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# Maths Year 3 Spring Time and Data

Each unit has everything you need to teach a set of related skills and concepts. 'Teaching for Understanding' provides whole-class teaching and fully differentiated adult-led group activities. ‘Problem-solving and Reasoning’ develops these skills, and includes questions to enable you to assess mastery. Practice sheets ensure procedural fluency. Extra support activities enable targeted work with children who are well below ARE.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of associated documents. These bulk downloads are available to friends and School Subscribers. These bulk downloads are added value for Hamilton Friends and School Subscribers.

## Unit 1 Tell time to 5 minutes; Roman numerals (suggested as 3 days)

### Objectives

Tell the time to nearest 5 minutes; Roman numerals
Unit 1: ID# 3581

National Curriculum
Meas (iv) (v)

Hamilton Objectives
33. Tell and write the time on digital and analogue clocks (including those with Roman numerals).
34. Record times in hours, am and pm.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Show the ITP Tell the Time. Click to show 9 o’clock. Click round to show the 5 minutes past to half past 9. Then discuss how these times match to digital clock times. Show the 5 minute intervals through to 10 o’clock.
Group Activities
-- Read, write and make times to 5 minutes past the hour on analogue and digital clocks, including those with Roman numerals.

Day 2 Teaching
Launch the ITP Tell the Time and set the clock to 5 o’clock. Work out what the clock would look like in increments of 15 minutes, ask children to write down the time in digital format. Give out small analogue clocks and ask children to match o’clock, quarter past and quarter to digital times.
Group Activities
-- Read, make and write times to the next hour, to 5 minutes, on analogue and digital clocks.
-- Find the time 15 minutes later and show it on analogue and digital clocks.

Day 3 Teaching
Launch a clock on the web (see address). Press the times button and children write matching digital times. Introduce am and pm and discuss how it is hard to tell if it is am or pm on an analogue clock.
Group Activities
Use the ‘Dodgy digital clock’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Order times in different formats, including am and pm.
-- Make and write times on analogue clocks and in digital format.

### You Will Need

• Mini-whiteboards and pens
• ITP Tell The Time
• Analogue clock with Roman numerals
• Small analogue clocks and digital clock
• ‘Analogue clocks’ sheet 1 (see resources)
• Large analogue clock
• Large piece of paper and glue
• ‘Time’ sheets (see resources)
• ‘Analogue clocks’ sheet 2 (see resources)

### Mental/Oral Maths Starters

Day 1
Units of time (pre-requisite skills)

Suggested for Day 2
Pairs of multiples of 5 with a total of 60 (simmering skills)

Suggested for Day 3
5 times table (simmering skills)

### Procedural Fluency

Day 1
Write and draw corresponding analogue and digital clock times.

Day 2
Match analogue clock times to digital clock times and vice-versa.

Day 3
Order analogue and digital times from earliest to latest, including am and pm.

### Mastery: Reasoning and Problem-Solving

• Draw the hands on a clock to show:
10 past 10
10 to 10
11:45
Quarter past 3
12:40
• True or false?
1:50 is the same as 10 minutes to 2.
5 o’clock am is 12 hours later than 5 o’clock pm.
15 minutes before 6 o’clock is 5:15 on a digital clock.
If the hour hand is pointing to VI, it is six o’clock.
If the minute hand points at XI, it is nine o’clock.
• If the clock hands make a straight line on an analogue clock, what times could the clock be showing?

In-depth Investigation: Dodgy Digital Clock
Children work out which times won’t show correctly because of a faulty segment in the digital display.

### Extra Support

Pink Past and Blue To
Telling the time to the quarter hour on analogue and digital clocks

## Unit 2 Time events; units of time; pictograms (suggested as 2 days)

### Objectives

Time events; units of time; pictograms
Unit 2: ID# 3593

National Curriculum
Meas (v) (vi)
Stats (i) (ii)

Hamilton Objectives
34. Record times in seconds, minutes, hours, months, years.
36. Interpret and represent data on scaled bar charts, pictograms and tables, and solve problems using these.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Start a stop watch. Children close their eyes and raise hands when they think a minute has gone by. When all children put up their hands (or after 2 mins!), say which children put up their hands at roughly the right time. Discuss timing a minute by counting 60 seconds.
Group Activities
-- Time events in seconds and record them on a bar chart.

Day 2 Teaching
Discuss which month has the most birthdays. Provide birthday months for a couple of classes in the school. Say that we will draw a pictogram of the results. Create a tally chart and then agree an image for the pictogram, e.g. a circle to represent a birthday cake!
Group Activities
Use the in-depth problem-solving investigation ‘Real statistics’ from NRICH as today’s group activity.
Or, use the activity below:
-- Draw and interpret a pictogram where 1 symbol represents 2 units.

