Teaching Time Simonstone St. Peter’s CE School. How many times during the day do you use the word...

Teaching TimeTeaching Time

Simonstone St. Peter’s CE SchoolSimonstone St. Peter’s CE School

How many times during the day do you How many times during the day do you use the word time?use the word time?

What time is it?What time is it? It’s time to pack up.It’s time to pack up. You’re wasting time.You’re wasting time. It’s time to tidy your bedroom.It’s time to tidy your bedroom. Be sure to hand in your work on Be sure to hand in your work on

time.time. We’re out of time for today.We’re out of time for today. It’s tea time!It’s tea time! If I have to tell you one more If I have to tell you one more

time…..time…..

Then there are all those famous quotes Then there are all those famous quotes about time….about time….

A stitch in time saves nine.A stitch in time saves nine. Time heals all wounds.Time heals all wounds. Better late than never.Better late than never. Take time for all things. Great haste Take time for all things. Great haste

makes waste.makes waste. Time and tide wait for no man.Time and tide wait for no man. Here today, gone tomorrow.Here today, gone tomorrow. Time flies.Time flies. To every thing there is a season; and To every thing there is a season; and

a time to every purpose under a time to every purpose under heaven.heaven.

Why do we need to be able to tell the time?Why do we need to be able to tell the time? So we are not too early or late for School.So we are not too early or late for School. So we know what time our favourite TV So we know what time our favourite TV

programme is on.programme is on. So we arrive at our swimming lesson on time.So we arrive at our swimming lesson on time. So we arrive at the airport in plenty of time to So we arrive at the airport in plenty of time to

catch our flight.catch our flight. So we know what time to set our alarm clocks.So we know what time to set our alarm clocks. So we can estimate how long things take to do.So we can estimate how long things take to do. So we can read the time (analogue and digital).So we can read the time (analogue and digital). So we can understand relationships between So we can understand relationships between

units of time.units of time. So we can read, calendars, timetables and So we can read, calendars, timetables and

work out different time zones.work out different time zones. It is a vital life skill.It is a vital life skill. It enables us to plan and organise our lives.It enables us to plan and organise our lives.

Time QuizTime Quiz

Your task is to answer the Your task is to answer the following questions.following questions.

Also, can you suggest which Also, can you suggest which year group is expected to year group is expected to answer each question?answer each question?

Question 1:Question 1:How would this time appear on a 12-hour digital clock?

Which year group is expected to answer this question?

Question 2:Question 2:

Imagine a clock with hands on the wall in front of you. The long hand is pointing to the 6. The small hand is pointing between 8 and 9. What time is it?



A plane takes off on Tuesday at 22:47. It lands on Wednesday at 07:05. How long in hours and minutes is the flight?


Question 4:Question 4:Two clocks show the same time. Which are they?



What is the day after Sunday?


Question 6:Question 6:World timesWorld times


09:4504:45 19:45

LondonNew York Sydney

Look at these world times.

It is 04:15 Saturday in Sydney. What is the time and day in

a) London b) New York


Sasha pays £3.00 to hire a motor boat. She goes out at 3:20 pm. By what time must she return?


Question 1:Question 1:How would this time appear on a 12-hour digital clock?


8:35

Year 3


Imagine a clock with hands on the wall in front of you. The long hand is pointing to the 6. The small hand is pointing between 8 and 9. What time is it?


Half past 8

Year 1


A plane takes off on Tuesday at 22:47. It lands on Wednesday at 07:05. How long in hours and minutes is the flight?


8 hours and 18 minutes

Year 5

Question 4:Question 4:Two clocks show the same time. Which are they?

Which year group is expected to answer this question? Year 2


What is the day after Sunday?


Monday

Reception



09:4504:45 19:45

LondonNew York Sydney

Look at these world times.

It is 04:15 Saturday in Sydney. What is the time and day in

a) London

b) New York

18:15 Friday

13:15 Friday

Year 6


Sasha pays £3.00 to hire a motor boat. She goes out at 3:20 pm. By what time must she return?

