Lesson video

Hello there.

My name is Mr. Tilstone, and it's my great pleasure and delight to be joining you today for your math lesson, which is all about time.

So if you are ready, let's begin.

The outcome of today's lesson is, I can draw and label a clock face, and I can identify where the hours are marked on a clock face.

So if you can say both of those things at the end of today's lesson, you'll have been successful.

Our keywords today, my turn, clock face, your turn.

My turn, hours, your turn.

My turn, o'clock, your turn.

We're going to be using those words quite a lot, so don't worry if you don't know what they mean just yet.

Our lesson today is split into three cycles.

The first will be recognising clocks, the second, creating a 12-hour clock face, and the third counting hours continuously.

But if you are ready, let's start by recognising some clocks.

In today's lesson, you're going to meet Laura and Aisha, maybe you've met them before.

They're here today to give us a helping hand.

Have you ever seen a clock? So if I say the word clock, have you got to picture in your mind? Do you know what that is? Well, they come in many different forms and sizes and shapes, and all sorts.

So for example, some show digits on their screen, we call these digital clocks.

So you can see an example of that there.

So my phone, for example, has got a digital clock on it.

Some have got what we call hands.

We call these analogue clocks.

Don't worry if you can't remember that word or what it means, but that's what an analogue clock is.

Some have an alarm that helps us to get outta bed in the morning, and we call these alarm clocks.

Some are small and worn on the wrist, and we call these watches, and I'm wearing one right now.

Some are found on buildings and they're enormous.

They can be seen by many people at once.

So this famous clock tower is called Big Ben.

Have you heard of Big Ben before? And you know where it's found? It's found in London.

But all of them, regardless of their shape or size, have the same job, which is to tell us the time.

So let's do a quick check.

Clock or not.

So have a look at each of these A, B, C, and D.

Are they clocks or are they not clocks? Pause the video.

Let's have a look.

Well, let's start with A, that's not a clock.

It does have a job to do with time, though.

It measures time, but it doesn't tell the time.

B is a clock, it's a very beautiful old clock, old-fashioned, not sure when that's from, but it looks like it's from quite to a while ago.

But it's a clock.

You can just about see some hands on that.

And C, not a clock, but I can see why you might have thought it was a clock because it's circular and it's got a hand on, it's actually part of a weighing scale.

And D, yes, that is a clock.

It's a digital clock, and it's got other jobs as well.

You might have noticed the time on it, but you might have noticed all the numbers they're telling the temperature and the date, but it is a clock.

So time for some practise, you've got some pictures of clocks.

Circle all the ones that are clocks, but be careful because some aren't clocks.

And then see how many you can find in the room around you.

Pause the video.

Okay, which ones were clocks and which ones were not clocks? Let's have a look.

That one was a clock, specifically a watch.

So you'd wear it on your wrist.

That one is also a clock.

It's circular, it's got hands on.

And this one's a clock.

That's another picture of Big Ben.

The other two looked a little bit like clocks.

There weren't one was a weighing scale, a different one from the one you saw before.

And the other was a different kind of weighing scale that you step onto, and it's got a digital display.

So you might have sort of seen the numbers and thought that was a clock, but no, it's not.

It tells you how heavy something is.

Cycle two, creating a 12-hour clock face.

So Lauren notices something about the analogue clocks.

They all go up to 12.

Have you ever noticed that too? She decides to make a number line going up to 12 using a skipping rope and some cubes.

Here we go, so she's latest skipping rope part in a line, and she's got a cube representing the number one and one representing two and three and four, and 5, 6, 7, 8, 9, 10, 11.

And remember, we're gonna stop at the number 12.

The numbers represent hours.

After each number, we say o'clock to show the time.

Laura walks across the number line saying o'clock after each number.

See if you can do that with her.

So she says one o'clock.

What's she going to say next do you think when she steps on the next one? Two o'clock, what's going to be next? Three o'clock, next four o'clock.

After four o'clock, five o'clock.

After five o'clock, six o'clock.

After six o'clock, seven o'clock.

After seven o'clock, eight o'clock.

After eight o'clock, nine o'clock.

After nine o'clock, 10 o'clock.

After 10 o'clock, 11 o'clock.

And after 11 o'clock, 12 o'clock.

Laura then realises that if she bends a rope into a circle, it will look a bit like the clock.

Oh, yes, so she's joined a rope up into a circle like this.

Laura uses the classroom clock to help her decide where the numbers go.

So she's looking at that clock just to help her look, see where they go.

And she notices that there's no zero on the clock face.

You don't see that zero on the clock face.

So she leaves a space where it would've gone.

Some number lines, a lot of 'em start with zero, but clocks don't.

So she starts here, so this is a starting point.

This is where we are going to put our number one, our one o'clock, two o'clock, three o'clock, four o'clock, five o'clock, six o'clock, seven o'clock, eight o'clock, nine o'clock, 10 o'clock, 11 o'clock, and finally, 12 o'clock.

And that goes right at the top of that circle.

