Year 5 Week 4 Lesson 1

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Revise converting 12-hour Know am and pm and convert analogue; digital; time; am; G5.1E Read and write the time to the nearest minute on an
clock times to 24-hour clock between analogue and digital pm; 12-hour clock; 24-hour analogue clock
times times clock; timetable G5.1F Convert between 12-hour time and 24-hour time

Teaching Summary
Starter
4 and 8 times-tables
Put students in pairs. Tell students a number between 1 and 12. One student in each pair multiplies the number by 4 and the other student multiplies it by 8.
Remind students that if they are unsure of any facts in the 8 times-table, they can double the corresponding multiple of 4. Repeat until all numbers have been
multiplied. Repeat, with students swapping roles.
Main Teaching
• Show an analogue clock and 24-hour digital clock. Begin at midnight on each clock and advance by one hour at a time. Give a running commentary on what
students might be doing at these times, such as sleeping, hearing alarm clock, getting up, having breakfast, brushing teeth, getting dressed, going to school,
having lunch and so on.
• Continue until the 24-hour clock shows 13:00. Say: When the analogue clock shows one o’clock, this could be in the night or at lunch time, so to be clear
about the time we mean we can either say it is one pm or we can use the twenty-four-hour clock. Advance both clocks by one hour and ask students to write
how each time would appear on a 12-hour digital clock. Keep the running commentary going about what might happen at each time of day.
• Change the clocks so that you show the analogue clock and 12-hour digital clock. Show a few times before midday and ask students to write how these
would appear on a 24-hour clock, then repeat to show more times after midday.
Short Task
Ask students to work in pairs to record key times of day, such as breakfast, the time that school starts, lunchtime, home time, teatime and bedtime, in both 12-
hour and 24-hour formats.
Teaching
• Ask a few pairs to share some of their times. How did they convert from 12-hour to 24-hour? Did they add 12 to times after midday?
• Choose some of your own favourite evening TV programmes and write them with 12-hour times, such as 7:25 pm. Ask a student to come and show this time
on the 24-hour clock. Repeat with several other evening times.
Key Questions
• When will twelve-hour digital clocks and twenty-four-hour digital clocks look the same? And when will they look different?
• How do you convert from one to the other?
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Watch out for
• Students who add 10 to 12-hour clock times to get 24-hour clock times or who add 12 to all times, not just those past midday
• Students who write, for example, eight minutes past seven as 07:8 not 07:08 in 24-hour clock time

Main Activity
Core
TV programme timetable using 24-hour clock time
Students work in pairs to create a TV timetable for a week. They imagine there is a lot that they want to watch that week and they need to make sure that they do
not miss anything. They need to write an accurate timetable using 24-hour clock time. They must record the start and finish time each day of each programme, the
name of the programme and the channel that it is on. They also need to think about the best way to display the information.
Assessment Focus
• Can students read and write 24-hour clock times?
• Can students create a timetable of 24-hour clock times?
Support
TV programme timetable using 24-hour clock time
Students work in pairs to create a TV timetable for a week. They imagine there is a lot that they want to watch that week and they need to make sure that they do
not miss anything, so they need to write an accurate timetable using 24-hour clock time. They must record the start and finish time each day of each programme,
the name of the programme and the channel that it is on. They also need to think about the best way to display the information. Help any students who seemed
unsure during the main teaching about how to convert from 12-hour times to 24-hour times.
Assessment Focus
• Can students read and write 24-hour clock times?
• Can students create a timetable of 24-hour clock times?
Extend
TV programme timetable using 24-hour clock time
Students work in pairs to create a TV timetable for a week. They imagine there is a lot that they want to watch that week and they need to make sure that they do
not miss anything, so they need to write an accurate timetable using 24-hour clock time. They must record the start and finish time each day of each programme,
the name of the programme and the channel that it is on. They also need to think about the best way to display the information. Students also work out the length
of each programme and the total time that they plan to watch television that week.
Assessment Focus
• Can students read and write 24-hour clock times?
• Can students create a timetable of 24-hour clock times?

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Further Support
Help students to draw up a conversion chart for each o’clock time. They can then use this to convert other times.

