Maths Year 5/6 Spring Time and Data

Day 1
Model using a timeline to find the interval between two times. Children write two times with a difference of 1 hour 25 minutes, including 24-hour times across noon and midnight.
Group Activities: T with Y5
Y5 -- Find possible start and finish times of films. Or, interpret a TV schedule to find a number of programmes with a total duration less than 9 hours.
Y6 -- Interpret a TV schedule to find a number of programmes with a total duration less than 9 hours. Some children will investigate the amount of TV time devoted to news.

Day 2
Children convert the 24-hour times on a timetable to 12 hour o’clock times, and say if times are morning or afternoon/evening. Model calculating time intervals using Frog to count up from one time to another.
Further Teaching with Y6
Display the timetable of trains from Thurso. Discuss how to calculate how long particular parts of the journey take.
Group Activities: T with Y6
Use the in-depth problem-solving investigation ‘Digits of Time’ as today’s group activity.
Or, use these activities:
Y5 -- Read a 24-hour train timetable and answer questions about it. Or, calculate lengths of TV programmes.
Y6 -- Read a train timetable: draw timeline jottings to help calculate time intervals or find journeys with set durations.

• ‘Timeline’ (see resources)
• TV guides (paper or online)
• A local train/bus timetable showing times in 24-hour format
• ‘Reading timetables’ (see resources)
• ‘12-hour and 24-hour times from midday’ (see resources)
• ‘Thurso to Penzance’ train times (see resources)
• ‘Penzance to Exeter train timetable’ (see resources)
• SATs-style questions (see download)

Day 1
Read the 24-hour clock

Day 2
Pairs to 60

Day 1
Y5: Answer time-interval questions about a TV guide.
Y6: Interpret cinema listings to find lengths of films and their finish times.

Day 2
Y5: Practise reading a 24-hour train timetable; answer questions about it.
Y6: Interpret and answer questions about a 24-hour train timetable train timetable.

Y5

• Each of these train times is given using 24-hour clock. Write the times as analogue times in words.
  13:40 to London.
  14:45 to Bristol.
  15:13 to Newcastle.
  16:05 to Birmingham.
  17:35 to Chester.
• Calculate the time interval between each pair of times:
  13:40 and five to 5 in the afternoon.
  Quarter to midday and 17:23.
  Five past midnight and ten to midday.
• True or false?
  Half an hour after quarter to midnight is 01:15.
  16:25 is half an hour before 5 to 5.
  00:30 is half past midday.
  20 past 3 in the afternoon is 15 minutes before 15:35

Y6

• Here is the time each child goes to sleep. Find out what time they each wake up if the first two sleep 9 hours and the second two sleep 9.5 hours.
  Amit: asleep at 22:00
  Anja: asleep at 21:45
  Sunil: asleep at 21:55
  Asha: asleep at 22:30
• Which of these times would not change if you were using the 24-hour clock?
  3 o’clock in the morning
  Quarter to 2 after lunch
  Midnight
  Twenty past midday.
  6pm
  Now write any times that will change using the 24-hour clock.

In-depth investigation: Digits of Time
Children find out how many times the digit 9 is used on the 24-hour digital clock between noon and midnight.

Y5/Y6
Time to Time
Converting times from am/pm to the 24-hour clock and vice versa. Begin to say how long to the next hour.

Day 1
Draw a line graph of the 5 times table, read extrapolated and intermediate data points. Take ideas for how a graph for the 3 times table would look different.
Further Teaching with Y6
Share the steps involved in constructing a pie chart, using data from a survey of 12 children on the times table they found most difficult.
Group Activities: T with Y6
Y5 -- Draw line graphs of multiplication tables; read and interpret whole number and intermediate values.
Y6 -- Construct a pie chart with 6 segments based on the TV preferences of 6 children, or to show the proportions of ingredients in different cereals.

Day 2
Show two pie charts with results of favourite sports surveys. Discuss how we interpret these.
Further Teaching with Y5
Show children a bar line chart of temperatures, and join the tops of each bar to create a line graph. Ask questions about intermediate points on the line graph.
Group Activities: T with Y5
Y5 -- Use real temperature data to draw a line graph.
Y6 -- Interpret pie charts showing the way children come to school, or to determine which one matches bowls of differently-coloured counters.

