Primary Mathematics Time

Aims of the Session To introduce the vocabulary and the content covered in NC. To introduce the stages of early understanding of time. To look at strategies for teaching

EYFS/ Y1 Reception: Everyday language referring to time; order and sequence familiar events and measure short periods of time. Days, months, seasons, etc. Year 1: Comparative language: time [for example, quicker, slower, earlier, later] Measure and record: time (hours, minutes, seconds) 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 face to show these times.

Year 2 compare and sequence intervals of time 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 (analogue clocks) know the number of minutes in an hour and the number of hours in a day.

Time can be tough! Discuss why you think this is

Using two different number systems side by side Same scale shows 3 different things Same time can be read in several different ways Some knowledge of fractions also required!

You can help by Make sure children very secure in counting and recognising numbers to 12, then 60 Practise counting in 5s Using the clock a lot

Year 3 tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour 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 know the number of seconds in a minute and the number of days in each month, year and leap year compare durations of events [for example to calculate the time taken by particular events or tasks].

Year 4 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.

Upper KS2 solve problems involving converting between units of time use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places

Time vocabulary What vocabulary can you think of? Make a collection Days,weeks,morning,afternoon,night,evening,day, weekend, bedtime,teatime, playtime, today, yesterday, tomorrow, before, after, next last, mid-day, mid-night, fortnight, now, soon, early and late. All the days of the week All of the months of the year All of the seasons Quick/er/est Old/er/est New/er/est Hour, half past, quarter to, quarter past, minute, second, hand, face Digital, analogue. Timer Am.pm. Calendar, century, date, earliest, latest Always, never, often,sometimes,usually. AM/PM Roman numerals 24 hour clock

SATs question

Time-Practical ideas-Foundation Stage Daily calendar and weather chart - change it together Birthday display; do we know which month they are in and the season/weather etc. Clock displays showing hands of clock at playtime/lunchtime/hometime. Introduce o’clock times. Songs and rhymes - Hickory, Dickory, Dock etc, Mulberry Bush, What’s the time Mr Wolf? etc. Ask trainees to thi

Key Stage 1 How can an understanding of time be developed through: everyday activities? lessons? the classroom environment?

Time-Practical ideas- Y1 Lots of matching, labeling and sorting of days of week and months of the year, use a more complex calendar/weather recorder and ensure that birthdays and main festival days are noted and celebrated. Introduce clock activities and mini-clock faces, ensure there is a clock in the classroom which has a second hand, possibly a clock face on the playground. Draw attention to key times of the day on a regular basis. Use the clock a lot. Hands on clock work. O’clock and half past to be introduced and understood. NB hour hand and minute hand! Use sand timers and tockers to see how long it takes us to do small tasks. Develop sense of a minute.

Time-Practical ideas- Year 2 Mixed up months and days, included spellings to sort and re-order. Lots of hands on clock work, making times to hour, half, quarter to and past, then to five minutes. Use analogue as prime method. Aiming for fluency! Collect a wide range of different clocks, to show how time can be displayed differently. Make own clock (paper plate is good) Have the big clock on the IWB, use it and sand timers to show how long a minute is Play minute games, how many times can you: hop, write your name, stand up after you think a minute has passed etc…

Have a go Choose a concept e.g. o’clock, half past, quarter past, five to etc. How would you explain this to children? How would you get them to work out how much time passes between two given times?

Time KS2 Lots of problem solving. Use a wide range of clocks and timers, digital, analogue, with digits, without, 24 hour clock etc Lots of reverse problems e.g. Jayden got back from the cinema at 6.30pm, his bus trip took 20 mins and the film an hour and a half, what time did he go in? Remember ability groups DO NOT always apply to time work

SATs questions

Mastery questions Have a go

Roman Numerals Additive principle: Construct numbers using the smallest possible number of numerals, with the largest numeral first. e.g. 7 = VII 13 = X111 16 = XVI What is 6, 8, 21, 53, 71?

Subtractive principle But for these numbers, you use subtraction!! So 4 = IV (one less than five) 14 = XIV 19 = XIX What is 9, 24, 49, 99, 449? 24 = XXIV 49 = XLIX 99 = XCIX 449 =CDXLIX