1. Unit 1: Telling time to nearest minute; am and pm
Year 4 Autumn
Measures and Data
Unit 1: Telling time to nearest minute; am and pm
Objectives
Day 1: Revise telling the time, am and pm, to the nearest minute on both analogue and digital clocks; convert between analogue and digital clocks.
Day 2: Work out time intervals crossing the hour, on both analogue and digital clocks.
Day 3: Calculate time intervals, crossing the hour, using both analogue and digital clocks.
Before teaching, be aware that:
On each day children will need whiteboards and pens.
On Day 1 use the Tell The Time ITP or a large demonstration geared clock for modelling times.
On Day 2 children need small geared clocks and you will need a flipchart to mock up the day’s timetable. For follow on group activities set up the Time game at Consider editing the school timetable times (slides 8 and 10) to match your own.
On Day 3 you need an enlarged copy of children’s TV programme guide for group activity.
Year 4 Measures and Data

2. Unit 1: Telling time to nearest minute; am and pm
Starters
Day 1 Pairs that make 60 (pre-requisite skills)
Day 2 Roman numeral clock (pre-requisite skills)
Suggested for Day 3 Order months (simmering skills) or
Units of time (simmering skills)
Choose starters that suit your class by dragging and dropping the relevant slide or slides below to the start of the teaching for each day.
Year 4 Multiplication and Division

3. Starter Pairs that make 60
Day 1: Revise telling the time, am and pm, to the nearest minute on both analogue and digital clocks; convert between analogue and digital clocks.
Starter
Pairs that make 60
Pre-requisite skills – to use this starter, drag this slide to the start of Day 1
Write a selection of numbers on the board up to 50. Tell children that they need to work out the number pair that is needed to make 60, e.g ? = 60. Time children to see how many matching pairs and number sentences they can write on their whiteboards in 2 minutes! Check by pointing at each number and choosing children to say the matching number sentence.
Year 4 Multiplication and Division

4. Starter Roman numeral clock
Day 2: Work out time intervals crossing the hour, on both analogue and digital clocks.
Starter
Roman numeral clock
Pre-requisite skills – to use this starter, drag this slide to the start of Day 2
Show children a Roman numeral clock, e.g.
Call out o’clock times, e.g. 5 o’clock, while children write the matching Roman numeral, e.g. V., on their whiteboards.
Hide the clock. Write I–XII in Roman numerals on 12 cards and give one to each child. Ask them to get themselves in order I–XII. Repeat with 12 other children.
Year 4 Multiplication and Division

5. Starter Order months Or Units of time
Day 3: Calculate time intervals, crossing the hour, using both analogue and digital clocks.
Starter
Order months Or
Units of time
Simmering skills – to use this starter, drag this slide to the start of Day 3
How many months are in a year? Challenge children in pairs to write the months in order (making sure they have got 12). Give each group 5 minutes to practise saying the months in order, then ‘perform’ in front of the class. Which group can say the months in order without the months in front of them? Or
Create a time quiz for children. They are awarded one point for every question they get right. Read out questions twice and keep the pace quick. E.g. How many seconds in a minute? How many months in a year? Hours in a day? Days in a year? Minutes in an hour? Extend to: Minutes in 2 and a half hours? Days in September? Months in 3 years? Read out answers and total up scores.
Year 4 Multiplication and Division

6. Unit 1: Telling time to nearest minute; am and pm
Objective
Day 1: Revise telling the time, am and pm, to the nearest minute on both analogue and digital clocks; convert between analogue and digital clocks.
Year 4 Measures and Data

7. What time is the clock showing?
Day 1: Revise telling the time, am and pm, to the nearest minute on both analogue and digital clocks; convert between analogue and digital clocks.
What time is the clock showing?
Year 4 Measures and Data

8. Let’s use this clock to count around in five minute intervals…
Day 1: Revise telling the time, am and pm, to the nearest minute on both analogue and digital clocks; convert between analogue and digital clocks.
Let’s use this clock to count around in five minute intervals…
5 past 2
10 past 2
quarter past 2…
How do the hands change?
Use your geared teaching clock to model moving the hands.
Year 4 Measures and Data

