1. Read timetables using 24-hour clock Calculate time intervals
Measures and Data
Read timetables using 24-hour clock
Calculate time intervals
Objectives
Day 1
Calculate time intervals using the 24-hour clock.
Day 2
Read timetables and calculate time intervals using the 24-hour clock.
Day 3
Read timetables using the 24-hour clock Calculate time intervals.
Day 4
Given a time delay, count on to find new train departure and arrival times.
Before teaching, be aware that:
On Days 1, 2 and 4 children will need mini-whiteboards and pens.
Year 5

2. Read timetables using 24-hour clock Calculate time intervals
Measures and Data
Read timetables using 24-hour clock
Calculate time intervals
Starters
Day 1
Read the 24-hour clock (pre-requisite skills)
Day 2
Converting between 12-hour and 24-hour clock (pre-requisite skills)
Day 3
Pairs to 60 (simmering skills)
Day 4
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 5

3. Read timetables using 24-hour clock Calculate time intervals
Measures and Data
Read timetables using 24-hour clock
Calculate time intervals
Starter
Read the 24-hour clock
Pre-requisite skills – to use this starter, drag this slide to the start of Day 1
Children work in pairs. They each write down 4 times using 12-hour format: one in the morning, one in the afternoon, one in evening and one during the night. They convert each time to 24-hour format. They take it in turns to read out one of their 24-hour times and their partner tries to figure out what 12-hour time the first child wrote originally. If correct, the partner scores a point. They can score an extra point if they can say the time one hour later in both formats. Can they both score 8 points?
Year 5

4. Measures and Data Read timetables using 24-hour clock
Calculate time intervals
Starter
Converting between 12-hour and 24-hour clock
Pre-requisite skills – to use this starter, drag this slide to the start of Day 2
Prepare three flashcards with 24-hour clock times on one side and 12-hour clock times on the other, e.g. 7:20 am/07:20, 1:55pm/13:55, 8:30pm/20:30
Show class one side and they write the corresponding time on their whiteboards. Give each pair a blank card which they use to create another similar flashcard. Choose some children to try out their card with the class. Collect in cards to use another time.
Year 5

5. Read timetables using 24-hour clock Calculate time intervals
Measures and Data
Read timetables using 24-hour clock
Calculate time intervals
Starter
Pairs to 60
Simmering skills – to use this starter, drag this slide to the start of Day 3
Children have to find complements 60. Everyone, what do we add to 15 to make a total of 60?
Now I’m going to call another number as I throw a ball/ bean bag to each of you. Give me the complement to 60 as you throw it back.
Call out 48. Throw a soft ball/bean bag to a child who replies 12 (to make 60) who throws it back. Repeat calling out different numbers less than 60 (include multiples of 5 for less confident children).
You could also allow the child with the ball to call out the new number and throw the ball on to someone else.
Year 5

6. Read timetables using 24-hour clock Calculate time intervals
Measures and Data
Read timetables using 24-hour clock
Calculate time intervals
Starter
Units of time
Simmering skills – to use this starter, drag this slide to the start of Day 4
Shuffle, then give at least one ‘Time loop card’ to each pair (see Starters resource). Give out all the cards. The pair with a starred card reads out their question. The pair with the answer reads the answer, then asks their question. Repeat until all cards have been worked through. Time the loop.
Shuffle, hand out the cards to different children and repeat with a different starting card.
Year 5

7. Read timetables using 24-hour clock Calculate time intervals
Measures and Data
Read timetables using 24-hour clock
Calculate time intervals
Objectives
Day 1
Calculate time intervals using the 24-hour clock.
Year 5

8. 1 6 3 Day 1: Calculate time intervals using the 24-hour clock. 35 mins
This is a 24-hour digital clock. What would this time look like on a 12-hour digital clock?
When is it useful to use a
24-hour digital clock rather than a 12-hour digital clock? 1 6 3
Hours
Minutes
A school science lesson starts at 10:45 and ends at 11:35.
How long does it last?
Sketch a time number line to represent this on your whiteboard.
How many minutes until 11 o’clock? Remember that we are counting up to 60, not 100…
35 mins
15 mins
If necessary, revise this strategy, particularly how the whole hour can be used when counting up, i.e. 15 minutes from 10:45 to 11, then 35 minutes to 11:35, so the total length of the Science lesson is minutes = 50 minutes.
11:00
10:45
11:35
15 mins + 35 mins = 50 mins
Year 5

