Lesson video

Hello there, my name is Mr. Tilston.

I'm a teacher and I'm here today to teach you a lesson all about time.

Time is such an important concept.

Every day we hear things like: "The film starts at 7 o'clock" or "School finishes at quarter past 3." That kind of thing.

So we need to know how to tell the time, but it can be quite tricky as well.

Don't worry though, if you listen carefully and you've got a nice positive attitude, you're going to be amazing.

So if you are ready, I'm ready.

Let's begin.

The outcome of today's lesson is I can tell and write the time to the nearest minute "past" and "to." And you might have had some very recent experience in telling the time to the nearest minute past.

Well, today we're going to look at building on that and using that to help us tell the minutes "to." And our keywords are, my turn, "minutes past." Your turn.

My turn, "minutes to." Your turn.

Let's investigate the meanings of those phrases.

So "minutes past" is how many minutes have gone by since the last hour.

And like I said, you might have done that very recently.

And "minutes to" is how many minutes there are until the next hour and that's what we are really going to focus on today.

Our lesson is split into two parts or two cycles.

The first is the minute hand and the second, the minute hand and the hour hand.

So if you are ready to begin, let's look at the minute hand.

In this lesson, you're going to meet Izzy, Sofia, and Andeep.

Have you met them before? They're here today to give us a helping hand.

Izzy's got a bead string and maybe you've got a bead string in front of you too.

There are 60 beads, a special number in time because there are 60 minutes in an hour.

So the beads are representing minutes.

She's investigating pairs of numbers that make 60 by sliding beads along.

So remember, she's got 60 altogether.

But if she slides some beads along like that, well, remember the beads go in fives and we could count in 5.

So 5, 10, 15, 20, 25, 30, 35, 40 and a bit.

And the bit is three, so that's 43.

So what number goes with 43 to make 60? Well, you might know that already or you might be able to use the bead string to have a look.

Well, working backwards on the bead string, counting from the right to the left, it goes 5, 10, 15 and a bit.

And the bit's 2, so 15 and 2 make 17.

So 43 and 17 go together to make 60.

They're a number pair.

Let's do another one.

Look at that this time.

Okay, let's count in fives again.

Count with me if you like.

5, 10, 15, 20, 25, 30, 35, 40, 45 and a bit.

The bit's 4.

45 and 4 make 49.

So 49 minutes have gone past.

What's left? Hmm.

Well again, we could count from right to left and go 5, 10, 10 and a bit, the bit is 1, that's 11.

So 49 and 11 are a pair of numbers that goes together to make 60 number bonds if you'd like.

What about this time? Let's have a look a bit closer to the middle this time.

Well, let's count 5, 10, 15, 20, 25, 30, 32.

And the other number that goes with that, that is 5, 10, 15, 20, 25 and a bit, the bit is 3, so that's 28.

So we've got 32 and 28, our number pairs that make 60.

What about this one? It's really close, isn't it? To the end, to 60.

Well, let's count.

Ready? Go.

5, 10, 15, 20, 25, 30, 35, 40, 45, 50 and a bit.

The bit's 2, so that's 52.

And what about from the other side? We've got 5 and a bit, and the bit's 3, so that makes 8.

So 52 and 8 are a number pair that makes 60.

Now, the words "minutes past" and "minutes to" can be used to tell the time.

"Minutes past" is usually used for the first 30 minutes.

So people will say "minutes past" if it's the first 30 minutes, and on this special clock, that's shown in blue.

So mm minutes past.

5 minutes past, join in with me if you can.

10 minutes past, 15 minutes past, 20 minutes past, 25 minutes past, 30 minutes past.

And I bet that's not the first time you've done that.

I'll bet you've had lots of practise doing something minutes past.

Now, after the 30 minutes past, you can start to say how many minutes there are to the next hour because it's closer to the next hour.

So instead of "minutes past," "minutes to." Let's have a look at that.

So mm minutes to.

