Experience & Outcome: MNU 2-10a
I can use and interpret electronic and paper-based timetables and schedules to plan
events and activities, and make time calculations as part of my planning.
Success
Criteria
How to do it:
I can
recognise
different
types of
timetables
and explain
their
purpose.
Select appropriate timetables for a purpose.
•
•
•
•
Use your own timetable to identify every time you have a maths class.
Plan a journey from Selkirk to Edinburgh by bus.
Plan a visit to the swimming pool for the fun session on a Friday after school.
Use the music rotas to find out which day guitar lessons take place.
I can create Organise your events in time order.
a timetable
for different
purposes.
• A school trip.
• An evening of your favourite television programmes.
• A rehearsal plan.
• To cook a two course meal.
I can read
and record
time using
12 and 24
hour times.
To convert to the 24 hour clock, if it is before 12 noon, add a 0 before the hours number and if it
is after 12 noon, add 12 to the hours number.
•
•
•
•
I can work
out the
duration of
activities /
journeys.
Identify the difference between am and pm.
Identify the similarity between times in a 12 hour clock and a 24 hour clock  6.00 pm
= 1800 hours.
Recognise that the 12 hour clock am times and the 24 hour clock times are the same 
1.00 am = 0100 hours.
Recognise that to convert 12 hour clock pm times to 24 hour clock times, you add 12 to
the number  to convert 2.00 pm to 24 hour clock time = 2 + 12 = 14. Therefore, 2.00
pm = 1400 hours.
Work out how long in minutes/hours activities last.
Period 3 starts at 10.55 am and ends at 11.45 am, how long does the period last?
 5 + 45 = 50 minutes
•
•
•
•
Lunch time on a Wednesday.
Lunch time on a Friday.
A double period of P.E.
A standard rugby or hockey match.
Think 5 minutes until
11 am and 45 minutes
until 11.45 am
Experience & Outcome: MNU 2-10b
I can carry out practical tasks and investigations involving timed events and can explain
which unit of time would be most appropriate to use.
Success
Criteria
I can select
and use
appropriate
units of
time for an
event or
activity.
I can place
the
different
units of
time in
order.
How to do it:
•
100 m sprint  seconds
•
“5K” run  minutes
•
A marathon  hours and minutes
•
Bus to Edinburgh  hours and minutes
•
Flight to Florida  hours
Organise the activities according to the time they take.
a television advert - a blink of the eye - a school day
 A television advert lasts around 20 seconds
A blink of the eye lasts a fraction of a second
A school day lasts around 7 hours
Think about how
long each activity
would take
Therefore the correct order is: a blink of the eye – a television advert – a school day
I can read
and record
time with
correct
notation.
2
When reading time, use the whole word not the abbreviation. When recording time, use “h”,
“min” and “s”.
•
Use a stopwatch to record time in a 100 m race  30 seconds.
•
Doing your homework  1 hour
•
Watching television  1 hour 20 minutes.
Experience & Outcome: MNU 2-10c
Using simple time periods, I can give a good estimate of how long a journey should
take, based on my knowledge of the link between time, speed and distance.
Success
Criteria
How to do it:
I can
compare
speed
between
different
types of
transport.
Order these modes of transport from slowest to fastest.
Order these modes of transport from slowest to fastest if they were travelling over a period of an
hour:
car – horse – train – aeroplane
 horse – car – train - aeroplane
I can select
the
appropriate
type of
transport
when
planning a
journey.
Think of the distance and time available, choose the most appropriate.
Which mode of transport would you choose from the following if you wanted to travel from
Edinburgh to Madrid? Give reasons for your answer.
train – bike – car – aeroplane
Aeroplane is most appropriate as the distance is large and the time taken to travel by other
modes would be too long.
I can
estimate a
length of
time in a
range of
problem
solving
contexts.
3
Round numbers to make the sum easier.
If it takes two hours to get to Edinburgh - 35 miles away - by bus, how long will it take to travel
100 miles by the bus?
 100 miles is approximately 3 x 35
 So, it should take 2h x 3 = 6h
Experience & Outcome: MNU 3-10a
Using simple time periods, I can work out how long a journey will take, the speed
travelled at or distance covered, using my knowledge of the link between time, speed
and distance.
Success
Criteria
How to do it:
I can
interpret a
distance
time graph.
I can
change
minutes to
a decimal
fraction and
vice versa.
The blue line is steeper
than the red which
indicates a faster
speed.
To convert minutes into a decimal fraction of an hour, divide by 60
To convert a decimal fraction of an hour to minutes, multiply by 60.
15 min  15 ÷ 60 = 0.25h
50 min  50 ÷ 60 = 0.83h
0.4h  0.4 x 60 = 24 min
2.7h  0.7 x 60 = 42 min
2h 42 min
I can
calculate a
time period
given the
start and
finish times.
4
Count the number of minutes from the starting time to next full hour.
Count the number of hours from that hour to the finishing hour.
Count the number of minutes to the finishing time.
How long from 9.35 am to 3.08 pm?
 9.35 am to 10 am = 25 min
 10 am to noon = 2h
Noon to 3.08 pm = 3h 8 min

= 5h 33 min
I can
calculate
average
speed, time
and
distance in
a problem
solving
context.
Convert the time given to the same units as the question e.g. hours for mph.
Use the equation “speed = distance ÷ time” to calculate speed.
A car leaves Selkirk at 0915 hours and arrives in Edinburgh, 35 miles away, at 1027 hours. What
was the car’s average speed in mph?
Time: 0915 – 1015 = 1h
1015 – 1027 = 12 min

= 1h 12 min  1.2h
𝐷
Speed = distance ÷ time: S = 𝑇
35
S = 1.2 = 29.16…  29mph
5