Let's have a check.

Aisha's had a go at creating her own clock face, but has made some mistakes.

What can you suggest to her? So have a look at that.

Pause the video.

What advice would you give to Aisha? What did you come up with? It's not quite right, is it? She's had a good go though, hasn't she? Let's have a look.

Well, you might have said the number at the top of the clock should be 12, not one, so she's put that one in the wrong position.

That's not the starting point for one, so that's not right.

So she's listened to your advice and then she's had another go.

So well done, Aisha, does the clock face look right now? Pause a video, have a look.

It's a great try, and she's definitely getting there.

She's got some things right.

So for example, the ones in the right place, but some things are wrong.

Something just looks wrong about that as you pick up on it.

So you might have said, no, it doesn't look right.

The numbers aren't spaced equally, but they are on a clock.

If you have a look at a clock, the numbers are spaced equally.

Some are close together, too close together, and some are far apart, too far apart.

So they need to be equally spaced.

So Laura gives Aisha some advice.

Three goes on the right.

Hmm, so that's a good starting point.

Six goes at the bottom.

What goes on the left? Nine, nine goes on the left.

What do you think she's going to say now? I think she's gonna give her one last piece of advice.

12 goes on the top, right, so we're starting to plot some of our numbers in, 3, 6, 9, 12.

That should make it easier to put the rest of the numbers in.

Here we go.

Look, so we've got one o'clock, two o'clock, we've already got our three o'clock.

Now we've got four o'clock, five o'clock.

We've already got six o'clock, so seven o'clock, eight o'clock.

We've already got nine o'clock.

So 10 o'clock, 11 o'clock, and we've already got 12 o'clock.

That was easier.

And that did make it easier to space the numbers properly.

So Laura walks around her clock saying the time as she goes.

So here she is, so she's at one o'clock.

So what's she going to say next? Is she gonna walk around the next number and she's going to say two o'clock, and then she will say three o'clock.

Shout it out if you know it, she will say, four o'clock.

What's next? Five o'clock.

What's next? Six o'clock.

What's next? Seven o'clock.

What's next? Eight o'clock.

What's next? Nine o'clock.

What's next? 10 o'clock.

What's next? 11 o'clock, And what's next? What's the last one? 12 o'clock.

Right, time for some practise.

So you're going to use, if you've got a skipping rope, you're going to use a skipping rope.

You might have some string instead, you're going to create a nice big number line.

You're going to label it one to 12 using cubes, counters, or digit cards.

And just like we saw on the slides, you're going to walk along the number line saying o'clock as you go.

When you've done that, the next thing you're going to do is turn that number line into a circle and do the exact same thing.

Walk around it saying one o'clock, two o'clock, and so on.

And then number two in the space on your worksheet, you're going to have a go at drawing your own clock face.

Now lemme give you a little tip.

Remember what we said about starting with the 3, 6, 9, 12.

That will make it easy to put the rest in, okay? Good luck with all of that.

Pause a video and I'll see you soon.

Did you have fun with that? Let's have a look.

So here's your number, and it would've looked something a little bit like this.

You might not have used number blocks, it might have been something else, but you'd walk along the number line saying things like this.

So when you got to that block, you'd say three o'clock, for example.

And then you'd turn it into a circle, again, you might not have had the number blocks.

You might have had something like number cards, that's fine.

But when, for example, when you got to this point, you'd have said seven o'clock, and then you had to go drawing a clock face and it would look something like this.

I wouldn't imagine you'd have a perfect circle like this, but you need something that's as close to a circle as you can possibly make.

Then I would start with 3, 6, 9, 12, and then start plotting 1, 2, 4, 5, 7, 8, 10, and 11 onto it, and then they're nice and equally spaced.

You're doing really well so far.

Let's move on to the final cycle.

And that is counting hours continuously.

So this time, instead of walking around the clock, Laura stands in the middle of the circle and uses her finger to represent the hour hand.

Just like this.

So she's saying one o'clock.

So you can see it looks a bit more like a clock now, doesn't it? It's got a handle on.

So one o'clock, two o'clock, I think you know what's coming next.

Three o'clock, four o'clock, five o'clock.

Say it with me.

Six o'clock, seven o'clock, eight o'clock, nine o'clock, 10 o'clock, 11 o'clock, last one, 12 o'clock.

And Laura's not sure what to do now, she's reached that point.

She's come to the top of the clock, she's reached number 12.

What next? Does she say? 13 o'clock, 13 does come after 12, doesn't it? Does she say 13 o'clock? Does that sound right? I've never heard anyone say that before, she says, and I haven't either, that's not right.

Do I just stop? She says, got to 12.

Do I stop? Well, the hands on a clock don't stop, do they? They keep going round.

They don't just stop at 12, they keep going round and round and round, and round.

Do I start again with one o'clock? Yes, Laura, that's exactly what you do.

You start again after 12 o'clock, it's one o'clock again.

So keep counting from one o'clock to 12 o'clock and then start again, and then count from one o'clock to 12 o'clock and start again and keep going and going, and going.