9. Each small mark represents 1 minute.
Day 1: Revise telling the time, am and pm, to the nearest minute on both analogue and digital clocks; convert between analogue and digital clocks.
Each small mark represents 1 minute.
If the minute hand points to 2 what time is it?
It’s ten past 2 or 2:10 in digital.
What time is the clock showing now?
Or 2:13 in digital!
So it is 13 minutes past 2.
Year 4 Measures and Data

10. Look carefully at the minutes. How many minutes to the next hour?
Day 1: Revise telling the time, am and pm, to the nearest minute on both analogue and digital clocks; convert between analogue and digital clocks.
Look carefully at the minutes. How many minutes to the next hour?
It’s 21 minutes to 11.
What is that in digital time? Count around from 12.
Children can now go on to do one of Hamilton’s differentiated GROUP ACTIVITIES, which you will find on the TEACHING AND GROUP ACTIVITIES download.
WT: Small group practice of analogue and digital times on clock faces.
ARE: Holiday Camp times (see Resources) – choose analogue and digital times for activities.
GD: As ARE then calculate time intervals.
How can you tell if it’s morning or evening?
It’s 10:39
Use am or pm.
Year 4 Measures and Data

11. Day 1: Revise telling the time, am and pm, to the nearest minute on both analogue and digital clocks; convert between analogue and digital clocks.
The Practice Sheet on this slide is probably suitable for most children.
Download all differentiated PRACTICE WORKSHEETS from this unit’s PROCEDURAL FLUENCY box.
WT: What’s the time? Sheet 1.
ARE: What’s the time? Sheet 2.
GD: What’s the time? Sheet 2 and create three more sets of matching times. .
Year 4 Measures and Data

12. Unit 1: Telling time to nearest minute; am and pm
Objective
Day 2: Work out time intervals crossing the hour, on both analogue and digital clocks.
Year 4 Measures and Data

13. What would happen if school started at 9:40 instead of 9:00?
Day 2: Work out time intervals crossing the hour, on both analogue and digital clocks.
Hamilton Street School – Monday’s timetable
What would happen if school started at 9:40 instead of 9:00?
School starts
9:00am
Registration
9:10am
Assembly
9:15am
Maths
9:40am
Break
10:40am
English
11:00am
Singing
11:50am
Lunch
12:20pm
Science
2:10pm
We have to change the timetable - everything would start 40 minutes later!
Edit the times for your own school day or display on flipchart.
Use your clock to help find some of the new times and write them down.
Year 4 Measures and Data

14. Sometimes it’s straightforward to add 40 minutes…
Day 2: Work out time intervals crossing the hour, on both analogue and digital clocks.
Sometimes it’s straightforward to add 40 minutes…
Registration will be at 9:50am, rather than 9:10am.
Maths starts at 9:40am
But 9:80am is an impossible time! Why?
We have to cross the hour!
Set your clock to 9:40am and count round 40 minutes.
Year 4 Measures and Data

15. Why did that change from am to pm?
Day 2: Work out time intervals crossing the hour, on both analogue and digital clocks.
Hamilton Street School – Monday’s timetable
School starts
9:00am
Registration
9:10am
Assembly
9:15am
Maths
9:40am
Break
10:40am
English
11:00am
Singing
11:50am
Lunch
12:20pm
Science
2:10pm
9:40am
9:50am
9:55am
10:20am
Why did that change from am to pm?
11:20am
11:40am
12:30pm
1:00pm
Children can now go on to do one of Hamilton’s differentiated GROUP ACTIVITIES, which you will find on the TEACHING AND GROUP ACTIVITIES download.
WT: Time game levels 2 and 3 at or Cinema sheet (see Resources) find times 10 and 20 minutes later.
ARE: Time game (as above) levels 3 and 4, or Cinema sheet (see Resources) find times 30 and 45 minutes later.
GD: Time game (as above) levels 4 and 5, or Cinema sheet (see Resources) find times 45 and 34 minutes later.
2:50pm
Let’s check the answers.
Remember each time must be 40 minutes later.
Year 4 Measures and Data

16. Day 2: Work out time intervals crossing the hour, on both analogue and digital clocks.
The Practice Sheet on this slide is probably suitable for all children. Download it from this unit’s PROCEDURAL FLUENCY box.
Children complete as many as they can (Working towards ARE should be able to complete at least 1-5; Working at ARE should be able to complete at least the first 10; Working at Greater Depth should be able to complete all and attempt the challenge).
Challenge
Year 4 Measures and Data

