Year 4 Maths – Telling the timeTopic overview

Please see below the lessons for this week. We are continuing with the topic of time this week, in the next 3 lessons children will be, solving word problems on duration of time, changing years to months and weeks to days and solving word problems. As always, please only do what you can, pick and choose which lessons you wish to complete. Thank you for your support. Structure of work.For each lesson there will be a lesson approach which will explain how to teach each part of the lesson which are: In focus- This is the beginning of the lesson designed to engage your child in exploring their knowledge. Lets learn- Here is where you will teach the method, concept- spend as much time as needed here.

Guided practice- Here you will support your child to complete the guided practice. Independent task- This is where children will apply their understanding. Challenge- The challenge is to push children to further deepen their understanding but is not an essential part of the lesson. I have changed the format slightly, the lesson approach explanation is next to the supporting image. Throughout the lesson approach each part of the lesson is explained to support the teaching of the concept, the important thing is to spend time discussing ideas and understanding please do not feel you have to complete the entire lesson only do as much as you can. Please see suggestions in blue to support learning. At the beginning of each lesson I have included some visual resources to support the following lesson.

Lesson 4- Solving problems on duration of timeLesson Approach- to support this lesson please use the resources above.

1.To begin this lesson, with your child recap on the lesson from last week where children converted between minutes and seconds, hours and minutes and 12-24 hour. Children may need to spend a little time discussing and practicing this again, please spend as much time doing this rather than moving on.

2.Show your child the In Focus task and read it together with them. Ask the following questions:

Does it tell us how long Emma spent shopping? What should we do? What are we trying to find out? What do we know about the time she went to the shopping centre? What is the time on the 12-hour clock?

3.Now look at the Let's Learn 1, here children are converting the time between 12 hour and 24 hour clock, please use the visual resources above to support.

4.Now look at the Let's Learn 2. Discuss the question, what if she spent 1 hour shopping? Discuss why we start with 13.35, because this is the time she went to the shop, then discuss adding an hour, talk about this is minutes as well, we add 60 mins. Where possible show this on a clock, either digital or analogue, you can also use the interactive clock link below:

https://www.topmarks.co.uk/time/teaching-clock

5.Have a go at Let’s Learn 3 and 4. Use the visual resources and clocks to support understanding. Remind children that 1 h = 60 min, not 100 min.

Together discuss what steps we had to do to solve the problems, this will support children during the guided practice.

Let’s Learn 2

6.During Guided Practice, pupils are solving problems involving duration of time. Read through the questions together, children to use the visual resources and clock to support them.

7.Once your child has completed the guided practice they can have a go at the Independent task.

8. If your child has completed this and wish to complete a challenge this has been included.

Lesson 5- Changing years into months and weeks into days. Visual resources for this lesson:

Lesson Approach1.Read the In Focus task together. Look at the different lifespans of the animals and spend some time discussing these, ask questions like: What differences are there? Are there any similarities? Check understanding of how many months in a year and days in a week.

2.Look together at Let's Learn 1. If we know 1 year = 12 months, how can we calculate 9 years in months? How many groups of 12 in 9 years? Here children need to begin to see the connection with the 12 times tables. Please see the visual resource of the 12 times tables.

3.Look together at Let's Learn 2. Discuss together how best to calculate 15 years. At this point children need to be able to manipulate numbers and break them apart. We can break 15 into 10 and 5, this will help us calculate:

15x12 is the same as, 10x12=120 5x12=60 60+120=180

4. Look together at Let's Learn 3. What units of time are we measuring in now? Which key fact would help us with our conversions? (1 week = 7 days.) Here children are using their 7 times tables please see the visual resource for support.

5.During Guided Practice, pupils are convertingyears to months and weeks to days.

6.Once your child has completed the guided practice they can have a go at the Independent task.

7. If your child has completed this and wish to complete a challenge this has been included.https://www.education.com/game/clock-match-five-minutes/Play the game to practice matching digital and analogue times.

Lesson 6- Solving word problems

Visual resources for this lesson

Lesson approach1.To begin this lesson, recap on the key facts learnt from previous lessons, i.e. 24 hours = 1 day; 60 minutes = 1 hour; 1 minute = 60 seconds; 1 week = 7 days. Use the visual resources to support.

2.Look together at the In Focus task . Ask these questions: What do we know? What is the problem asking us to do? What should we do first, second, third, etc. Use the RUCSAC visual resource, we have used this in school so children should be familiar with it.

3.Look together at the Let's Learn, go through the steps by thinking aloud: First, we should find out how long Amira spent doing things – 25 minutes + 1 hour 20 minutes = 1 hour 45 minutes. What time did Amira leave the house? (4:45 p.m.) How will we calculate when she started her homework? Establish that we need to count back 1 hour 45 minutes from 4:45 p.m.

4.During Guided Practice, children are solving word problems involving duration of time. Before they begin, look at each question with them and discuss how to approach the problems.

Support children by reading the question together, it can help to underline or highlight the important information in the question. Use the RUCSAC resource to help.

5.Once your child has completed the guided practice they can have a go at the

Independent task.

6.If your child has completed this and wish to complete a challenge this has been included.