Planning tool

Students:

• read and model times to 1-minute intervals on analogue and digital clocks, including using the language of ‘past’ and ‘to’
• understand and express times to the minute in multiple ways (e.g. ‘ten forty-seven’, ‘forty-seven minutes past ten’ and ‘thirteen minutes to eleven’ indicate the same time)
• describe the relationship between units of time such as hours, minutes and seconds
• give reasons to justify their thinking when solving time-related problems.

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 the clock faces and be explicit about the spacing.
• confuse the way numbers on a clock have multiple meanings depending on which hand points to it (e.g. when the hour hand points to the 7, this represents 7 o’clock; when the minute hand points to the 7 this represents 35 minutes past the hour and 25 minutes to the next hour). 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 and digital time to one-minute intervals.

Why are we learning about this?

• Clocks are a tool we use to measure time.

What to do

Open the interactive Time tools: 12-hour to the minute.

1. Use Practice time to match analogue times on a clock face to digital time on a digital clock.
2. Next, use the clock to work out these time-related problems.
   1. A bus departs at 8.32 am and arrives at school 21 minutes later. What time does the bus arrive at school?
   2. School finishes at 3.30 pm. It takes Anna 43 minutes to walk home. What time does Anna get home?
   3. A family starts their evening meal at 6.30 pm. They finish their meal in 15 minutes. It takes them 10 minutes to do the washing up. How long do they have before their favourite show starts at 7.30 pm?
   4. Explain how you worked out your answers using drawn or captured images of the clocks.

      

3. Now do the Time challenge.
   
   1. Try at least three times to match to the master clock.
   2. Record your results in drawing or as screen capture.

      

4. Finish by doing the Time match.
   1. Match the digital time to the analogue time.

Success criteria

I can:

• tell the time to the minute using a clock face and digital clocks
• match the digital time to the analogue time and vice versa
• work out the total duration of combined events
• find the difference between two times to work out elapsed time.