Short Blocks

Maths Year 3/4 Spring Time

Each unit has everything you need to teach a set of related skills and concepts.

First time using Hamilton Maths?

The PowerPoint incorporates step-by-step teaching, key questions, an in-depth mastery investigation, problem-solving and reasoning questions - in short, everything you need to get started.

All the other resources are there to support as-and-when required. Explore at your leisure - and remember that we are always here to answer your questions.

Unit 1 Telling the time (suggested as 4 days)

Objectives

Telling the time
Unit 1: ID# 34634

Y3: Telling time past and to the hour (to 5 mins, then to 1 min) on both analogue and digital clocks; use am and pm.
Y4: Revise telling time, am and pm to the nearest minute on both analogue and digital clocks, convert between the two; Tell time on digital and analogue clocks using 24-hour clock; convert between 24-hour and 12-hour times; read timetables.

National Curriculum
Y3: Meas (iv) (v) (vi) (vii)
Y4: Meas (v) (vi)

Y3 Hamilton objectives
33. Tell and write the time on digital and analogue clocks (incl. those with Roman numerals).
34. Record times in seconds, minutes, hours, days, weeks, months, years including leap years, converting from one unit to another.
35. Compare durations of events using analogue/digital times & vocabulary such as am and pm.

Y4 Hamilton objectives
37. Convert between units of time, analogue/digital times, and between 12-hour & 24-hour times.

Planning and Activities

Day 1 Teaching
Revise telling the time, using Tell the time ITP. Tell the time in 5-minute increments from 9 o’clock, watching progress of the hour hand, then match to digital times. Tell the time in 1-minute intervals.
Group Activities: T with Y3
Y3 -- Read, write and make times past the hour (to 5 minutes) on analogue and digital clocks; some children may use clocks with Roman numerals.
Y4 -- Suggest start and finish times to the nearest minute for a day of given holiday activities. Make and match analogue and digital times to personal activities.

Day 2 Teaching
Match analogue times for the quarter hours to digital times. Stress that after half past the hour, we say that analogue clocks show the number of minutes to the next hour (though they show both minutes past and to).
Further Teaching with Y4
Introduce the 24-hour clock, matching analogue and digital times using Tell the time ITP.
Group Activities: T with Y4
Y3 -- Read, make and write times to the nearest 5 minutes on analogue and digital clocks. Find the time ‘5 minutes later’ or ‘15 minutes later’.
Y4 -- Order times presented in a 24-hour format. Or, match am/pm times to 24-hour clock equivalents in a game of bingo.

Day 3 Teaching
Use an IWB teaching clock to tell the time ‘now’, looking at the 12- and 24-hour digital equivalents. Advance the 12-hour digital clock in 1-hour increments, discussing what might be happening at each of these times.
Further Teaching with Y4
Read times accurately from the 24-hour clock.
Group Activities: T with Y3
Use the in-depth problem-solving investigation ‘Dodgy digital clock’ as today’s group activity.
Or, use these activities:
Y3 -- Order times presented in a range of formats. Or, make and write times on analogue clocks and in digital format.
Y4 -- Create and play pairs or snap games with analogue and digital times using am/pm and 24-hour clock formats.

Day 4 Teaching
Create a human digital clock. Create and convert am to pm times and vice versa. Match to analogue times. Observe the 12-hour analogue interval between 9:15am 9:15pm by watching and counting clock hand rotations.
Further Teaching with Y3
Begin to read the analogue clock in 1-minute intervals; observe digital equivalents using Tell the time ITP.
Group Activities: T with Y3
Y3 -- Read and set/write analogue and digital times.
Y4 -- Calculate start times of TV programmes; convert 24-hour clock times to 12-hour times (and vice versa) and into analogue format.

