Welcome to our maths afternoon.
Focus – time and measure
Please help yourself to a drink
Why time?
• Within the new curriculum, the specific teaching of
“telling the time” is not included in years 5 and 6. It
is all problem solving strategies.
• There were questions in the KS1 and KS2 end of Key
Stage tests that the children found difficult to
answer.
• Time is easily accessible at home. Don’t need
expensive resources!
EXPECTATIONS IN PRIMARY EDUCATION
Early Years pupils should know…
• names of the days of the week
• significant times in their day, such as meal
times, bed times.
Year 1 pupils should be taught to:
• Sequence events in chronological order using language
[for example, before and after, next, first, today,
yesterday, tomorrow, morning, afternoon and evening
• Recognise and use language relating to dates, including
days of the week, weeks, months and years.
• Tell the time to the hour and half past the hour and
draw the hands on a clock
Year 2 pupils should be taught to:
• Tell and write the time to five minutes, including
quarter past/to the hour and draw the hands on a clock
face to show these times.
• Know the number of minutes in an hour and the
number of hours in a day.
Year 3 pupils should be taught to:
• Tell and write the time from an analogue clock, including
using Roman numerals from I to XII, and 12-hour and 24hour clocks.
• Estimate and read time with increasing accuracy to the
nearest minute; record and compare time in terms of
seconds, minutes and hours; use vocabulary such as
o’clock, a.m./p.m., morning, afternoon, noon and midnight.
Year 4 pupils should be taught to:
• Read, write and convert time between analogue and digital
12- and 24-hour clocks.
• Solve problems involving converting from hours to minutes;
minutes to seconds; years to months; weeks to days.
Year 5 should be taught to:
• Solve problems involving converting between units of time.
These are all times on the same morning.
A
7:56 am
B
quarter to eight
C
six minutes to eight
D
half past seven
Write the letters for the times in order, starting with the earliest.
• Year 6 should be taught to:
Solve problems involving the calculation and conversion of units of
measure, using decimal notation up to three decimal places where
appropriate.
How many days old will the baby be when she has lived for one
million seconds?
Why is time so difficult?
How to tell the time
One is five,
two is ten,
six is half – because 12 is the
whole".
When you get to a certain point on
the clock you start using “to”
instead of past.
It is really no wonder learning how
to tell the time on an analogue
clock face can fox even the
brightest children.
How you can help.
• Learning the five times table
• Counting from 1 to 60
• Develop their understanding of the tracking of time.
Discuss taking turns when playing games, with time limits. Let
them decide how long and when they will stop.
Make a habit of pointing out how long things take in everyday
life such as cleaning your teeth, eating breakfast or how long
until you need to leave the house.
Do some baking together and set the oven timer.
How you can help.
• Don’t just read digital clocks.
Watching an analogue clock face helps to embed
the passing of time as the children can physically
see time moving on the hands.
Seeing the clock helps the understanding of five
minute intervals.
Make a point of specific times - ‘It’s eight o’clock
time to get ready for bed’ or ‘It’s six o’clock time
for dinner’.
How you can help.
• Plan trips together
Learning time does not just encompass the
telling of time. It also involves reading time
tables, schedules, opening and closing times.
Estimation
• Talk to children about how long they think an
activity will take.
• Guess how long a minute is.
• Use the language “nearly”, “around”, “about”
Problems
within school.
Problems
within school.
Problems within school.
Problems within
school.
Problems within school.
Problems within school.
Friendly video
• Chuckle brothers