9. Day 1: Calculate time intervals using the 24-hour clock.
A P.E. lesson starts at 13:30 and ends at 14:45.
How long does it last?
Sketch a time number line to represent this on your whiteboard.
Compare your timeline with your partner's.
A singing lesson starts at 11:50 and ends at 12:35.
How long does it last?
Sketch a time number line to represent this on your whiteboard.
Compare your timeline with your partner's.
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT: Calculate time intervals on the class timetable.
ARE/GD: Calculate time intervals on the class timetable, then compare with lesson durations in a younger class.
Year 5

10. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT/ARE/GD: Calculate elapsed times. Create a schedule for DIY tasks (Sheet 1).
Challenge
Year 5

11. Read timetables using 24-hour clock Calculate time intervals
Measures and Data
Read timetables using 24-hour clock
Calculate time intervals
Objectives
Day 2
Read timetables and calculate time intervals using the 24-hour clock.
Year 5

12. I am going to show a time in 12-hour format.
Day 2: Read timetables and calculate time intervals using the 24-hour clock.
What time does the 08:45 reach Ottery St Catchpole? Write both the 24-hour and 12-hour times on your whiteboard.
I am going to show a time in 12-hour format.
Convert it to 24-hour format, search for it on the timetable and write the corresponding place name on your whiteboard.
Five to midnight.
2 minutes past 9 in the morning.
20 past 5 in the afternoon.
10 to 7 in the evening.
Year 5

13. Day 2: Read timetables and calculate time intervals using the 24-hour clock.
How long does the 08:45 from Diagon Alley take to reach Ottery St Catchpole?
I am going to ask you to calculate time intervals.
Draw time-lines to help.
How long does the 19:52 from Kings Cross take to reach Hogsmeade?
Which is the fastest train between Kings Cross and Hogwarts?
Year 5

14. Day 2: Read timetables and calculate time intervals using the 24-hour clock.
Whole
Class
activity
Today’s GROUP ACTIVITY is a whole class activity. You can find more details in the unit’s TEACHING AND GROUP ACTIVITIES download.
WT/ARE: As above.
GD: Four trains travel all the way from Diagon Alley to Hogsmeade. What are the quickest and the slowest times for this journey?
For each route, find how long the train takes between Diagon Alley and Kings Cross. What do you notice?
Investigate journey times between other pairs of stations. In each case, find the quickest and the slowest journey times.
Year 5

15. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT/ARE/GD: Interpret a fictional timetable, including reading times and calculating durations (Sheet 1).
Year 5

16. Read timetables using 24-hour clock Calculate time intervals
Measures and Data
Read timetables using 24-hour clock
Calculate time intervals
Objectives
Day 3
Read timetables using the 24-hour clock Calculate time intervals.
Year 5

17. Write ringed times as 12-hour times.
Day 3: Read timetables using the 24-hour clock; Calculate time intervals.
North Yorkshire Steam Railway runs steam trains from Pickering across the moors to Whitby on the coast.
Hikers can get off on the moors to go walking, or holiday-makers can get the train to the seaside at Whitby.
If desired, you could show details of each stop at
Write ringed times as 12-hour times.
Year 5

18. We’re going to find out how long they can spend in Whitby.
Day 3: Read timetables using the 24-hour clock; Calculate time intervals.
A family want to catch the first train from Pickering to Whitby, and catch the last train back so they can have a full day at the seaside.
We’re going to find out how long they can spend in Whitby.
What should we mark on the time-line?
Agree what time the family will arrive and what time they need to depart.
Year 5

19. 6 hours + 25 mins + 30 mins = 6 hours 55 mins
Day 3: Read timetables using the 24-hour clock; Calculate time intervals.
Arrive in Whitby at 10:35.
Leave Whitby at 17:30.
They can stay in Whitby for 6 hours 55 minutes.
6 hours
25 mins
30 mins
17:00
11:00
Some children may feel confident in jumping from 11:100 to 17:30 in one jump.
10:35
17:30
6 hours + 25 mins + 30 mins = 6 hours 55 mins
Year 5