25 minutes to.

What's next do you think? 20 minutes to.

Can you see we're counting backwards in fives this time? So what's next? 15 minutes to.

What's next? 10 minutes to.

What's next? 5 minutes to.

The number of minutes past and the number of minutes to on number pairs to 60.

So just like on the bead string, we're looking at pairs of numbers to make 60.

It's just like that on a clock.

So if you add together the number of minutes past and the number of minutes to, it will make 60.

So in this case, we've got: It's 40 minutes past, well 40 and 20 go together to make 60.

So if it's 40 minutes past, it's 20 minutes to.

And that's our stem sentence.

If it is mm minutes past the hour, it is mm minutes to the next hour.

It's really important.

So let's say that together.

Say it with me this time.

Ready? If it is mm minutes past the hour, it is mm minutes to the next hour.

Now, just you.

Are you ready? Go.

So if it's 40 minutes past the hour, it's 20 minutes to the next hour.

Ooh, now then, this is a bit trickier, isn't it? Because it's not on a multiple of 5 minutes, it's an individual minute.

We can still work it out though.

So it's something and a bit this time.

So if it's mm minutes past the hour, it's mm minutes to the next hour.

Look how many minutes have gone past.

Well, it's just gone past the number 8, so that must mean it's gone past 40 minutes past.

So it's going to be 40 and a bit.

How many bits though? 2 I can see.

So if it's 42 minutes past the hour, hmm, how many minutes to the next hour? Now, you might know what goes with 42 to make 60.

You might know that automatically.

You might be able to work it out in your head and you might need to look at the clock and that's fine too.

So I'm going to look at the clock and I'm going to count in fives, starting at 12 there, so just the yellow bit.

So 5, 10, 15, 15 and a bit, and the bit's 3 so 15 and 3 make 18.

So if it's 42 minutes past the hour, it's 18 minutes to the next hour.

And you could do that without counting the beads by using a number line if you need to.

So starting at 42 and counting up to 60.

So 42 add 8 makes 50, and then 50 add 10 makes 60.

Put them together, you've got 18.

What about this one? Let's have a look at this one.

Hmm.

If it's mm minutes past the hour, it's mm minutes to the next hour.

So how many minutes have gone past the hour is our first question.

Well, it's gone past the 9, so that means it's gone past 45 minutes past.

So it's 45 and a bit.

How many bits have we got? We've got 4 bits.

So 45 and 4 make 49.

So if it's 49 minutes past the hour, it is how many minutes to the next hour? What goes with 49 to make 60? How many more minutes can you see left on the clock? Well, I can see two lots of 5 minutes and a bit, and that bit's one, so I can see 11.

So if it's 49 minutes past the hour, it is 11 minutes to the next hour.

Do you think you're starting to get this? And again, we could use a number line if we like to work that one out.

So 49 plus 1 is 50, and then plus 10 makes 60.

Put 1 and 10 together and you've got 11.

What about this one? Let's have a look.

Hmm.

Well, it's gone past the 6 so it's gone past 30.

It's 30 in a bit.

How many bits? How many more minutes? Two.

So 32.

If it's 32 minutes past the hour, what is it the next hour? Hmm.

Well, it's almost 30 minutes, isn't it? But just with two less.

So do you know what's two less than 30? 28.

So if it's 32 minutes past the hour, it's 28 minutes to the next hour.

I didn't need to count on those little five minutes there, did I? I'd had a more efficient way to do that.

Once again, you could use a number line.

Counting from 32 to 40, that's 8, and then from 40 to 60, that's 20.

What about this one? If it's mm minutes past the hour, it's mm minutes to the next hour.

Well, it's gone past 10, that means it's gone past 50 minutes.

It's 50 and a bit.

52.

So if it's 52 minutes past the hour, how many minutes to the next hour? 8.

52 and 8 makes 60.

And we could represent that on a number line if we needed to.

Now we could take away the bead string and we could still see the minutes marked.