17. Unit 1: Telling time to nearest minute; am and pm
Objective
Day 3: Calculate time intervals, crossing the hour, using both analogue and digital clocks.
Year 4 Measures and Data

18. What time is this? It’s 10:35! How long until 11 o’clock? 25 minutes!
Day 3: Calculate time intervals, crossing the hour, using both analogue and digital clocks.
What time is this?
It’s 10:35!
How long until
11 o’clock?
25 minutes!
How long from
11 o’clock to 10 past 11?
So from 10:35 to 11:10 is 35 minutes.
10 minutes!
Year 4 Measures and Data

19. We can also use Frog to help find time intervals!
Day 3: Calculate time intervals, crossing the hour, using both analogue and digital clocks.
We can also use Frog to help find time intervals!
Start at 10:35 and count up...
… and another 10 minutes to 11:10.
Add Frog’s jumps…
35 minutes from 10:35 to 11:10.
Jump 25 minutes to the next hour.
11:00
25 minutes
10 minutes
10:35
11:10
Year 4 Measures and Data

20. Add the jumps to find how long the programme lasted.
Day 3: Calculate time intervals, crossing the hour, using both analogue and digital clocks.
A television programme starts at half past 6. It finishes at 20 past 7. How long does it last?
Add the jumps to find how long the programme lasted.
30 minutes to 7:00
… and another 20 to 7:20
20 minutes
7:00
30 minutes
6:30
7:20
Year 4 Measures and Data

21. … and another 14 minutes to 10:14.
Day 3: Calculate time intervals, crossing the hour, using both analogue and digital clocks.
Ben goes out on a cycle ride. He leaves home at 9:27 and gets home at 10:14.
How long was his ride?
Add the jumps!
… and another 14 minutes to 10:14.
Jump 33 minutes to 10:00.
10:00
33 minutes
14 minutes
9:27
10:14
Year 4 Measures and Data

22. This time, we know the time interval (45mins).
Day 3: Calculate time intervals, crossing the hour, using both analogue and digital clocks.
This is a bit different!
This time, we know the time interval (45mins).
We need to add 45 minutes by counting on from 7:35…
A programme starts at 7:35.
It lasts 45 minutes. When does it finish?
…so the programme ends at ?
… and 20 more minutes…
25 minutes to the next hour.
+20 minutes
8:00
+25 minutes
Children can now go on to do one of Hamilton’s differentiated GROUP ACTIVITIES, which you will find on the TEACHING AND GROUP ACTIVITIES download.
WT: Using TV guide to calculate length of programmes.
ARE: Writing Time word problems and solving with Frog.
GD: Writing Time word problems and solving with Frog.
8:20
7:35
Year 4 Measures and Data

23. Day 3: Calculate time intervals, crossing the hour, using both analogue and digital clocks.
The Practice Sheet on this slide is probably suitable for all children. Download it from this unit’s PROCEDURAL FLUENCY box.
WT: Complete at least Set 1.
ARE: Complete at least Sets 1 and 2.
GD: Complete Sets 2 and 3. .
Year 4 Measures and Data

24. Year 4 Autumn Measures and Data
Well done! You’ve completed this telling time to nearest minute; am and pm unit.
Objectives
Day 1: Revise telling the time, am and pm, to the nearest minute on both analogue and digital clocks; convert between analogue and digital clocks.
Day 2: Work out time intervals crossing the hour, on both analogue and digital clocks.
Day 3: Calculate time intervals, crossing the hour, using both analogue and digital clocks.
You can now use the Mastery: Reasoning and Problem-Solving questions to assess children’s success across this unit. Go to the next slide.
Year 4 Measures and Data

25. Problem solving and reasoning questions
Measures and Data Unit 1
Problem solving and reasoning questions
Write the times for breakfast, lunch and tea on a Saturday in digital and analogue format. Make sure you use am and pm correctly.
How long to the next hour from:
(i) 4:54
(ii) quarter to 12
twenty past 9
Complete each sentence
4: mins = 5:05
11: mins = 10:40
6: mins = 7:00
8: mins =
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
Use Frog to help you calculate these.
Year 4 Measures and Data