Plenary
Ask a pair of students to say a day and a 24-hour clock time for one of their favourite TV programmes. The rest of the class see if they can guess it correctly.
Repeat with other pairs

Resources
Physical Resources
• Analogue clock with moveable hands
• Copies of TV guides
• Digital clock (note that time needs to be easily adjusted and must be able
to display 12-hour and 24-hour time)
• Whiteboards

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Year 5 Week 4 Lesson 2
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Find the time a given number Bridge the hour, such as 25 timetable; time; am; pm; G5.1F Convert between 12-hour time and 24-hour time
of minutes or hours and minutes later than 3:45 minutes; hours G5.1G Solve problems involving time, including converting
minutes later, such as 1 hour between 12-hour and 24-hour time
25 minutes after 13:45

Teaching Summary
Starter
2D shape
Describe a 2D shape, such as a right-angled triangle or an irregular hexagon, so that students can draw it on whiteboards. Ask them to share what they drew with
a neighbour. Did they draw the same shape? Can they name it? Repeat with other 2D shapes.
Main Teaching
• Draw up on the whiteboard the following train timetable. Describe how it works by following a train all the way from London to Sheffield or vice versa. Ask
students to say some of the evening times as pm times.

• Ask questions, pointing to the appropriate timetable, such as: If you needed to be in Sheffield for eight thirty am, which train would you get from Coventry? If
you plan to leave Sheffield at around five thirty pm, which train would you get? What time are you looking for? (Around 17:30.) What time will you get back to
Coventry? How else can we say that time?
• Ask a student to read out the first train announcement on RS 185 Train announcements: Bing, bong. The 16:33 train departing from Sheffield is running
approximately twenty-seven minutes late due to cows escaping onto the line. Customers will be relieved to hear that no cows were harmed. The train was
due in Birmingham at 18:35 and is now due to arrive in Birmingham at…?
• Model working this out using an empty number line drawing a line from 18:35, marking on 19:00, drawing a jump of 5 minutes (to 18:40), then a jump of 20
minutes to 19:00, then a jump of 2 minutes to 19:02, so the train is due to arrive in Birmingham at 19:02.

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• Another student reads the second announcement: The 08:23 service from London is running approximately forty-seven minutes late. It is now due in at
Derby at… We apologise for the forty-seven-minute delay of this train.
• Model working out the time the train will arrive in Derby using an empty number line, jotting a line from 11:20, marking on 12:00 and drawing a jump of 40
minutes, then a jump of 7 minutes to 12:07, so the train is now due to arrive in Derby at 12:07.
• Repeat with different students reading different announcements. Encourage students to mimic the way these are heard at stations. The rest of the class
work out the new arrival times. Share any empty number line jottings with the rest of the class.
Key Questions
• How is five o’clock shown on a twenty-four-hour clock?
• How many minutes to the next hour? How much more time do we need to add on?
Watch out for
• Students who have trouble bridging the hour
• Students who think that 5 pm is 15:00 on the 24-hour clock
• Students who add 10 to 12-hour clock times to get 24-hour clock times or who add 12 to all times, not just those past midday

Main Activity
Core
Finding times
Encourage students to answer as many of the time problems as they can on GP 5.4.2. Suggest they use empty number line jottings to record their working.
Support
Partially complete train timetable
Give each pair a copy of RS 186 Partially complete train timetable. Use counting on (Frog hops on a number line, using the hours as landmarks) to model how to
find the length of each part of the journey of the first train. Students then work in pairs to complete the timetable, assuming that each train takes the same amount
of time between stations as the first train.
Assessment Focus
• Can students add an amount of time on to a start time, bridging the hour?
Extend
Treat day timetable
Students make up their own ‘treat day’ timetable using 24-hour clock format and recording the length of each activity.
Finding times
Students complete questions 1–6 on GP 5.4.2.

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Further Support
Using an analogue clock with moveable hands might help some students to work out the time to the next hour.

Plenary
Joe walks his dog for thirty minutes. He starts before 08:00 and finishes after 08:00. What might the start and finish times be? Students work in pairs to give three
different pairs of times. Take feedback working out how students worked this out, such as splitting 30 into two parts, one before 08:00 and one after.

Resources
Physical Resources Photocopiable Resources
• Analogue clock with moveable hands • GP 5.4.2
• Whiteboards • RS 185 Train announcements
• RS 186 Partially complete train timetable

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Year 5 Week 4 Lesson 3
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Calculate time intervals using Read and interpret 24-hour 24-hour clock; time; timetable; G5.1F Convert between 12-hour time and 24-hour time
24-hour clock format clock and bridge the hour to am; pm G5.1G Solve problems involving time, including converting
find a difference between between 12-hour and 24-hour time
times, such as 10:45 and
11:07

Teaching Summary
Starter
Draw a line to a given length
Students work in pairs. Give each pair a shuffled set of number cards 1–9 (which may be made from RS 2 Number cards 0-20). The first student in each pair
takes two cards, making sure their partner does not see them. The first card gives the number of cm and the second a number of mm. The first student draws a
line of this length. For example, if the first student takes cards 5 and 6, they draw a line that is 5 cm 6 mm long. The second student measures the line and says
what the first student’s cards are. If the second student is correct and their measurement matches the first student’s cards (5 cm 6 mm), the pair scores a point.
Repeat nine more times. Which pair got more than 8 points?
Main Teaching
• Draw the following timetable of some trains from London to Manchester. Discuss what times the trains depart from London and arrive in Manchester.