It never ends.

So let's do a quick check.

Which of these is correct when counting in hours? Okay, is this correct? 10 o'clock, 11 o'clock, 12 o'clock, zero o'clock, one o'clock, is this correct? 10 o'clock, 11 o'clock, 12 o'clock, one o'clock, two o'clock.

Is this correct? 10 o'clock, 11 o'clock, one o'clock, two o'clock.

Pause the video.

What do you think then? Let's have a look.

B is correct, it does go 10 o'clock, 11 o'clock, 12 o'clock, one o'clock, two o'clock.

Let's have a look at A, though, what was wrong with that one? Well, there's no such thing as zero o'clock, so that shouldn't be there.

And then what's wrong with C? 10 o'clock, 11 o'clock, one o'clock.

What's something was missing there, wasn't it? The 12 o'clock was missing.

So every day the hour hand goes round to 12 o'clock, twice.

Twice in one day.

Each new day starts at midnight.

And we can also call that 12 o'clock in the morning.

So midnight and 12 o'clock in the morning mean the exact same thing, and they are the start of a brand new day.

So going to use slightly different language this time.

So 12 o'clock in the morning, one o'clock in the morning, what do you think we're going to say next? Two o'clock in the morning, what's next? Three o'clock in the morning, what's next? Four o'clock in the morning, do you want to say it with me? Let's go.

Five o'clock in the morning, six o'clock in the morning, seven o'clock in the morning, eight o'clock in the morning, nine o'clock in the morning, 10 o'clock in the morning, 11 o'clock in the morning.

When we reach 12 o'clock again, it's the start of the afternoon.

So we've gone round to 12 and we're going to go round again starting from 12.

Now we're in the afternoon.

So 12 o'clock in the afternoon, what's next? One o'clock in the afternoon, what's next? Two o'clock in the afternoon.

Last one, what's next? Three o'clock in the afternoon, say it with me.

Four o'clock in the afternoon, five o'clock in the afternoon, right, stop there.

What do you think could be next? What might be said next? If you said six o'clock in the afternoon? That's a very sensible guess, but it's not quite right.

It doesn't sound quite right.

People stop saying in the afternoon when it gets to six o'clock, and then they either say in the evening or at night.

So six o'clock in the evening, what's gonna be next? Seven o'clock in the evening, you think might be next? Eight o'clock in the evening.

And then some people stop saying evening and turn to night.

So we're going to say nine o'clock at night, what's going to be next? 10 o'clock at night.

Say it with me now, 11 o'clock at night.

Which of these is correct when counting in hours? Does it go 11 o'clock in the morning, 12 o'clock in the morning, one o'clock in the evening? Is that right? What about B? 11 o'clock in the morning, 12 o'clock in the afternoon, one o'clock in the afternoon, is that right? What about C? 11 o'clock in the morning, 12 o'clock at night, one o'clock at night? Quite challenging this, I think you're going to have to have a good think about this, I think.

If you've got to partner with you, talk it through with them.

Have a good think and pause the video.

Tricky one, I think.

But the correct answer is this one.

It goes 11 o'clock in the morning, and then at the end of the morning, it's the start of the afternoon.

So 12 o'clock in the afternoon, one o'clock in the afternoon.

Time for some more independent practise.

So you've made or drawn a clock, you're going to practise counting up to and past 12 o'clock.

If you made a really large clock, you could point or use a metre stick, something like that to the hour hand.

If you made a small clock, you could use a pencil or a paperclip, something small like that.

Then do the same thing, the exact same thing.

But this time I want you to use the words in the morning, in the afternoon, and in the evening, you might want to use in the night as well, or at night, okay? Pause the video, give that a go.

Welcome back, that was your last task for today.

Let's see how you got on.

So did you count from 1 to 12 before starting your count again? Good.

If you said 13 and that wasn't right, 1 to 12.

And each time you should have followed the number with o'clock.

So for example, 11 o'clock, 12 o'clock, one o'clock.

And that's the trickiest part, that little sequence here, those three hours, 11 o'clock, 12 o'clock, one o'clock.

And then you did the same thing using in the morning, in the afternoon, in the evening.

So you'd have said things like 11 o'clock in the morning, 12 o'clock in the afternoon, one o'clock in the afternoon, or 11 o'clock at night, 12 o'clock in the morning, one o'clock in the morning.

And that shift from 11 o'clock to 12 o'clock is the one that you have to really think about, the time of the day changes.

Well, we've reached the end of the lesson, it's been a really fun lesson.

Today's lesson has been drawing and labelling a clock face, talking about the hours.

We can say what hour of the day it is, using the numbers 1 to 12 and o'clock.

When we reach 12 o'clock, we start our count again from one o'clock.

I've really enjoyed spending this lesson with you, and I do hope I get the chance to be with you again in the future and do another math lesson with you.

But in the meantime, take care.

Enjoy the rest of your day, and I will see you again soon.

Goodbye.