Which year group is expected to answer this question? Year 4

3:50 pm

Year Group ExpectationsYear Group ExpectationsTo develop children’s ability to read the timeTo develop children’s ability to read the time

Rec:Rec: Begin to read o’clock time. Begin to read o’clock time.

Y1:Y1: Read the time to the hour or half hour on analogue Read the time to the hour or half hour on analogue clocks.clocks.

Y2:Y2: Read the time to the hour, half hour or quarter hour Read the time to the hour, half hour or quarter hour on analogue clocks and a 12-hour digital clock and on analogue clocks and a 12-hour digital clock and understand the notation 7:30.understand the notation 7:30.

Y3:Y3: Read the time to five minutes on an analogue clock Read the time to five minutes on an analogue clock and a 12-hour digital clock, and use the notation 9:40.and a 12-hour digital clock, and use the notation 9:40.

Y4:Y4: Read the time from an analogue clock to the nearest Read the time from an analogue clock to the nearest minute, and from a 12-hour digital clock, use am and minute, and from a 12-hour digital clock, use am and pm and the notation 9:53.pm and the notation 9:53.

Y5:Y5: Read the time on a 24-hour digital clock and use 24- Read the time on a 24-hour digital clock and use 24-hour clock notation, such as 19:53.hour clock notation, such as 19:53.

Y6:Y6: Appreciate different times around the world. Appreciate different times around the world.

Year Group ExpectationsYear Group ExpectationsTo develop children’s understanding of the vocabulary To develop children’s understanding of the vocabulary and relationships between units of timeand relationships between units of time

Rec:Rec: Begin to use and understand the vocabulary related to time. Begin to use and understand the vocabulary related to time.

Y1:Y1: Understand and use the vocabulary related to time. Understand and use the vocabulary related to time.

Y2:Y2: Use and begin to read the vocabulary related to time. Use units Use and begin to read the vocabulary related to time. Use units of time and know the relationships between them (second, minute, of time and know the relationships between them (second, minute, hour, day, week) and suggest suitable units to estimate or hour, day, week) and suggest suitable units to estimate or measure time.measure time.

Y3:Y3: Read and begin to write the vocabulary related to time. Use units Read and begin to write the vocabulary related to time. Use units of time and know the relationships between them (second, minute, of time and know the relationships between them (second, minute, hour, day, week, month, year). Suggest suitable units to estimate hour, day, week, month, year). Suggest suitable units to estimate and measure time.and measure time.

Y4:Y4: Use, read and write the vocabulary related to time. Estimate or Use, read and write the vocabulary related to time. Estimate or measure times using seconds, minutes, hours, days, weeks, measure times using seconds, minutes, hours, days, weeks, months, years. Know the relationships between minute, hour, day, months, years. Know the relationships between minute, hour, day, week, year, century, millennium.week, year, century, millennium.

Y5:Y5: Use, read and write the vocabulary related to time. Estimate or Use, read and write the vocabulary related to time. Estimate or measure times suggesting suitable units using weeks, months, measure times suggesting suitable units using weeks, months, years, decades, centuries. Know the relationships between years, decades, centuries. Know the relationships between minute, hour, day, week, leap year, year, decade, century, minute, hour, day, week, leap year, year, decade, century, millennium.millennium.

Y6:Y6: Use, read and write the vocabulary related to time. Estimate or Use, read and write the vocabulary related to time. Estimate or measure times suggesting suitable units using weeks, months, measure times suggesting suitable units using weeks, months, years, decades, centuries. Know the relationship between minute, years, decades, centuries. Know the relationship between minute, hour, day, week leap year, decade, century, millennium.hour, day, week leap year, decade, century, millennium.

Year Group ExpectationsYear Group ExpectationsTo develop children’s understanding of To develop children’s understanding of different periods of timedifferent periods of time

Rec:Rec: Begin to know the names of the days of Begin to know the names of the days of the week in order.the week in order.