• Choose some of the times in the afternoon and ask students to write them as pm analogue times, such as: 13:49 is eleven minutes to 2 in the afternoon.
• Use Frog to show the departure time 06:17 from London and the arrival time 08:28 in Manchester. Say: We will work out how long the journey takes using
Frog. How useful is our maths Frog? He is brilliant! Ask: How many minutes is it from 06:17 to 07:00? And from 07:00 to 08:28? What do we need to do

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 next? (Add 43 minutes and 1 hour 28 minutes.) So how long does it take this train to get from London to Manchester? (2 hours and 11 minutes.)
• Ask students to help you to work out if the next train takes the same length of time.
Short Task
Students work in pairs to find the lengths of two other London to Manchester journeys, using counting up on a number line to do so.
Teaching
Ask some pairs to share how they did this. Discuss why some trains are slightly quicker or slower, such as because some trains stop fewer times.
Checkpoint
Use the following task to assess understanding of the following outcomes. You can use it in this lesson or at another time in the day that suits you.
• Understand the 24-hour clock, convert times, calculate time intervals and use timetables
• Complete, read and interpret information in timetables using 24-hour times

Train Timetable

Mertown 09.46 10.53

Kurtdridge 11.27 12.34

Hiattle 13.05 14.12

Pritchampton 14.39 15.46

Ask the students:

1) What time does the 09:46 train from Mertown get into Hiattle? Draw an analogue clock showing this time. (13:05;. )
2) Jamal is catching the train from Mertown. He wants to be in Kurtbridge before midday. Which train should he catch? How long will it take? (09:46; 1 hour
41 minutes)
3) The 10:53 from Mertown is delayed by 15 minutes. Will it still get to Pritchampton by 4 pm? (No, it will get there just afterwards at one minute past 4
(16:01).)
4) Do the trains take the same amount of time to get from Mertown to Pritchampton? Convince your teacher of your answer. (Yes. Students may find the
length of the two journeys or show that the differences between the two departure times and between the two arrival times are the same.)
5) What is the longest time between stops? (1 hour 41 minutes between Mertown and Kurtbridge)

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Main Activity
Core
Reading timetables and working out durations
Give each pair of students a copy of a local train or bus timetable. Look through it together and discuss where the buses or trains go and what people might do
there. Ask students in pairs to look for a journey that takes over an hour from the nearest point to where they live or to the school and to find the duration of the
journey. Then ask them to find out the return journey and see if later buses or trains take the same length of time. Ask students to plan a day out, producing a
timetable for the day using 24-hour clock times. At the side of the timetable they say how long each activity lasts.

Assessment Focus
• Can students read a timetable using 24-hour times?
• Can students calculate time intervals of more than an hour?
Y5 TB1 p31 12- and 24-hour clock
Linked Resources: Y5 TB1 Answers p29-37
Support
Reading timetables and working out durations
Students work in pairs to find the length of some of the TV programmes that they listed in the main activity in Lesson 1. They should find at least four that are
under an hour and four that are longer than an hour.
Extend
Y5 TB1 p32 12- and 24-hour clock
Linked Resources: Y5 TB1 Answers p29-37
Further Support
Use an analogue clock with moveable hands might help some students to work out the time to the next hour.

Plenary
Ask each group of students to write the following units of time in a list on a large piece of paper: seconds, minutes, hours, days, weeks, months, years, decades,
centuries, millennia. They work together to write at least one event that they might measure using each unit of time. Take feedback.