Day 3
Show a table of conversions from grams to ounces. Convert some weights from ounces to pounds and ounces. Draw a set of axes, labelled kilograms and ounces; draw the conversion graph and discuss.
Group Activities: T with Y5 or Y6
Use either the ‘Take Your Dog for a Walk’ or ‘Graphing Number Patterns’ in-depth problem-solving investigation from NRICH as today’s group activity.
Or, use these activities:
Y5 -- Plot a graph for converting cm to inches; and use it to convert measurements.
Y6 -- Draw a line graph to convert litres to pints and vice versa, or to convert centimetres to inches.

Day 4
Discuss the word ‘average’. Find the mean length (letter count) of a set of six names. Explore the effect of adding another name to the set (more letters than the current mean), using a calculator to find the answer.
Group Activities: T with Y6
Y5 -- Calculate the mean length of classmates’ names.
Y6 -- Find the mean of ten data values, or the mean numbers of words per line for a page in two different books.

• Squared background on the interactive whiteboard (preferably with prepared axes as shown in Whole Class Teaching Input Day 1)
• Interactive whiteboard protractor and calculator
• ‘Drawing pie charts’ (see resources)
• Squared paper or graph paper
• Cereal packets
• Calculators; Two bowls
• Compasses, Protractors, Rulers with inches and cm
• ‘Pie charts’ (see resources)
• ‘Bar line chart of outside temperature during the day’ (see resources)
• ‘Interpreting pie charts’ sheet (see resources)
• Red, blue, white and yellow counters
• ‘Pie charts showing numbers of counters’ (see resources)
• ‘Table of approximate conversions of grams to ounces’ (see resources)
• ‘Numbers of texts’ (see resources)
• Copies of two pages, each from a different book
• SATs-style questions (see download)

Day 1
Bar charts

Day 2
Reading scales (temperature)

Day 3
Matching measures

Day 4
Add 5 numbers

Day 1
Y5: Plot a graph of a times table, read intermediate values and use the graph to estimate larger products.
Y6: Draw a pie chart of excuses for homework not being handed in.

Day 2
Y5: Interpret a graph of temperature vs. time.
Y6: Answer questions about pie charts to show the way 36 Y2 children come to school compared with 24 Y6 children

Day 3
Y5: Convert inches to cm using a graph. Convert ounces to grams using a graph.
Y6: Draw a line graph to convert litres to pints and vice versa. Draw a line graph to convert hand measurements in cm to inches.

Day 4
Y5: Find the mean of numbers rolled on a dice.
Y6: Find the mean of values in tables and bar graphs.

Y5

• Sketch a line graph of the 12 times table.
  Use this to find answers to the multiplications below.
  (a) 12 × 3.5
  (b) 12 × 6.5
  (c) 12 × 13
  (d) 12 × 9.25
• Mary is drawing a graph to convert pints to litres. She has found this table of conversion facts:

• Draw a conversion graph to represent this data.
  Create a table showing whole numbers of litres (1 to 3) and the corresponding number of pints (accurate to 1 decimal place).

Y6

• Mary is drawing a graph to convert pints to litres. She has found just this one conversion fact: 4 pints = 2.27 litres
  -- Draw a conversion graph to represent this data.
  -- Create a table showing whole numbers of litres (1 to 5) and the corresponding number of pints (accurate to 1 decimal place).

In-depth investigation: Take Your Dog for a Walk
Use an interactivity to move Mr Pearson and his dog. Can you move him in ways to fit different types of line graph? Take Your Dog for a Walk from nrich.maths.org.
OR
Graphing Number Patterns
Does a graph of the triangular numbers cross a graph of the six times table? If so, where? Will a graph of the square numbers cross the six times table too? Graphing Number Patterns from nrich.maths.org.

Y5
Revisit the Group Activity from Day 1, choosing a new times-table to represent.

Y6
Decimals Measure Up (if not completed in Unit 1)
Converting kilograms to grams and vice versa; Converting litres to millilitres and vice versa.

OR

Take a small group for Extra Support with Day 1’s Group Activity.