Year 4 Maths – Telling the timeTopic overview

Over the next 2 weeks children will be learning all about time. Over the duration of this topic children will learn about the 24-hour clock, they will learn how to use both the 12-hour clock and the 24-hour clock, children will begin to be able to convert between 12 hour clock and 24 hour clock and use their knowledge of time to be able to solve word problems. This week you have lessons 1-3. Next week I will be sending out lessons 4-6This being said, please only do what you can, do not worry if you have not completed all 3 lessons by the end of the week. Structure of work.For each lesson there will be a lesson approach which will explain how to teach each part of the lesson which are: In focus- This is the beginning of the lesson designed to engage your child in exploring their knowledge. Lets learn- Here is where you will teach the method, concept- spend as much time as needed here. Guided practice- Here you will support your child to complete the guided practice. Independent task- This is where children will apply their understanding. Challenge- The challenge is to push children to further deepen their understanding but is not an essential part of the lesson. Below the lesson approach you will find the images to support each part of the lesson. Throughout the lesson approach each part of the lesson is explained to support the teaching of the concept, the important thing is to spend time discussing ideas and understanding please do not feel you have to complete the entire lesson only do as much as you can. Please see suggestions in blue to support learning. Additional resources for learning to tell time:

https://www.topmarks.co.uk/time/teaching-clockhttps://www.timeanddate.com/worldclock/

Lesson 1- To be able to tell the time on a 24 hour clock.Lesson Approach- to support this lesson please use the numberline which you will find in the Let’s learn part of the lesson.

1. To begin this lesson, ask your child what they already know about telling the time, do they have any knowledge of the 24-hour clock, the 12-hour clock, a.m. and p.m. Discuss any knowledge your child has, don’t worry too much about correcting any mistakes just yet, allow your child to explore their knowledge.

Ask a few questions about time and duration, hours in a day, days in a week, etc.

For example: How many days are there in a week? How many hours are there in a day? How many months in a year?

2. Then show your child the In Focus task and read through it together. Take some time to discuss the task.

Together look at the Let’s Learn and look together at how to calculate the answer using the Let's Learn images, 1, 2 and 3

Ask questions about the times on the 12-hour and 24-hour clocks.

What time is 6 a.m. on the 24-hour clock? What about 6 p.m.? Are there any times that look the same? What is different?

Take some tome to discuss this together using the number line in the Let’s Learn to support.

3. Now have a go at the Guided Practice, this is supported and is the opportunity for your child to explore and discuss the questions, their method and answers to become confident.

4. Once your child has completed the guided practice they can have a go at the Independent task.

5. If your child has completed this and wish to complete a challenge this has been included.

Independent task

Challenge

Lesson 2- Changing time from minutes to secondsLesson approach- To support this lesson have available the 6 times tables, I have included an image below, or you could write the 6 times tables. 1. To begin this lesson, recap on the previous lesson and talk about what you learnt, discuss units of time, days in a week, minutes in an hour, hours in a day, any knowledge that your child wants to share and discuss.

Show your child the In Focus task, read it through together and discuss the question. Ask your child what things they can do in a minute and take suggestions. Is it a long or short measure of time? What can it be used for measuring?

2. Show your child how to calculate the number of seconds in 4 minutes, as shown in Let's Learn 1 and 2.

Ask these questions:

What times tables can help you calculate this? We are using the 6 times tables.

What method can you use? Children could count in groups of 60 but should be able to see the connection with the 6 times tables.

Here you could practice the 6 times tables,

Here it is important to see the connection between the 6 times tables to be able to support converting minutes to seconds.

Practice the following method:

5 minutes in seconds is the same as 5x60=

5x6=30

30x10=300

5 minutes in seconds is 300 seconds

11 minutes in seconds is the same as 11x60=

11x6=66

66x10=660

11 minutes in seconds is 660 seconds

24 minutes in seconds is the same as 24x60=

Half of 24 12x6=72

72x10=720

720+720=1440

3. During Guided Practice, your child will be converting minutes into seconds using the above method. Please give as much support as needed here and spend as much time as needed to practice the method above.

4. During the independent task children are to further practice the above method to convert minutes into seconds, support your child as needed.

5. There is a challenge included if your child wishes to complete it.

Challenge

Lesson 3-Chaning time from hours to minutes. Lesson approach- For this lesson it will be really useful to have a clock handy. 1. To begin this lesson, talk with your child about the following:

How many minutes are there in 1 hour?

How many minutes are there in 2 hours, 3 hours, etc.?

How did you calculate this?

How many minutes are there in 1⁄2 hour?

Then show your child the In Focus task, discuss this together.

2. Then show the Let's Learn. Discuss together the Let’s Learn 1- ensure that your child understands how many minutes are in an hour and half an hour.

Now look together at the Let’s Learn 2 and ask the following questions:

How can we calculate the number of hours the chicken takes to cook?

How many minutes are there in 1 hour?

How can we convert 5 hours into minutes?

Apply the method from the previous lesson to calculate

5 hours in to minutes is the same as 5x60=

5x6=30 30x10=300

5 hours in minutes is 300 minutes.

3. During Guided Practice, children are converting hours to minutes. Support as much as needed and spend as much time as needed here.

4 and 5. Complete the independent task and challenge.

Independent task

Challenge