We're not going to use that bead string anymore.

So it looks a bit more like a clock that you might be used to using at this point.

So Izzy, Andeep, and Sofia are comparing methods for giving this time as minutes to.

So that's mm minutes to.

Let's see how they do it.

Izzy's using the stem sentence.

So she's saying if it's 43 minutes past the hour, it's 17 minutes to the next hour.

And she's used a number line to help her to work that one out.

You could count the clock as well.

It's not the only way to do it though.

Andeep's counting in fives.

5, 10, 15 and a bit.

2 more minutes make 17.

So it's 17 minutes to.

So he didn't even look at how many minutes had gone past, he went straight to how many minutes to.

And then Sofia is starting with quarter to.

Ah, so she knows that's quarter to, which is 15 minutes to, she's starting from there and then she can see a little bit more.

So 15 minutes and a bit makes 17 minutes to.

Hmm.

Which way did you like best? They all worked, but in this case, I think Sofia's was the most efficient.

Well done, Sofia.

All 3 of these methods though, can be used to tell the time using minutes to.

So Izzy is challenging Sofia to show some "minutes to" times on her clock.

Sofia's using a pencil to represent the minute hand.

Pencils are perfect for that because they're long and thin.

And Izzy says, "Show me 4 minutes to." And that's what Sophia has done.

Hmm.

Is that right? Is that 4 minutes to? If you are shaking your head, you are right, it's not.

Good try.

Sophia's thinking about hours I think there, not minutes.

That's showing 4 hours.

She's also showing past a not to.

So she's not thinking about where the hand needs to be when it's showing to.

But I think she's going to have another go because that's what mathematicians do when they get it wrong.

They have another go and they try again.

Let's have a look at this.

Is she right this time? Is that showing 4 minutes to? Hmm, it's showing 4 minutes past.

Showing 4 minutes past, but that is not what Izzy asked for.

She wanted 4 minutes to, so that's in the wrong position.

But you know what Sofia's going to do, don't you? She's going to have another go.

Of course she is.

And that's what she's done.

Is she right this time? Yes.

Now she's showing 4 minutes to.

Well done, Sofia.

That's 4 minutes to the next hour.

Let's have a little check.

Let's see how you are doing.

Using your blank paper clock face and a pencil to represent the minute hand, show me.

Ready? 18 minutes to.

Pause the video.

As you get on, where did you put that pencil? 18 minutes to? Hmm, well, that would be the same thing as 42 minutes past and 42 is just after the eight.

It's 8 and a bit.

Yeah, just there.

Is that where you put your pencil? If so, very well done.

You're on track.

You may now wish to practise with a few different times or you may wish to carry on.

It's time for some practise.

I think you're ready.

Join the time to the correct clock.

So one of those clocks says 7 minutes to, but which one? One says 24 minutes to, one says 18 minutes to and one says 13 minutes to, Join them with lines.

And then number two, what time does the clock say? They all say mm minutes to, but what? See if you can be quite efficient with that as well.

Choose a really good strategy.

And number three, draw the times on the clock using the minute hand.

So a long, straight minute hand.

Use a ruler for that.

Show me 6 minutes to, 14 minutes to, and 21 minutes to.

I think you've got this.

Pause the video.

Welcome back.

How did you get on? Let's have a look.

So number one, join the time to the correct clock.

That's 7 minutes to, the second one, this is 24 minutes to, the third one, this is 18 minutes to, the first one, and the last one is 13 minutes to.

And what time do these clocks say? That one says 16 minutes to, that's A.

B says 3 minutes to, and C says 21 minutes to.

And drawing the hands, you want a long, thin hand.

6 minutes to is just there.

So just a little bit before 5 minutes to.

And B, that's 40 minutes to, so that's just a little bit past 15 minutes to or quarter to.

And then 21 minutes to, that's a little bit before 20 minutes to.

So just there, just a little bit before the 8.