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Additional Activity
Students can have a go at the additional activity Slow Coach from the NRICH website.
Linked with kind permission of NRICH, nrich.maths.org

Resources
Physical Resources Photocopiable Resources
• Analogue clock with moveable hands • RS 2 Number cards 0-20
• Copies of a local train or bus timetable • Y5 TB1 Answers p29-37
• Number cards 1–9 (one set per pair of students)
• Rulers marked in cm and mm
• TV timetables created in main activity in Lesson 1
• Y5 TB1

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Year 5 Week 4 Lesson 4
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Measure lengths in mm and Knowing number bonds to 10, millimetre; centimetre; G5.1B Convert between different metric units of measure
convert to cm adding to the next 10, adding measure; convert; length; (integer and tenths answers only)
to the next 100, width; ruler; 0 G5.1C Measure, compare, add and subtract: lengths
understanding numbers as (m/cm/mm); mass (kg/g); volume/capacity (l/ml) (using decimal
positions on a line, multiplying measures with the same number of decimal places, up to and
and divide by 10 including 2 decimal places)
G5.1D Solve problems involving measure, including
conversions, comparing, rounding and addition and subtraction
(including decimal measures with the same number of decimal
places, up to and including 2 decimal places)

Teaching Summary
Starter
Add and subtract pairs of two-digit numbers
Put the students in pairs. The first student in each pair rolls a pair of 09 dice (or shuffles number cards 0–9, which may be made from RS 2
Number cards 0-20) to generate a 2-digit number. Both students write this number on their whiteboards. The second student rolls both dice to generate another 2-
digit number but does not show the dice or the number to the first student. The second student then adds the two numbers and writes a missing number sentence,
such as
36 + _ = 75. The first student works out what number was added. If correct, the pair win a point. Repeat nine more times. Which pairs scored more than 8 points?
Main Teaching
• Remind students how it is important to start measuring from 0 and that sometimes this is not at the end of a ruler.
• Use a ruler to measure the length and width of a mobile phone to the nearest mm. Record the length in mm. Ask: How many whole centimetres? How can
we write this measurement in only centimetres? Remind students how we can divide the number of mm by 10, so 113 mm is the same as 11·3 cm. Ask
students to convert the width from mm to cm. Repeat for at least four other objects.
• Say a measurement in mm only, such as one hundred and thirty-four millimetres, as you throw a bean bag to a student. They say the equivalent
measurement in cm only, such as thirteen point four centimetres. Repeat, throwing the bean bag to other students.
• Repeat this time saying a measurement in cm that students convert to mm.
Key Questions
• What is important to remember when using a ruler?
• How many millimetres are in a centimetre? How can we convert from millimetres to centimetres and vice versa?

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Watch out for
• Students who find it difficult to measure accurately because they do not line the 0 on the ruler up with the start of the object
• Students who multiply by 10 by adding 0, such as 13·4 × 10 = 13·40

Main Activity
Core
Y5 TB1 p33 Length and perimeter
Linked Resources: Y5 TB1 Answers p29-37
Support
Drawing lines to nearest millimetre
Students create spiral patterns using the following exact measurements. The first student draws a horizontal line measuring 24·8 cm. The second student turns
the paper clockwise through 90° and draws a line from the first line measuring 22·6 cm. The first student turns the page, clockwise through 90° and draws a line
20·4 cm long. They keep doing this, subtracting 2·2 cm each time until they can no longer subtract 2·2 cm. As they do so, discuss the conversions between cm
and mm.
Assessment Focus
• Can students draw a line of given length to the nearest mm?
• Can students convert between cm and mm?
Extend
Y5 TB1 p34 Length and perimeter
Linked Resources: Y5 TB1 Answers p29-37
Further Support
Emphasise the importance of measuring from 0 on a ruler and aligning the 0 very carefully with the edge of the item being measured. Show students how to count
carefully along the scale on the ruler to work out the length.

Plenary
Ask each group to think of a list of things that it would be sensible to measure in mm. Which group wrote the longest list? Which things were on everyone’s list?

Resources
Photocopiable Resources
Physical Resources • RS 2 Number cards 0-20
• 0–9 dice (two per pair of students) • Y5 TB1 Answers p29-37

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• 30 cm rulers marked in mm
• Bean bag
• Large sheets of paper
• Mobile phone and at least four other objects to measure
• Number cards 0–9 (one set per pair of students)
• Sharp coloured pencils
• Sharp pencils
• Whiteboards
• Y5 TB1

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Year 5 Week 4 Lesson 5
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Find perimeters in cm and Knowing number bonds to 10, perimeter; centimetre; metre; G5.1B Convert between different metric units of measure
convert cm to m adding to the next 10, adding measure; length; width; (integer and tenths answers only)
to the next 100, convert G5.1C Measure, compare, add and subtract: lengths
understanding numbers as (m/cm/mm); mass (kg/g); volume/capacity (l/ml) (using decimal
positions on a line and measures with the same number of decimal places, up to and
multiplying and dividing by 10 including 2 decimal places)
and 100
G5.1D Solve problems involving measure, including
conversions, comparing, rounding and addition and subtraction
(including decimal measures with the same number of decimal
places, up to and including 2 decimal places)
G5.1H Find perimeters of rectilinear shapes by measuring

