In today's Maths lesson we learn to understand the meaning of a.m. and p.m. and begin to look at the difference between analogue and digital clocks. My set and Miss Hopkinson's/Ms Tan's Maths sets will just need their writing books to complete the task and Mr Stanbra's have a sheet of questions to refer to which I will attach. You've all done so well with your telling the time work, this is the last lesson on 'Time' for now so give it your all today and then a little rest before our next Maths topic next week!
Worksheet Questions for Mr Stanbra's Maths Set Only
We are getting towards the end of our current lessons on 'Time' and because of this, things are getting progressively more difficult. Today we are learning how to tell the time to the exact minute. For this, we need to see the clock face in terms of 'past the hour' up to half past/30 minutes past and 'to the hour' for everything else. The lesson is again split in to two teaching focus areas so if it's easier, the questions can be separated in two halves as well. I hope you manage to develop some understanding of telling the time to the exact minute in this lesson and can demonstrate this by answering some of the questions. Good luck! :)
In today's Maths lesson I attempt to teach you how to tell the time to 5 minute intervals. Children start with the usual starter activities and then we do some work on counting in 5s which will be needed for this lesson. We look at the half of the clock that we need to use 'past' for and practice counting the intervals in 5s and telling the time. We then move on to the trickier bit when we need to practice counting the 5 minute intervals 'to' the next hour. There's plenty of visual examples to look at on screen and then there are some tasks/questions which I've differentiated for each Maths set. My Maths set will need to look closely at the model clock with all the intervals labelled to be able to correctly tell the time to 5 minute intervals. Miss Hopkinson's/Ms Tan's will need to create their own model clock in their books and Mr Stanbra's might be able to do it without a model and then go on to some reasoning/problem solving based questions when finished.
In today's lesson we recap some of our work on TIME from last week and then begin to learn about the number of hours in a day. We use this understanding to explore the different things that happen during a complete day and the usual order these things happen in. The children are introduced to new time vocabulary including 'midnight' and 'midday'. Differentiated tasks for each Maths set are explained. Children can complete their work for today's lesson in their work books. I also encourage the chilren to think about the differences between a school day or school week and a whole day or whole week.
I'm looking forward to seeing how you all get on!
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