The document discusses teaching time and developing children's ability to tell time. It provides expectations for different year groups in reading analog and digital clocks, understanding time vocabulary, and relating units of time. It also notes common problems children have with telling time and provides suggestions to help, such as practicing daily, linking to fractions, using calendars and TV guides, and estimating durations. Overall the document offers guidance and resources for teaching time concepts to primary school students.
The document discusses teaching time and developing children's ability to tell time. It provides expectations for different year groups in reading analog and digital clocks, understanding time vocabulary, and relating units of time. It also notes common problems children have with telling time and provides suggestions to help, such as practicing daily, linking to fractions, using calendars and TV guides, and estimating durations. Overall the document offers guidance and resources for teaching time concepts to primary school students.
The document discusses teaching time and developing children's ability to tell time. It provides expectations for different year groups in reading analog and digital clocks, understanding time vocabulary, and relating units of time. It also notes common problems children have with telling time and provides suggestions to help, such as practicing daily, linking to fractions, using calendars and TV guides, and estimating durations. Overall the document offers guidance and resources for teaching time concepts to primary school students.
The document discusses teaching time and developing children's ability to tell time. It provides expectations for different year groups in reading analog and digital clocks, understanding time vocabulary, and relating units of time. It also notes common problems children have with telling time and provides suggestions to help, such as practicing daily, linking to fractions, using calendars and TV guides, and estimating durations. Overall the document offers guidance and resources for teaching time concepts to primary school students.
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Teaching Time
Simonstone St. Peters CE School
How many times during the day do you use the word time? What time is it? Its time to pack up. Youre wasting time. Its time to tidy your bedroom. Be sure to hand in your work on time. Were out of time for today. Its tea time! If I have to tell you one more time.. Then there are all those famous quotes about time. A stitch in time saves nine. Time heals all wounds. Better late than never. Take time for all things. Great haste makes waste. Time and tide wait for no man. Here today, gone tomorrow. Time flies. To every thing there is a season; and a time to every purpose under heaven. Why do we need to be able to tell the time? So we are not too early or late for School. So we know what time our favourite TV programme is on. So we arrive at our swimming lesson on time. So we arrive at the airport in plenty of time to catch our flight. So we know what time to set our alarm clocks. So we can estimate how long things take to do. So we can read the time (analogue and digital). So we can understand relationships between units of time. So we can read, calendars, timetables and work out different time zones. It is a vital life skill. It enables us to plan and organise our lives. Time Quiz Your task is to answer the following questions. Also, can you suggest which year group is expected to answer each question?
Question 1: How would this time appear on a 12-hour digital clock?
Which year group is expected to answer this question? Question 2: 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? Which year group is expected to answer this question?
Question 3: 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? Which year group is expected to answer this question? Question 4: Two clocks show the same time. Which are they?
Which year group is expected to answer this question? Question 5: What is the day after Sunday? Which year group is expected to answer this question? Question 6: World times Which year group is expected to answer this question? 09:45 04:45 19:45 London New York Sydney Look at these world times. It is 04:15 Saturday in Sydney. What is the time and day in a) London b) New York Question 7: Sasha pays 3.00 to hire a motor boat. She goes out at 3:20 pm. By what time must she return? Which year group is expected to answer this question? Question 1: How would this time appear on a 12-hour digital clock?
Which year group is expected to answer this question? 8:35 Year 3 Question 2: 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? Which year group is expected to answer this question?
Half past 8 Year 1 Question 3: 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? Which year group is expected to answer this question? 8 hours and 18 minutes Year 5 Question 4: Two clocks show the same time. Which are they?
Which year group is expected to answer this question? Year 2 Question 5: What is the day after Sunday? Which year group is expected to answer this question? Monday Reception Question 6: Which year group is expected to answer this question? 09:45 04:45 19:45 London New York Sydney Look at these world times. It is 04:15 Saturday in Sydney. What is the time and day in a) London b) New York 18:15 Friday 13:15 Friday Year 6 Question 7: Sasha pays 3.00 to hire a motor boat. She goes out at 3:20 pm. By what time must she return? Which year group is expected to answer this question? Year 4 3:50 pm Year Group Expectations To develop childrens ability to read the time Rec: Begin to read oclock time.
Y1: Read the time to the hour or half hour on analogue clocks.
Y2: Read the time to the hour, half hour or quarter hour on analogue clocks and a 12-hour digital clock and understand the notation 7:30.
Y3: Read the time to five minutes on an analogue clock and a 12-hour digital clock, and use the notation 9:40.
Y4: Read the time from an analogue clock to the nearest minute, and from a 12-hour digital clock, use am and pm and the notation 9:53.
Y5: Read the time on a 24-hour digital clock and use 24-hour clock notation, such as 19:53.
Y6: Appreciate different times around the world. Year Group Expectations To develop childrens understanding of the vocabulary and relationships between units of time Rec: Begin to use and understand the vocabulary related to time. Y1: Understand and use the vocabulary related to time. Y2: Use and begin to read the vocabulary related to time. Use units of time and know the relationships between them (second, minute, hour, day, week) and suggest suitable units to estimate or measure time. Y3: Read and begin to write the vocabulary related to time. Use units of time and know the relationships between them (second, minute, hour, day, week, month, year). Suggest suitable units to estimate and measure time. Y4: Use, read and write the vocabulary related to time. Estimate or measure times using seconds, minutes, hours, days, weeks, months, years. Know the relationships between minute, hour, day, week, year, century, millennium. Y5: Use, read and write the vocabulary related to time. Estimate or measure times suggesting suitable units using weeks, months, years, decades, centuries. Know the relationships between minute, hour, day, week, leap year, year, decade, century, millennium. Y6: Use, read and write the vocabulary related to time. Estimate or measure times suggesting suitable units using weeks, months, years, decades, centuries. Know the relationship between minute, hour, day, week leap year, decade, century, millennium. Year Group Expectations To develop childrens understanding of different periods of time Rec: Begin to know the names of the days of the week in order. Y1: Know the days of the week and seasons of the year. Y2: Order the months of the year. Y3: Use a calendar. Y4: Read simple timetables and use this years calendar. Y5: Use timetables. Y6: Appreciate different times around the world. Common problems that children have with telling the time Confusing the hour and minute hands. Placing/drawing the hands accurately on an analogue clock. Having difficulty understanding relationships between units of time E.g. 2 hours = 150 minutes or hour = 15 minutes. Children think they can tell the time because they can read it on a digital clock but they dont necessarily understand what that means. Not using zero as a place holder E.g. 16:04 they write 16:4. Telling the time on an analogue clock beyond half past the hour. Working out the difference between two given times E.g. How many hours and minutes between 5.30am and 12.50pm What can we do to help children to tell the time? Practising telling the time needs to be done on a daily basis. Encourage children to look at an analogue clock and read the time, say which is the hour and minute hand and describe where they are. Also solve problems such as what time will it be in 30 minutes, 5 minutes, what time was it 10 minutes ago. Discuss the time that daily events usually occur, such as waking up, going to school, bed time. Practising counting forwards and backwards in fives. Link to fractions; quarter, half. Talk about how long things take to do, and make estimates. E.g. how many minutes do you think it will take to get to the swimming baths, to do the washing up etc. Try seeing how many times you can do something in 30 seconds or a minute. E.g. write your name, number of jumps etc. Learn the rhyme Thirty days hath September. Encourage children to use a calendar. How many days from 27 th
February to 10 th March? The date of the third Thursday in May? Read the TV page in the newspaper and work out how long programmes last or what programme would be on at a particular time.
