Good evening. Welcome to the KS1 maths evening on 'Teaching Time'.

Transcription

1 Good evening. Welcome to the KS1 maths evening on 'Teaching Time'.

2 So why are you all here?

3 Aims of the evening. to know the vocabulary used in teaching time. to know the objectives that are covered in teaching time. to know the misconceptions with teaching the time. to know what you can do at home to help. to share some examples of time apps.

4 Time to think... Can your child/ren tell you what time of day it is? (morning or afternoon, am or pm). Do they associate events with different times of the day for example: Dad goes to work in the morning; children return from school in the afternoon; people go to sleep at night; etc? Do they know how many seconds in a minute and how minutes in an hour? Do they know what they can do in a minute? Can they sequence events in a day? Are they able to comprehend the concept of elapsed time? Can they say what they days of the week are? Do they know how to say them in order? Can they say what the months of the year are? Can they say what the seasons are and the months within those? Can they say what the time is when asked if it is o'clock, half past, quarter to/past and in 5 minute intervals?

5 Understanding the concept of time is harder than you think.

6 Understanding why time is so important. Understanding of time is fundamental to the understanding of a range of other important mathematical concepts. From the basic use of knowing how many seconds constitute a minute, how many minutes constitute an hour etc. to being able to perform complex speed and distance calculations, time lends itself useful to us in a lot of different ways.

7 TIME VOCABULARY

8 National Curriculum year group expectations EYFS - Year 2

9 EYFS Expectations 1) Uses everyday language related to time. 2) Orders and sequences familiar events. 3) Measures short periods of time in simple ways.

10 Year 1 NC Expectations 1) Compare, describe and solve practical problems for time (for example, quicker, slower, earlier, later). 2) Measure and begin to record time (hours, minutes, seconds) 3) Sequence events in chronological order using language (for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening) 4) Recognise and use language relating to dates, including days of the week, weeks, months and years. 5) Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

11 Year 1 NC Expectations

12 Year 1 NC Expectations

13 Year 2 NC Expectations 1) Compare and sequence intervals of time. 2) Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. 3) Know the number of minutes in an hour and the number of hours in a day.

14 Year 2 NC Expectations

15 Year 3 NC Expectations 1) Convert between analogue and 12-hour digital clocks. 2) Know the number of seconds in a minute and the number of days in each month, year and leap year. 3) Estimate and read time with increasing accuracy to the nearest minute. 4) Record and compare time in terms of seconds, minutes and hours. 5) Use vocabulary such as o'clock, a.m., p.m., morning, afternoon, noon and midnight. 6) Tell and write the time from an analogue clock, including using Roman Numerals from i to Xii and 12- hour and 24hour clocks. 7) Compare durations of events e.g. to calculate the time taken by particular events or tasks.

16 Year 6 NC Expectations 1) Continue to develop understanding of how analogue and digital clocks tell the time. 2) Consolidate understanding of converting between units of time. 3) consolidate fluency in telling and writing the time. 4) Solve problems involving converting between units of time e.g. 'how many days have you been alive?', 'how many hours have you been alive?' 'how many minutes have you been alive?' 'how many more hours have you been alive than your mum/dad?'

17 Before reading the time on a clock Duration of a time limit Task - I will set the timer on 1 minute. Close your eyes and only place your hand up when you think a minute has passed. What do you think you can do in a minute?

18

19 Before reading the time on a clock Days of the week

20 Before reading the time on a clock What month is it now? Which month is after July? Which months are in Autumn? Which month is Christmas? Which month is before October? Which months have 31 days? What months begin with the letter J?

21 Teaching o'clock Show children a clock and ask them: What is the clock used for? What do you see on the face of the clock? How many numbers are on the clock? It is like a number line!! Teach the children about the hands and where they are on o'clock times Show them different o'clock times and link them to events in their day e.g. 9 o'clock - we go to assembly 12 o'clock we have lunch Write the o'clock times at the same time to familiarise the children with the vocabulary MTYT approach using the clocks Encourage the children to read times, write them, make and draw them Interactive activities: Making a clock face using a paper plate 'What's the time Mr Wolf?' Bingo/pairs

22 Half Past Give each child a paper plate/paper circle Ask them to fold it in half - this will help them tell the time do they know why? Explain it is half way around the clock - discrete links to fractions Constantly remind the children that half past is 30 minutes - make the link to 30 being half of 60 - (Year 3/4 type problems ) Shade half of the clock face - visual Repeat the same process as o'clock ACTIONS and songs!!

23

24 Quarter to and Quarter Past Children use a paper plate and fold it into quarters (fractions link - linking to real life e.g. slices of pizza cut into quarters, chocolate cake etc) Discuss quarter to and quarter past Game - (Links to: positional and directional vocabulary) - making quarter, half, 3 quarter and whole turns Doing past on one day and to on another Children should be secure counting in 5s - Linking to multiplication e.g. 3 x 5 =15

25 Why counting is essential in telling the time.

26 5 minute Intervals

27 Later/earlier It is half past ten. Ten minutes have passed. What time is it now? It is ten to 12 and it takes ten minutes to get ready. What time is it now? TALK TASK The expectation is that children will be able to solve word problems/maths stories related to time and explain their thinking...e.g. how do you know? What is the difference between 10 past three and half past three?

28 Concept of time

29 Beyond telling the time. From year 3 onwards, children are expected to increasingly solve problems involving differences in time. The aim is to take the children's learning beyond "reading the clock" but to use time facts in a variety of situations. For example: Using two given times to establish how long something lasts - duration. Using a given duration and one time to identify the start/finish time. This can involve small difference of seconds in a race, through minutes to hours.

30 Beyond telling the time. Calculating the duration of an event As the questions become more difficult, children will use time lines in much the same way that they used number lines earlier in their education am 11.00am 11.20am If Dragon Riders of Berk begins at and ends at 11.20, children can begin by breaking the time into two units - before 11am and after 11am.

31 Beyond telling the time. Calculating the duration of an event

32 Beyond telling the time. Calculating the duration of an event By the time a child is in years 5 and 6, the expectations have become greater so that, for example, children are using units of minutes and hours within the same question am 11.00am pm 1.20pm This time line could apply to the duration of a longer event: for example a train journey. The process of using the line is similar but adds in the possibilities of converting hours to minutes (and vice versa) as well as the aspect of AM/PM. This leads to use of timetables or schedules.

33 Beyond telling the time. Timetables To demonstrate deeper understanding of maths, children may be asked to bring in other learning from other areas of maths.

34 Apps to support teaching time at home - busythings.co.uk - crunch time which help to tell the time to 5 mins FREE - Jungle time to learn 12 and 24 hour times, analogue and digital and roman numerals on a clock tick tock which has multiple levels to teach analogue and digital times. 69p - maths blaster which helps to tell the time and answers time problems FREE - Andrian Brodie - telling the time 4-5, 6-8, 9-11 age levels which tell the time, calculating time intervals and durations of train journeys each age group, 3.99 for all age groups

35 Thank you for your time.