of one hour (pre-requisite skills)

Day 3
What’s the time Mrs Smith? (pre-requisite skills)

### Worksheets

Day 1
Help Daniel to order his clubs during the week.
Help Sammy to order birthdays through the year.

Day 2
Show the shopkeeper what the time will be half an hour later on lots of different clocks.

Day 3
Find and draw times half an hour later for Lazy Larry.
Find and draw times half an hour later for Early Ethel.

### Mastery: Reasoning and Problem-Solving

• Write the missing days:
[__________]
Monday
Tuesday
Wednesday
[___________]
[___________]
Saturday
• Which month comes after:
(a) January
(b) March
(c) May
(d) July
(e) October?
• Write a suitable time for each event. You choose how to write each time (in words, on an analogue clock or on a digital clock). Some must be half-past times:
Breakfast
Morning playtime
Lunch
Going home from school
Bedtime

In-depth Investigation: Times of Day
Sequence the pictures according to your own criteria. Times of Day from nrich.maths.org.

### Extra Support

Time Triples
Telling the time to the hour on analogue and digital clocks