### You Will Need

• Stop watch
• Mini-whiteboards and pens
• Large sheets of paper
• Class registers
• Flipchart
• Large piece of squared paper

### Mental/Oral Maths Starters

Day 1
Months of the year (pre-requisite skills)

Suggested for Day 2
2 times table (simmering skills)

### Procedural Fluency

Day 1
Present information from a table on a bar chart marked in steps of 10 seconds and derive facts from it.

Day 2
Complete a pictogram where 1 symbol represents 2 items, and derive facts from it.

### Mastery: Reasoning and Problem-Solving

• Say which things would be timed in seconds, which would be timed in minutes, and which in hours.
(b) Watching a film
(c) A night’s sleep
(d) Eating a biscuit
• Write the full names of 4 people in your family. Draw a pictogram of the numbers of vowels you have written.

In-depth Investigation: Real Statistics
Interpret data from the 2000 school census and create a new bar chart or pictogram to show similar data from your school. Real Statistics from nrich.maths.org.

### Extra Support

This unit has no separate Extra Support activities.

## Unit 3 Tell the time to nearest minute (suggested as 2 days)

### Objectives

Tell the time to nearest minute
Unit 3: ID# 3607

National Curriculum
Meas (iv) (v)

Hamilton Objectives
33. Tell and write the time on digital and analogue clocks
35. Compare durations of events using analogue/digital times and vocabulary such as am and pm.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Use 2 children to create a human digital clock. Match quarter past, half past and quarter to, to analogue clock times. Then show times at 5 minute intervals and match digital and analogue. Read times in both forms in unison.
Group Activities
-- Read and express times on analogue clocks and digital clocks.

Day 2 Teaching
Launch the ITP Tell the Time and show 1/2 past 9 on the analogue clock. Choose time increment of 5 mins and press + repeatedly until 10 o’clock. Repeat with increment of 1 minute and show times until 10 past 10. Hide analogue clock and show digital. Show times on this.
Group Activities

Use the ‘Mirror Times’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Play Time Bingo.
-- Order times on analogue and digital clocks.

### You Will Need

• Flipchart and digit cards 0 to 9
• Large geared analogue clock
• Analogue clocks and digital clock
• Mini-whiteboards
• ITP: Tell the Time
• Scissors and counters
• Time Bingo (see resources)

### Mental/Oral Maths Starters

Day 1
Tell the time to the nearest 5 minutes (pre-requisite skills)

Day 2
Convert times on analogue clocks to digital clock times (pre-requisite skills)

### Procedural Fluency

Day 1
Draw corresponding analogue clock times for given digital clocks, and vice versa.

Day 2
Match analogue clock times to digital clock times, and vice-versa.

### Mastery: Reasoning and Problem-Solving

• Draw lines to match the times which are the same.
4:50 half past 3
12:15 20 past 6
2:35 10 to 5
6:20 quarter past 12
3:30 25 to 3
• Write 3 ‘quarter to’ times on digital clocks. Say what you would be doing at each time.
• Draw hands on clocks to show:
3:10 3:20 3:30 3:40 3:50
What would the next time in the sequence be?

In-depth Investigation: Mirror Times
Children use mirrors and analogue clocks. They record pairs of times using digital format.

### Extra Support

Snap O'clock
Telling the time to the quarter hour on analogue and digital clocks

## Unit 4 Calculate/compare time intervals (suggested as 2 days)

### Objectives

Calculate/compare time intervals
Unit 4: ID# 3617

National Curriculum
Meas (vii)

Hamilton Objectives
34. Record times in seconds, minutes and hours. Convert from hours to minutes.
35. Compare durations of events using analogue/digital time and vocabulary such as am and pm.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Write a timetable on the IWB, e.g. Woke up 7:16. Breakfast at 8:30. Got on the bus at 9:40 etc. Explain that this belongs to a man who is always running 5 minutes late! In pairs ask children to re-write the times 5 minutes later. Show this on digital and analogue clocks. Extend to larger intervals.
Group Activities
-- Find new times that are later than a given time.
-- Add on a given number of minutes to find a new time.

Day 2 Teaching
Set ITP Tell the Time to 7:40. Ask children to write the time half an hour later. Show different times on the IWB and calculate longer time intervals using the idea that we are finding the end times of programmes we are watching.
Group Activities
Use the in-depth problem-solving investigation ‘Two clocks’ from NRICH as today’s group activity.
Or, use the activities below:
-- Show times that are a given number of hours or minutes earlier or later.
-- Find the time a particular number of minutes earlier than a given time.

