> BDAM !!bjbj== 5>WWlTTTh8ThFF\\\^^^4666666$k 8ZT^HZ^^Z\\o^X\8\4^4^`h<`\:_R5|h2$``0`!(!`hhRead the time on a 12hour digital clock and to the nearest 5 minutes on an analogue clock; calculate time intervals and find start or end times for a given time interval.
(Objective repeated in Block C Unit 2 and Block D Units 1 & 3)With a number line hoop with sliding divisions or a PE hoop marked at 5 minute intervals, point to the top of the hoop and label 60, point to the half past point and label 30.
Discuss the top point refers to zero minutes past the hour and bottom point is thirty minutes past.
Show 5 minute divisions.
Label all the 5 minute intervals around the hoop.
In pairs with whiteboards and analogue clocks, one child show a time to half past, other child writes corresponding digital time and then vice versa.Using ITP 20 cards: Make a stack of 12 cards, first card numbered 5, step number 5, step increments 0.
Arrange the cards by dropping and dragging into a cyclical arrangement of five minutes, out of sequence. Ask children to arrange the 5-minute intervals
in the correct sequence.
Hide some of the times by clicking right hand corner.
Draw a number line, beginning at an hour time, in twelve divisions of five minutes, read the digital time. Show 7:05 establish what the 05 means, 10 means.
Cover some of the times and ask the child to count on in 5s to recognise the missing time.
e.g. 7:05 7:10 7.20 7:25
Show digital times e.g. 8:30 and times written in words e.g. two thirty, half past three, twenty five minutes past ten, In a group of three, children match cards with corresponding times. Choose a card either digital or written in words, others show the corresponding time on mini clock faces. What is the latest time? earliest time? Order them from earliest to latest.
Then introduce differentiated cards: 1 hour before, 1 hour later,
15 minutes earlier, 25 minutes later, 30 minutes earlier.
1 hour 15 minutes earlier, 3 hours and 30 minutes later.
Children make corresponding new times with their mini clocks and write down the time.
With an OHT of the current months calendar, e.g. September 2007, explore the current month to familiarise the children with it. Revise fact that there are seven days in a week.
Q: What is the current month? The day? The date?, How do we write the date in short form. E.g. 18/9/2007. What does the nine stand for? What does the 18 stand for?
Q; When the first day of the calendar month e.g. Sept 2007 does not fall on a Monday, where are the missing three days? Monday, Tuesday, Wednesday?
Establish with the children these days fall within the previous month of August.
Give children individual paper copies of an enlarged calendar month, ask them to place their counter on number one and establish this is the first day of the month. Demonstrate how to read up the column to find the abbreviation for the day of the week.
Q: What day of the week is the first of the month? Repeat with the 5th, 10th day of the month etc.
Q: How many days are there in this month? What day of the week does the last day of the month fall on?
Q: What date is the first Saturday of the month?
Predict what date will the second Saturday fall on? How did you know? Will that help us to work out the dates of all the Saturdays this month?
Q: I borrowed my library book on the 5th of the month, I have to take it back in two weeks, what date will that be? Is there something that you already know that might help? (Double seven add 5)
In pairs, children explore the current years calendar copied onto A4. Find the day of the week of their birthday this year, siblings birthday, bonfire night, Christmas day, Valentines day etc.Discuss with children the order of the day. Ask for significant times of the day, e.g. registration, break, lunch, library, write the event and the time down, not in order.
Q: How could these events be ordered?
Discuss childrens ideas.
Distinguish the difference between horizontal and vertical ordering.
Q: Where could tomorrows events be fitted in?
Show an example of a daily timetable for T.V viewing.
Q: What information does this tell us? Tell me something about how the information has been set out
Point out information presented vertically in columns, read the headings of the columns e.g. BBC1 BBC2..
With an OHT and childrens individual copies of a daily TV schedule,
Q: Can you spot your favourite T.V. programme?
What time does it start? How long does it last?
What time does the ITV evening news start? What time does the weather end?
Working in groups of three, give each group a set of differentiated questions to answer and copies of the T.V. schedule.
What time does Blue Peter start?
What time does it finish?
How long is the news?
Which programme is on before the news?
Which channel has a film starting at 9.00?
Which lasts longer The Bill or Coronation Street?
Which programmes last an hour or more?
If I leave school at three thirty and it takes me twenty minutes to walk home, what is the first programme I would be home in time to watch?
I am able to watch up to two hours T.V on Saturday morning, which programmes would I be able to watch from start to finish?Use the times in the school day, for the children to mark on photocopied clock faces. They could put both hands in, or the hour hand could be in place already if it is the minutes that are being worked on.
Show how to calculate how long the numeracy lesson is, by working from the start time to the finish time on a clock face.
Ask children to calculate other time spans in the school day, more able children can work on two step problems (how long from start of literacy to the end of playtime?)On IWB or OHP show a copy of the class timetable.
Ask children to spend 5 minutes talking to their partner about the timetable.
Q: What information does this timetable give us?
Take feedback:
Select specific times on the timetable and ask a range of questions e.g.
If we begin assembly at 9.05 and it finishes at 9.20, how long is assembly?
Is assembly the same length of time on Thursday?
How many hours of art do we have each week?
If Mrs Brown (the TA) starts work at 9.15 and finishes work at 2.45, how long does she help us each day?
Give the children a blank timetable for the school day.
Agree as a class all the different things that need to be included in the week and how much time each thing needs to be allocated. e.g. numeracy 5 hrs, PE 2 hrs, etc.
Keeping the school start and finish times the same the children should plan their ideal timetable.
Ask specific children/groups to feedback on their timetable and explain why they have made their decisions on how to organise the timetable.
- PAGE 3 -
Q: What would the minute hand be pointing to if was pointing here?
Q: What is another way of saying 30 minutes past? Why?
Q; How many minutes past would this show?
Q: If the digital time reads this time (9:30) what does the thirty mean? Where will the minute hand be pointing to on the hoop?
Q: On the analogue clock where would the hour hand now be, once the minute hand is half past the hour?
Q How do we know where 35 will go?
Q What number will go at the point a quarter of the way around the clock face? At the point half way, three quarters of the way around the clock face?
Q If the time is quarter past the hour, and ten minutes pass by, which card will the minute hand point to?
Q What time is missing? How can counting in 5s help?
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