You Will Need

• ITP Tell the Time
• Interactive Whiteboard teaching clock at https://www.topmarks.co.uk/time/teaching-clock
• Large and small geared analogue clocks
• Roman numerals clock; Digital clock
• ‘Holiday camp’ (see resources)
• ‘Analogue clocks’ sheet 1 and 2 (see resources)
• ‘24-hour time’ (see resources)
• ‘Time Bingo’ boards and cards (see resources)
• ‘Time’ sheets (see resources)
• ‘TV guide’ (see resources)
• ‘Table of times’ (see resources)
• ‘12-hour and 24-hour times from midday’ (see resources)
• Sticky-tack, Scissors, Glue, Counters
• Large digit cards (A4)

Short Mental Workouts

Day 1
5 times table with complements to 60

Day 2
Roman numerals on the clock

Day 3
Months of the year

Day 4
Units of time

Procedural Fluency

Day 1
Y3: Draw clock hands and complete digital displays. Draw clock hands, complete digital displays and write times in words.
Y4: Match written, analogue and digital times. Draw clock hands and complete digital displays.

Day 2
Y3: Draw clock hands, complete digital displays and write times in words – to nearest 5 mins.
Y4: Draw lines to match 12- and 24-hour clock times.

Day 3
Y3: Match written, analogue and digital times; order times.
Y4: Match 12-hour and 24- hour clock times. Give equivalent 12- and 24-hour times.

Day 4
Y3: Convert time between analogue, digital and 24-hour clock times.
Y4: Show 12-hour digital times on an analogue clock; convert to 24-hour time. Convert times between analogue, digital and 24-hour clock times.

Mastery: Reasoning and Problem-Solving

Y3

• Draw the hands on a clock to show:
10 past 10 10 to 10
11:45 12:40
Quarter past 3
• True or false?
1:50 is the same as 10 minutes to 2.
5 o’clock am is 12 hours later than 5 o’clock pm.
15 minutes before 6 o’clock is 5:15 on a digital clock.
If the hour hand is pointing to VI, it is six o’clock.
If the minute hand points at XI, it is nine o’clock.
• If the clock hands make a straight line on an analogue clock, what times could the clock be showing?

Y4

• How long to the next hour from:
(i) 4:54
(ii) quarter to 12
(iii) twenty past 9?
• How long was each film?
(a) started at 6:15pm and ended at 7:05pm
(b) started at 11:20am and ended at 1:15pm
(c) started at 9:00pm and ended at ten to eleven.
• True or false?
Half an hour after 4:45 is quarter past 5.
16:30 is 4:30pm.
00:30 is half past midday.
Quarter of an hour after 13 minutes to 6pm is 18:02.

In-depth investigation: Dodgy digital clock
Children work out which times will not show correctly because of a faulty segment in the digital display.

Extra Support

Y3
Pink Past and Blue To
Telling the time to the quarter hour on analogue and digital clocks.

Y4
Pinks and Blues
Telling the time to 5 minutes on analogue and digital clocks.

Unit 2 Time and data (suggested as 4 days)

Objectives

Time and data
Unit 2: ID# 34650

Y3: Time events and record on a bar chart; create and interpret pictograms; months of the year; calculate time intervals.
Y4: Time events and record on a bar chart; reading time tables; use empty number line to calculate time intervals.

National Curriculum
Y3: Meas (vii); Stats (i) (ii)
Y4: Meas (v) (vi); Stats (i) (ii)

Y3 Hamilton objectives
33. Tell and write the time on digital and analogue clocks (incl. those with Roman numerals).
35. Compare durations of events using analogue/digital times & vocabulary such as am and pm.
36. Interpret and represent data on scaled bar charts, pictograms and tables, and solve problems using these.

Y4 Hamilton objectives
37. Convert between units of time, analogue/digital times, and between 12-hour & 24-hour times.
38. Interpret and present discrete data using bar charts, answer questions re-data.

Planning and Activities

Day 1 Teaching
How long is a minute? Use a stopwatch to time events: How many times can you write your name in 1 minute; How long to write first 5 months of the year? etc. Model recording examples on a bar chart.
Group Activities: T with Y3
Y3 -- Time events in seconds; record them on a bar chart.
Y4 -- Collect time data; represent graphically.

