Planning tool

Students:

• read and show times to the quarter-hour on analogue clocks accurately, including using the language of ‘past’ and ‘to’
• explain what makes a ‘quarter-past’ and ‘quarter-to’ analogue clock time (e.g. for ‘a quarter-past 8’ explain that the hour hand has travelled a quarter of the distance between the 8 and the 9, and the minute hand has travelled a quarter of the way around the clock to point to the 3)
• understand that 15 minutes is a quarter of 60 minutes (one hour) and that ‘a quarter-past ten’ is 15 minutes after ten; a time that is quarter past the hour
• understand that 45 minutes is three-quarters of 60 minutes (one hour) and that ‘a quarter-to eleven’ is 45 minutes after ten; a time that is a quarter to the next hour.

Some students may:

• think that the minute hand is more important because it is bigger than the hour hand. Be explicit about the position of the hour hand and minute hand when telling the time using an analogue clock
• not realise the importance of each number being evenly spaced on an analogue clock (to ensure that every hour has equal duration). To address this, observe clock faces and be explicit about the spacing.
• confuse the minute and hour hands on an analogue clock (e.g. thinking that a quarter-past 2 is shown when the minute hand is just past the 2 and the hour hand points to 3). Address this by showing a time read that is a mistake. Ask them to reason why it is a mistake and what the correct time should be.

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention

• We are learning how to tell time using a clock face.
• We want to write a list of what we plan to do during the day and when.

Why are we learning about this?

• Clocks are a tool we use to measure time.

What to do

1. Think about the things you want to do today.
   
   1. What time did you wake up?
   2. How did your day start?
   3. Think about the day in parts: morning, middle of the day, afternoon and evening.
   4. What do you plan to do in each part of the day? What time would you do this?
   5. How long will each activity take?
2. Draw a plan of your day.
   
   1. Write the times in order from start of day to the end of the day.
   2. Next to the time, write or draw the activity.
   3. What is the activity that takes the most time?

Success criteria

I can:

• tell the time to the quarter hour using a clock face
• write the time and put events in order
• work out how long activities such as eating lunch take to finish.