Y1:Y1: Know the days of the week and seasons Know the days of the week and seasons of the year.of the year.

Y2:Y2: Order the months of the year. Order the months of the year.

Y3:Y3: Use a calendar. Use a calendar.

Y4:Y4: Read simple timetables and use this Read simple timetables and use this year’s calendar.year’s calendar.

Y5:Y5: Use timetables. Use timetables.

Y6:Y6: Appreciate different times around the Appreciate different times around the world.world.

Common problems that children have with telling the Common problems that children have with telling the timetime

Confusing the hour and minute hands.Confusing the hour and minute hands. Placing/drawing the hands accurately on an Placing/drawing the hands accurately on an

analogue clock.analogue clock. Having difficulty understanding relationships Having difficulty understanding relationships

between units of time E.g. 2 ½ hours = 150 minutes between units of time E.g. 2 ½ hours = 150 minutes or ¼ hour = 15 minutes.or ¼ hour = 15 minutes.

Children think they can tell the time because they Children think they can tell the time because they can read it on a digital clock but they don’t can read it on a digital clock but they don’t necessarily understand what that means.necessarily understand what that means.

Not using zero as a place holder E.g. 16:04 they Not using zero as a place holder E.g. 16:04 they write 16:4.write 16:4.

Telling the time on an analogue clock beyond half Telling the time on an analogue clock beyond half past the hour.past the hour.

Working out the difference between two given times Working out the difference between two given times E.g. How many hours and minutes between 5.30am E.g. How many hours and minutes between 5.30am and 12.50pmand 12.50pm

What can we do to help What can we do to help children to tell the time?children to tell the time? Practising telling the time needs to be done on a daily basis.Practising telling the time needs to be done on a daily basis. Encourage children to look at an analogue clock and read the Encourage children to look at an analogue clock and read the

time, say which is the hour and minute hand and describe where time, say which is the hour and minute hand and describe where they are. Also solve problems such as what time will it be in 30 they are. Also solve problems such as what time will it be in 30 minutes, 5 minutes, what time was it 10 minutes ago.minutes, 5 minutes, what time was it 10 minutes ago.

Discuss the time that daily events usually occur, such as waking Discuss the time that daily events usually occur, such as waking up, going to school, bed time.up, going to school, bed time.

Practising counting forwards and backwards in fives.Practising counting forwards and backwards in fives. Link to fractions; quarter, half.Link to fractions; quarter, half. Talk about how long things take to do, and make estimates. E.g. Talk about how long things take to do, and make estimates. E.g.

how many minutes do you think it will take to get to the swimming how many minutes do you think it will take to get to the swimming baths, to do the washing up etc.baths, to do the washing up etc.

Try seeing how many times you can do something in 30 seconds Try seeing how many times you can do something in 30 seconds or a minute. E.g. write your name, number of jumps etc.or a minute. E.g. write your name, number of jumps etc.

Learn the rhyme “Thirty days hath September”.Learn the rhyme “Thirty days hath September”. Encourage children to use a calendar. How many days from 27Encourage children to use a calendar. How many days from 27 thth

February to 10February to 10thth March? The date of the third Thursday in May? March? The date of the third Thursday in May? Read the TV page in the newspaper and work out how long Read the TV page in the newspaper and work out how long

programmes last or what programme would be on at a particular programmes last or what programme would be on at a particular time.time.

http://www.woodlands-junior.kent.sch.uk/maths/measures.htm

Useful websites

http://www.britishcouncil.org/kids-games-time.htm

http://www.bbc.co.uk/schools/ks1bitesize/numeracy/time/index.shtml

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/time/index.htm

http://www.bbc.co.uk/cbeebies/tikkabilla/games/clock.shtml

Teaching Time Simonstone St. Peter’s CE School. How many times during the day do you use the word...

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