Teaching Summary
Starter
Convert pm times to 24-hour clock time
Say a time between noon and midnight, such as twenty past six. Students write it as it would appear on a 12-hour clock (6:20 pm) and then a 24-hour clock
(18:20). Ask: What might you be doing at this time of day? Show it on an analogue clock. Repeat for other times between 12 noon and midnight.
Main Teaching
• Ask one student to measure the length of a table to the nearest cm and another to measure the width of the same table to the nearest cm. Record both
measurements.
• Run your finger around the table. Say: If a fly walked all the way round the edge of this table, how far would it walk? Do we need to measure all four sides?
Why not? This distance is the perimeter. What is the distance in metres only? How can we convert from centimetres to metres?
• Draw a rectangle with sides 25 cm and 17 cm. Ask: How could we find the perimeter of this rectangle? Draw out that, as there are two sides of equal length,
we could double each length and add the two together. Alternatively, we could add the two lengths together and double the answer to give a perimeter of 84
cm.
• Show how both ways give the same total. Ask: What is the perimeter in metres only? (0·84 m)
• Say measurements in cm, such as one hundred and twenty-seven centimetres, two hundred and forty centimetres, five hundred and six centimetres, eighty-
five centimetres, as you throw a bean bag to a student. They convert it to metres, such as one point two seven metres, and throw the bean bag back.
• Repeat, this time saying measurements in m, which students convert to cm.
• Draw a 2D shape, such as a regular hexagon, on the flip chart and ask a student to measure one side to the nearest cm using a ruler. Ask: How could we
find the perimeter of this shape? Multiply the measured side by 6. Ask: Would that work for any hexagon? Agree that this would only work for regular
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 hexagons. Repeat with a regular octagon.
Key Questions
• What is special about a rectangle?
• How many centimetres are there in a metre? So how do we convert from centimetres to metres?
Watch out for
• Students who confuse area and perimeter
• Students who forget that opposite sides of a rectangle are the same length and that all sides are the same length in regular shapes
• Students who have trouble converting distances such as 130 cm or 103 cm to m

Main Activity
Core
Y5 TB1 p36 Length and perimeter
Linked Resources: Y5 TB1 Answers p29-37
Support
Find perimeter in cm
Give students six books of different proportions. They discuss which book covers might have the greatest and the least perimeter and put them in order of
estimated perimeter. They record the title of each book and each student measures the length and width of a cover and records these measurements next to the
titles. They then work out the perimeter of each book cover, recording this in cm. They convert each perimeter to m. Then they put the books in order of measured
perimeter. How does this compare with their original order?
Extend
Find perimeter in cm
Ask students to draw rectangles where one side is double the other and each side is a whole number of cm. They find the perimeter of each. What do they notice
about the perimeters? They draw other rectangles to test out their theories. Can they work out why each perimeter is a multiple of 6? (The total of two sides is one
lot of the shorter side and two lots of the shorter side – that is, a multiple of 3, which when doubled gives a multiple of 6.) They investigate what happens if the
longer side is three times the shorter side. Can they predict what might happen if the longer side is four times the shorter?
Assessment Focus
• Can students find perimeters of rectangles?
• Can students spot relationships, explain them and make predictions?
Further Support
Some students may need to measure all sides of shapes to find the perimeter before moving on to using the shape’s properties to do this, such as doubling the
total of two different length sides of rectangle or multiplying the length of one side by the number of sides in a regular polygon.

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Plenary
Say to students that a shape’s perimeter is 24 cm. Say: It is a regular shape and each side measures a whole number of centimetres. Ask students to work in
pairs to list the different possibilities of shapes and the length of each side. Take feedback, such as triangles (8 cm), squares (6 cm), hexagons (4 cm), octagons
(3 cm) and maybe even a dodecagon (a 12-sided shape with 2 cm sides).

Resources
Physical Resources Photocopiable Resources
• 2D shapes, including octagon and hexagon • Y5 TB1 Answers p29-37
• 30 cm rulers
• Analogue clock with moveable hands
• Bean bag
• Flip chart
• Paper
• Six books of different proportions
• Tape measures
• Y5 TB1

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