Year 3 Maths – Telling the time (Chapter 9)We have picked this topic as it’s something practical you can do with your children at home. Try to show them a range of different clocks, but focus on teaching them to read an analogue clock in the first instance. We will look at digital methods later on.Below are the chapter headings and then for each lesson there will be teaching notes and then independent tasks. The teaching notes gives you as a parent the learning essentials and then the independent tasks are what the children can try to complete after they have been taught the concept. Don’t rush through the practical, allow them to explore and ask questions. Where possible you will also find a challenge related to what you have just learnt, please only do this if you wish.

Chapter Overview

Lesson 1 – Telling time using a.m. /p.m. Lesson 2 - Telling the time to the minute. Lesson 3 - Telling the time using o’clock, a.m. /.p.m., morning, afternoon, past and half past.Lesson 4 - Telling the time using both analogue and digital methods. Lesson 5 - Telling the time to the minute using vocabulary, such as o’clock, a.m. /p.m., morning, afternoon, noon and midnight.Lesson 6 - Telling and writing the time from 12-hour and 24- hour clocks.

This week (20.04.20) we will release lesson 1 – 3 Next week (27.04.20) we will release lesson 4 – 6

Lesson 1 (Resources: template to make clock, ante meridiem/post meridiem word cards and time cards)

Lesson ApproachTo begin this lesson, show your child the words 'ante meridiem' and 'post meridiem'. Ask them what they think these terms might mean. Tell them that meridiem has something to do with midday. Let them discuss this and continue to drop hints until they arrive at the idea that a.m. and p.m. come from the Latin words for 'before midday' and 'after midday'.

Now show your child the In Focus task and let them think about the question – they can discuss it with you.

Show them Let’s Learn 1 and 2.

Questions:

How would we write 8:15 in the morning?

What would the hour hand look like at that time? Why?

Where would the minute hand be? Why?

Show them Let’s Learn 3

Show them Let's Learn 4 and 5 and allow them to discuss their thoughts.

(I have attached some time cards to help you with this activity)

Guided Practice

During Guided Practice, children are looking at pictorial clues and determining whether it is 'a.m.' or 'p.m.

Independent task – complete the task below.

Day 1 ChallengeSort the times from the earliest to the latest

Lesson 2Resources

Lesson ApproachTo begin this lesson, provide a clock. Then show your child the In Focus task and ask them if they can replicate the time shown in the picture on their own clock. (See resources – flower clock would be better as it shows 1 minute intervals or even better if you have a wrist watch as you can show that as the minute hand moves the hour hand moves slowly as well)

Questions:

What time does the clock show? How do they know? How can they be sure?

Show Let’s Learn 1 and 2

Count on together with your child in fives starting from 12 o'clock to 12:20, then count on in 1-minute intervals until 12:24. Tell them your friend says if you count up all of the small markings you get to 60. Is this true? What does the 60 stand for?

Next, ask what they notice about the hour hand on their clocks as they move the minute hand. (If you have a wrist watch that you can use to show them that as the minute hand moves the hour hand also begins to move this may help.)

Is there a relationship or does the hour hand just switch numbers at the end of 60 minutes? Allow them to discuss with you how the hour hand moves within a period of an hour. For example, when the minute hand shows half past, the hour hand is halfway between hours.

Show images in Let's Learn 3 and 4 and ask them to describe the positions of the hour hands and explain the difference.

During Guided Practice, children are telling time to the minute. Ask them how they can tell the time to the minute without counting every small marking.

Independent task – complete the task below.

Day 2 Challenge

Lesson 3Lesson ApproachTo begin this lesson, show your child the In Focus task and ask them how many ways they can think of to express what time of day it is.

Prompt them by telling them your friend says you can say it is 'half to 2'. Is this correct? What terms do we know? Work through Let's Learn 1 to 3 to describe the different ways to tell time.

Then show them Let's Learn 4 and ask them how many ways they can express the time shown.

During Guided Practice, children are telling the time in a variety of ways by looking at an analogue clock and using the

vocabulary provided.

Independent task – complete the task below.

Day 3 Challengehttps://mathsframe.co.uk/en/resources/resource/116/telling_the_time# Why not have a go on this time game. You have the option of telling the time to the nearest hour, half hour, quarter hour, five minutes or minute.