1. Misconceptions Addressed from the start Addressed from the start Acquired by many students Acquired by many students Get students to explain how they came to their answers Get students to explain how they came to their answers If their answer is wrong, correct it explicitly. If their answer is wrong, correct it explicitly. Avoiding future misconceptions teach the exact meaning of mathematical terms from the start. Avoiding future misconceptions teach the exact meaning of mathematical terms from the start.

2. KS1 Understand and use in practical contexts, vocabulary the days of the week, morning, evening, bedtime, tomorrow, and next. the days of the week, morning, evening, bedtime, tomorrow, and next. This vocabulary is used in everyday life important to use it appropriately This vocabulary is used in everyday life important to use it appropriately Misconceptions ‘just a minute’, but is technically longer than 1 minute or, ‘be there in a second’. Misconceptions ‘just a minute’, but is technically longer than 1 minute or, ‘be there in a second’. This will confuse children when establishing how long one minute actually is. Teachers should think about the language they use in front of the children, making sure they don’t confuse them. This will confuse children when establishing how long one minute actually is. Teachers should think about the language they use in front of the children, making sure they don’t confuse them.

3. Next… Early stages of KS1, begin to learn to read the clock face on an analogue clock, to 30 minutes and 60 minutes. Early stages of KS1, begin to learn to read the clock face on an analogue clock, to 30 minutes and 60 minutes. Children will learn about the 2 Aspects of Time: Children will learn about the 2 Aspects of Time: Time Interval – length of time between the start and end of an activity. Time Interval – length of time between the start and end of an activity. Recorded Time – the specific time at which an event happened. Recorded Time – the specific time at which an event happened. Understand that the clock face is a linear scale wrapped into a circle, however the complexity of the clock is not always recognised. Understand that the clock face is a linear scale wrapped into a circle, however the complexity of the clock is not always recognised.

4. Next… Throughout this part of the learning journey children will make errors and misconceptions. Throughout this part of the learning journey children will make errors and misconceptions. Misconceptions Misconceptions Most clocks have 2 hands 2 different scales around the clock. Most clocks have 2 hands 2 different scales around the clock. Help to have clock face with both numbers for hours (in one colour) and minutes (in another colour) Help to have clock face with both numbers for hours (in one colour) and minutes (in another colour) Misinterpret the hour hand as the minute hand Misinterpret the hour hand as the minute hand Children not being able to see the hour hand move might confuse them Children not being able to see the hour hand move might confuse them

5. The Daily Routine.. One of the first measures of time children use is the daily routine. Children should understand that one thing follows after another throughout the day. Starts in the morning:- getting up - having breakfast - going to school Finishes at night:- supper -going to bed

6. Why these misconceptions happen To children, time wont always feel the same. For example, time at the dentist will feel a lot longer than that at a party. If children have a misconception from a young age then it is likely, that misconception will be difficult to correct as they get older. To children, time wont always feel the same. For example, time at the dentist will feel a lot longer than that at a party. If children have a misconception from a young age then it is likely, that misconception will be difficult to correct as they get older. These misconceptions might occur because the children do not have the appropriate knowledge related to the concept of time These misconceptions might occur because the children do not have the appropriate knowledge related to the concept of time It is suggested by Spooner (cited – RP, children mathematical errors and misconceptions) suggests that: It is suggested by Spooner (cited – RP, children mathematical errors and misconceptions) suggests that: ‘placing children in situations where they feel in control of identifying mathematical errors/misconceptions leads to greater openness on the part of the children to explore and discuss their own misconceptions’

7. Next… Children in Year R, should be familiar with some key times in the day. For example, “We go to assembly at 9 o’clock”, or “We go home at 3 o’clock”. Children in Year R, should be familiar with some key times in the day. For example, “We go to assembly at 9 o’clock”, or “We go home at 3 o’clock”. However children might get confused if, for example, assembly is late one day at 9.30, and children assume that it is 9 o’clock. However children might get confused if, for example, assembly is late one day at 9.30, and children assume that it is 9 o’clock. Children may often only be aware of the recent past near and future so it is important that the early tasks do not involve long periods of time. Children may often only be aware of the recent past near and future so it is important that the early tasks do not involve long periods of time. In year 1, children should know that there are 7 days in a week and 24 hours in a day. In year 1, children should know that there are 7 days in a week and 24 hours in a day. However because the hour hand must go round the clock twice to make one day, children can get confused easily. However because the hour hand must go round the clock twice to make one day, children can get confused easily.

8. Because children not able to read clocks at this age, arbitary measures are used. E.g. how many turns of the sand timer does it take for your friend to walk around the playground?