If you've got those right, very, very well done.

You are ready for the next step of the lesson, which is this: the minute hand and the hour hand.

Let's go.

So the minute hand is showing 27 minutes to, so hopefully, you are getting quite secure with that.

You know what you're doing with that.

So let's bring in the hour hand, shall we? 'Cause you don't see clocks with just the minute hand, you see them with the hour hand as well.

So 27 minutes to what though? Hmm, so there's the hour hand.

So together, the minute hand and the hour hand are showing 27 minutes to 3.

The hour hand is about halfway between 2 and three, but closer to three, so that's the correct position for the hour hand.

It's not on your clock time, so it shouldn't be directly on a number.

The minute hand showing 18 minutes to.

That's what we're familiar with.

Let's bring in some hours.

Together, the minute hand and the hour hand are showing 18 minutes to 5.

So look at the position of the hour hand.

It's between 4 and 5, but closer to 5.

The minute hand is showing 9 minutes to.

9 minutes to what? Let's bring the hour hand in.

What do you think? 9 minutes to.

So together, the minute and the hour hand are showing 9 minutes to 8.

Look at the hour hand.

It's almost at the 8 because it's almost 8 o'clock.

Let's have a check.

Using a clock with movable hands, if you've got one of those, or if not, your printed paper clock with pencil and paperclip.

Show me.

Ready? 16 minutes to 8.

Pause the video.

16 minutes to 8.

Where would that be? What would you do? if you got a paperclip and a pencil, it would look like this.

There's your pencil.

That's your 16 minutes to like we learned in cycle one.

But the eight, 16 minutes to 8.

So it's got to be between 7 and 8.

It's gonna be closer to the 8 because it's quite close to the next hour.

Just there.

Look.

So if you position your hands like that, well done, you are ready to move on.

You might want to practise that though with a few different times before you move on.

Time for some more practise, and final practise, in fact.

Is Izzy correct? Explain.

She's saying, "My clock is shown 21 minutes to 2." Is that right? Tell her.

Number two, draw hands on the clock to show 14 minutes to 1.

So think about not only where your minute hand would go to show the 14 minutes to, but where would the other hand go to show 14 minutes to 1? And for number three, with your partner, practise making different times using the stem sentence.

Practise makes perfect, remember, so show me mm minutes to mm.

In this case, Izzy has asked Andeep, "Show me 14 minutes to 11," and that's what Andeep has done.

He's done it correctly.

Remember to choose a number between 1 and 29.

So for example, show me 17 minutes to 5 or show me 25 minutes to 6, that kind of thing.

Pause the video, enjoy, and I'll see you soon for some feedback.

As you get on, let us have a look.

So is Izzy correct? No, she's not.

She says, "My clock is showing 21 minutes to 2" It is showing 21 minutes to, she got the minute hand right but not the hour hand.

The hour hand needs to be somewhere in between the 1 and the 2, and specifically, it needs to be quite close to the 2 'cause it's gone half past.

So draw hands on the clock.

Show 14 minutes to 1.

These are 14 minutes to like we learned in cycle one and that's where you put your hour hand.

It's almost at 1, so it's in between 12 and 1, but quite close to the one.

And then with you partner, you are practising some different times.

So it might be, "Show me 21 minutes to 6" for example.

And that's 21 minutes to and that's 21 minutes to 6 So with the hour hand getting close to the 6, somewhere between 5 and 6 but close to the 6.

That's the end of the lesson.

Today's lesson has been telling and writing the time to the nearest minute past and to.

When telling and writing the time to 5 minutes past and to on a clock face, both the hour hand and the minute hand are used and they both have special positions depending on what the time is.

This example shows the time 42 minutes past but it could also be read as 18 minutes to.

Lots to learn there.

Very well done if you took the onboard.

Keep practising with it.

Practise makes perfect.

Hopefully I'll see you again soon for some more maths.

But until then, enjoy the rest of the day.

Take care and goodbye.