Short Blocks

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 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.
    (a) Cleaning your teeth
    (b) Watching a film
    (c) A night’s sleep
    (d) Eating a biscuit
    (e) Your journey to school
  • 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.