20. Day 3: Read timetables using the 24-hour clock; Calculate time intervals.
A group of walkers is staying in Whitby. They want to do a walk on the moors, starting at Newtondale and finishing at Grosmont. This walk should take about 4 hours. Look at the timetable and give the group some travel advice.
Agree that they could catch the 11:00 train from Whitby arriving in Newtondale at 12:03, and will need to catch the last train back from Grosmont at 16:38, arriving in Whitby at 17:00. This allows a little contingency time or a short lunch stop.
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT/ARE/GD: Plan itineraries using a real railway timetable
Year 5

21. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT/ARE/GD: Interpret a fictional timetable, including calculating elapsed times (Sheet 1).
Challenge
Year 5

22. Read timetables using 24-hour clock Calculate time intervals
Measures and Data
Read timetables using 24-hour clock
Calculate time intervals
Objectives
Day 4
Given a time delay, count on to find new train departure and arrival times.
Year 5

23. Day 4: Given a time delay, count on to find new train departure and arrival times.
The 14:48 to Birmingham New Street is running approximately 37 minutes late as a result of sheep on the line near Worcester.
How will we calculate the new departure time?
How many minutes do we need to add?
How many minutes to the next hour?
25 mins
12 mins
15:25
15:00
14:48
So this is the time that the train is now expected to depart.
Year 5

24. Calculate the new departure time. Calculate the new departure time.
Day 4: Given a time delay, count on to find new train departure and arrival times.
The train to Gloucester, due to depart at 18:52, is running approximately 45 minutes late as a result of signalling problems.
Calculate the new departure time.
The 13:53 to Penzance is running approximately 1 hour and 15 minutes late as a result of stormy weather conditions causing flooding.
Calculate the new departure time.
Observe and support children making jottings on an empty number line.
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT/ARE/GD: Use ‘counting on’ on a number line as a strategy for adding a time duration to a start time.
Year 5

25. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT/ARE/GD: Given start times and an elapsed time, find journey end times (Sheet 1).
Year 5

26. Read timetables using 24-hour clock Calculate time intervals
Measures and Data
Read timetables using 24-hour clock
Calculate time intervals
Well Done! You’ve completed this unit.
Objectives
Day 1
Calculate time intervals using the 24-hour clock
Day 2
Read timetables and calculate time intervals using the 24-hour clock
Day 3
Read timetables using the 24-hour clock Calculate time intervals.
Day 4
Given a time delay, count on to find new train departure and arrival times.
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 5

27. Problem solving and reasoning questions
True or false?
• 13:40 is twenty to two in the afternoon.
• Midnight is 00:00
• Midday is 12:00 on 24 hour clock
• 19:15 is quarter past 7 in the morning.
• 1 hour after 15:00 is six o’clock pm.
Calculate how long it is between…
• 13:40 and five to 5 in the afternoon
• Quarter to midday and 17:23
• Five past midnight and ten to midday
If each bus is 40 minutes late, write its new arrival time.
(i) No. 31 bus due at 12:55
(ii) No. 22 bus due at 13:04
(iii) No. 15 bus due at 14:44
The number 4A bus arrived 27 minutes late at 00:14. What time was it due?
Year 5

28. Problem solving and reasoning: Answers
True or false?
• 13:40 is twenty to two in the afternoon. True
• Midnight is 00:00 True
• Midday is 12:00 on 24 hour clock True
• 19:15 is quarter past 7 in the morning. False - it is in the evening
• 1 hour after 15:00 is six o’clock pm. False - it is four o’clock pm
Calculate how long it is between…
• 13:40 and five to 5 in the afternoon 3 hours 15 minutes
• Quarter to midday and 17: hours and 38 minutes
• Five past midnight and ten to midday 11 hours and 45 minutes.
An ENL jotting can help with these calculations, which are probably best-solved by counting up from the earlier to the later time.
If each bus is 40 minutes late, write its new arrival time.
(i) No. 31 bus due at 12: :35
(ii) No. 22 bus due at 13: :44
No. 15 bus due at 14: :24
Answers of 12:95 and 14:84 for (i) and (iii) respectively suggest child had added the minutes but forgotten that there are only 60mins in an hour.
The number 4A bus arrived 27 minutes late at 00:14. What time was it due?
23:47
Year 5