### You Will Need

• Analogue clocks
• ITP: Tell the Time
• Large piece of sugar paper
• Minute cards (see resources)
• Mini-whiteboards and pens

### Mental/Oral Maths Starters

Day 1
Say the time 1/2 an hour and a 1/4 of an hour later (pre-requisite skills)

Suggested for Day 2
Identify addition facts for numbers 10 to 20 (simmering skills)

### Procedural Fluency

Day 1
Work out the new time that is a certain number of minutes later than a given time.

Day 2
Write pairs of times a given number of minutes apart.

### Mastery: Reasoning and Problem-Solving

• Count on in 5 minute intervals from 11:30.
Write the times you say until 12:15.
• Write the time half an hour after…
(a) Tea-time 4:35pm
(b) Bed-time 8:05
(c) Midnight
(d) Breakfast time 7:40
• A bell rings every 15 minutes. If the first 1 is at 10 past 12, will it ring at…
1 pm?
10 past 2?
5 to 3?

In-depth investigation: Two Clocks
Working out time problems using analogue clocks with only 1 hand. Two Clocks from nrich.maths.org.

### Extra Support

Loop the Loop
Telling the time to 5 minutes past the hour

## Unit 5 Units of time: calculate intervals (suggested as 3 days)

### Objectives

Units of time: calculate intervals
Unit 5: ID# 3623

National Curriculum
Meas (v) (vi) (vii)

Hamilton Objectives
33. Tell and write the time on digital and analogue clocks (incl. those with Roman numerals).
34. Record times in seconds, minutes, hours, converting from one unit to another.
35. Compare durations of events using analogue/digital times and vocabulary such as am and pm.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Write 7:40am, 7pm, 2:30am and 3:15pm. Remind children that am is before 12 noon (midday) and pm is after, so 7:40am is morning. Children write times in order, earliest to latest. Use ITP Tell the Time. Display both clocks and set the time increment to 1 minute. Use these clocks to calculate time intervals.
Group Activities
-- Read and write a digital time and show it as an analogue time.
-- Play a game identifying times between 2 given times.

Day 2 Teaching
Use ITP Tell the Time to show analogue times, (not multiples of 5 minutes) hiding the digital clock. Children write the equivalent digital times, reveal digital clock to check. Show times to the hour and find how long until next hour, counting back in 5s from the next hour, then adding on 1, 2, 3 or 4 mins as appropriate.
Group Activities
Use the in-depth problem-solving investigation ‘Wonky Watches’ from NRICH as today’s group activity.
Or, use the activities below:
-- Identify analogue and digital times and use them to calculate durations.
-- Use a timetable to calculate the total durations of different groups of activities.

Day 3 Teaching
Children in pairs list all the units of time they can. Take feedback. How many seconds in a minute? Minutes in an hour? Hours in a day? Rehearse the order of months. Show children the knuckle-method of recalling the number of days in the different months.
Group Activities
-- Write and answer questions about a variety of units of time, for example minutes, hours, days, weeks, months, years.

### You Will Need

• ITP: Tell the Time
• Analogue clocks
• Time bingo (see resources)
• Flipchart
• Class timetable with no times
• Demonstration analogue clock
• Class timetable for a week
• Blank cards
• Units of time quiz (answers) (see resources)
• Units of time quiz (questions) (see resources)

### Mental/Oral Maths Starters

Day 1
Which month next? (pre-requisite skills)

Day 2
Match digital and analogue times (pre-requisite skills)

Day 3
Months of the year (pre-requisite skills)

### Procedural Fluency

Day 1
Match and order written, analogue and digital times.

Day 2
Answer questions that involve comparing programme durations and lengths of time.

Day 3
Complete a set of loop cards that involve answering questions about units of time.

### Mastery: Reasoning and Problem-Solving

• Padma oversleeps. Her alarm went off at 7:40 but she sleeps an extra half an hour. What time does she wake?
• Write the time half an hour before:
(a) 10 to 6
(b) 25 past 10
(c) quarter past 7
(d) 5 past 5

Write the missing times in this table:

 25 mins earlier time 25 mins later 6.00 6.25 12.15 7.50
• True or false?
2 minutes = 100 seconds
1½ hours = 90 seconds
300 minutes is 5 hours
2 days is 50 hours less 2
August is the longest month
September and June have the same number of days

In-depth Investigation: Wonky Watches
Mandeep and Adam both have watches which are telling the wrong time. Use the information to work what time it really was when they got to the airport. Wonky Watches from nrich.maths.org.

### Extra Support

Round and Round
Telling the time to 5 minutes, both past and to the hour