Day 2 Teaching
Model using an empty number line to calculate time intervals that cross the hour, e.g. How long from 17:55 to 18:20?
Further Teaching with Y3
Collect data about birth months; model using the data to create a scaled pictogram for birthdays in the four seasons.
Group Activities: T with Y3
Y3 -- Draw and interpret a pictogram where 1 symbol represents 2 or 4 units.
Y4 -- Investigate pairs of times with a given difference.

Day 3 Teaching
Look at timing of different events in the day. Use a digital, then an analogue clock to show times 5 minutes or half an hour later.
Further Teaching with Y4
Use an empty number line to calculate duration of events or times later.
Group Activities: T with Y4
Use the ‘Time to reflect’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
Y3 -- Count on a given number of minutes to find a new time.
Y4 -- Use start and finish times to calculate the length of TV programmes.

Day 4 Teaching
Use Tell the time ITP to model how to find length of TV programmes or the end time if start time and duration are known.
Further Teaching with Y4
Read and interpret a train timetable. Model how to solve time difference problems.
Group Activities: T with Y3
Y3 -- Show times that are a given number of hours or minutes later. Or, find the time a particular number of minutes earlier than a given time.

You Will Need

• Stopwatches; Interactive whiteboard stop-clock
• Large geared analogue clock, small analogue clocks
• Tell the time ITP
• Large sheets of paper
• Pre-prepared bar chart on cm squared paper
• Large piece of squared paper
• Access to the dates of birth of children in your class and another class (e.g. from class registers)
• ‘Minute time cards’ (see resources)
• ‘Train timetable’ (see resources)
• ‘Bus timetable’ (see resources)
• Copies of a TV guide showing children’s programmes

Short Mental Workouts

Day 1
Pairs to 60

Day 2
Roman numerals

Day 3
Which month next?

Day 4
Find the time half hour later

Procedural Fluency

Day 1
Y3: Draw a bar chart, some scaffolding provided; interpret information. Draw a bar chart from scratch; interpret information.
Y4: Create a bar chart.

Day 2
Y3: Complete a zoo animals pictogram where one symbol represents 2 or 4 units.
Y4: Find times an interval after given times.

Day 3
Y3: Record times after a given interval on analogue clocks.
Y4: Calculate times after a given interval using digital clocks.

Day 4
Y3: Draw clock hands and digital displays to shoe given time intervals.
Y4: Interpret written information to complete a train timetable.

Mastery: Reasoning and Problem-Solving

Y3

• Count on in 5-minute intervals from 11:30. Write the times you say until 12:15.
• Write the time half an hour after:
(a) Tea-time 4:35pm
(b) Bed-time 8:05
(c) Midnight
(d) Breakfast time 7:40
• A bell rings every 15 minutes. If the first ring is at 10 past 12, will it ring at:
1 pm?
10 past 2?
5 to 3?

Y4

• Create start and end times for these programmes, so that they start before an o’clock time and end after it.
(a) The Cool – 25 minutes
(b) Big Matt – 32 minutes
(c) Cucumber Cat – 49 mins
(d) Don’t Go There – 55 mins
Write the times as pm times and then as 24-hour clock times.
• Calculate the length of Fred’s journey in total. (Don’t count his coffee and shopping time):
Fred catches his train at 9:30am. His train arrives at ten to 11.
He has a coffee and does some shopping. Then he re-starts his journey. He waits 20 minutes for a bus, which then arrives at 12:12. It reaches its destination at 13:30. His Nan picks him up and they get to her house at 14:05.

In-depth investigation: Time to reflect
Y3 Children apply their knowledge of 12-hour digital clocks.
Y4 Children apply their knowledge of 24-hour digital clocks.

Extra Support

Y3
Round and round
Telling the time to 5 minutes, both past and to the hour.

Y4
Pinks and blues
Telling the time to 5 minutes on analogue and digital clocks.