Hunters Hall Primary –Maths Planning Guidance
Time
Sequence events in order. (Y1)
I can remember the order of a favourite story
 Look at these pictures. Point to a picture which shows something that you think happened in the
morning.
Point to a picture which shows something that you think happened in the afternoon.
Point to a picture which shows something that you think happened in the evening.
Use language of day, week, month and year. (Y1)
I know the days of the week and can say them in order
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What day is it today? So what will tomorrow be?
Which are the weekend days?
Which days are we at school?
I can say the months of the year in order
 What month is your birthday? Is it in the summer?
 Which month comes after March?
 At what time of the year do the leaves fall off the trees?
Tell time to hour & half past. (Y1)
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When demonstrating times on an analogue clock, use a clock with geared hands. Children should
also have small geared clocks for their own use. Simple clock faces without geared hands do not
help children to understand how the long hand moves over an hour.
I know that it is 3 o’clock when the big hand points to the 12 and the small hand points to the 3
 Turn the hands of this clock so that it shows 4 o’clock.
I know that the big hand points to the 6 when it is half past the hour
 Starting at 12, which number is halfway around the clock face?
 Sam’s school starts at 9 o’clock. Sam went to the dentist and got to school half an hour late. Draw the
time Sam got to school on the clock.
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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?
I can tell the time when it is something o’clock or half past the hour
 It is half past 4. How many minutes have passed since 4 o’clock?
 What is the time on this clock?
What time was it 2 hours ago?
Tell time to five minutes, including quarter past/to. (Y2)
I know that one hour is the same as 60 minutes
 How many minutes are there in one hour?
 Reading takes 20 minutes, and playing takes 40 minutes. Think of some more pairs of activities to
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make up one hour.
I can tell the time when it is quarter past, half past or quarter to the hour
 Ensure that children apply their knowledge of half and quarter turns to reading the time to half and
o’clock
quarter hours.
quarter past
quarter to
half past
I know that a quarter past three is the same time as three fifteen
 Turn the hands of this clock so that it shows a quarter past 4. What time will it show in half an hour’s
time?
 Anya went into the library at a quarter to eleven and came out at a quarter past twelve. How long was
she in the library?
 Jane left home at ten fifteen. It took her half an hour to get to the seaside. At what time did Jane get to
the seaside?
 The bus left at 9 o’clock to go to the zoo. It arrived 1 hour and 15 minutes later. Draw a ring around the
time it got to the zoo.
 9:15 11:15 9:30
10:45 10:15
I can use a clock face to help me to count in steps of 5 minutes
 How do you use a clock face to help you to work out how many minutes there are between a quarter
past 2 and a quarter to 3?
I can tell the time to the nearest 5 minutes on both an analogue and a digital clock
 Whilst asking questions about the position of the hands at various times, include those that cross the
hour boundary, for example, ‘It is a quarter to three now. School will finish in half an hour. What time
will that be?’ As children become more confident with telling the time and positioning the hands,
questions like these will begin to establish the concept of time intervals and lay the foundations of
solving problems involving time.
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The car journey to work takes Rob 20 minutes. He needs to be at work at 9 o’clock. Move the hands
on this clock face to show the time that he should leave.
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Two clocks show the same time. Which are they?
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I went for a walk at 4 o’clock. My walk took me 45 minutes. Draw on these clocks what time it was
when I ended my walk.
Hunters Hall Primary –Maths Planning Guidance
Mark got into the pool at 4:30. He was in the pool for 45 minutes. At what time did he get out?
Jane left home at ten fifteen. It took her half an hour to get to the seaside. At what time did Jane get to the seaside?
Tell time using 12 and 24 hour clocks; and using roman numerals. (Y3)
I know that there are 24 hours in a day
 Roughly, how long does it take you to walk home? To sleep each night? To count to 50? To grow 5 cm
taller?
 Bethany says she sleeps for 19 hours every night. Can that be right? How do we know?
I can write down a time using am and pm
 The time is 2:00 pm. What time was it three hours ago?
Tell time to nearest minute. (Y3)
I can tell the time to the minute on a clock with hands
 What time is it on the clock on the wall? What time will it be 50 minutes from now?
I can work out the difference between two times
Use a time line to calculate time intervals. This powerful image can help children to bridge through hours accurately.
Counting stick
1pm
1.30pm
2pm
¼ past
Establish different times by counting along the counting stick. After counting forwards and backwards, ask children
to give you the length of time between two points. Change the intervals on the counting stick.
Tell Time ITP
Use the ITP and the split-screen facility to display and compare two different times.
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Time lines are particularly valuable in supporting children to work out time differences
effectively, building upon on children’s number line skills Ensure that children remember that
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an hour is 60 (not 100) minutes when they bridge through the hour.
[please redraw to improve quality of image]
__ minutes
__ minutes
3.50pm
4.00pm
4.15pm
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Annotate representations of analogue clock faces to help children count on to find the
difference between two times. Help them to become more efficient by building upon bonds to
60 to identify the number of minutes until the next hour, and the number of additional minutes
(and hours if necessary)
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To understand the difference between two times and be able to check their calculations,
children need to develop an understanding of the duration of different events. Ask them to
note the start and finish time of different events, for example a favourite television programme,
playing a board game, or going for a walk, then work out how long it takes.
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Present children with times in different forms to establish the difference between two times, for
example within television schedules. Journey timetables can be introduced as children
become confident in telling the time to the nearest minute as well as the nearest 5 minutes.
Start
1:00
4.30
2:25
Finish
1:55
5:20
3:35
Know number of days in each month. (Y3)
Thirty days hath September,
April, June and November;
February has twenty eight alone
All the rest have thirty-one
Except in Leap Year, that's the time
When February's Days are twenty-nine
Hunters Hall Primary –Maths Planning Guidance
Read, write & convert time between analogue & digital 12 & 24 hour clocks. (Y4)
I can change am or pm times to 24-hour clock times, and vice versa
 How would quarter past four in the afternoon be shown on a 24-hour digital clock?
Solve time problems using timetables and converting between different units of time. (Y5)
I can use a calendar
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Here is the calendar for August 1998.
Simon’s birthday is on August 20th. In 1998 he had a party on the Sunday after his birthday. What was
the date of his party?
Tina’s birthday is on September 9th. On what day of the week was her birthday in 1998?
I can work out how long it takes to do something if I know the start and end times
I can solve time problems where I have to work out start and finish times
I can use a timetable
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Estimate how long your favourite TV programme lasts. Use a television guide to work out how close
your estimation was.
It takes 35 minutes to walk from home to school. I need to be there by 8.55 am. What time do I need to
leave home?
How much does it cost to hire a rowing boat for three hours?
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Sasha pays £3.00 to hire a motor boat. She goes out at 3:20 pm. By what time must she return?
Explain how you solved this problem. Could you have done it in a different way?
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?
Here is part of a train timetable.
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Which is the fastest train from Birmingham New Street to Reading?
You have to arrive at Oxford at 2:00 pm. Which train would you catch from Coventry?
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I can solve problems using a timetable written in 24-hour clock notation
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Here is part of a train timetable.
Hunters Hall Primary –Maths Planning Guidance
How long does the first train from Edinburgh take to travel to Inverness?
Ellen is at Glasgow station at 1:30 pm. She wants to travel to Perth. She catches the next train. At what time
will she arrive in Perth?