Lesson video

Hello there.

My name is Mr. Tilstone.

I'm a teacher and I absolutely love maths.

So I'm really excited to be working with you today on your maths lesson, which is all about time.

So if you're ready, let's begin.

The outcome of today's lesson, so your target, if you like, is I can use the short hour hand to show the hour on a clock face.

We've got some keywords now.

My turn, hour hand, your turn.

My turn, o'clock, your turn.

And we're going to encounter those words quite a lot today.

So if you're not quite sure what they mean now, don't worry, you will be by the end.

Our lesson today is split into two cycles.

The first will be read the time to the hour using the hour hand and the second, use the hour hand to show the hour.

But if you're ready, let's begin by reading the time to the hour using the hour hand.

Let's go.

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

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

Some analogue clocks have three hands.

So you might have a clock around.

You may be in your classroom or your living room.

You might have a clock that looks a little bit like this.

Lots of clocks look different.

Some have three hands and they all meet in the centre point of the clock.

So right in the very middle.

Some have this long, thin hand.

So on this clock, it's red, which shows seconds and it moves quite quickly.

So have a look at your clock.

If you can see a clock near you, does it have a second hand on? Because not all of them do.

Is it moving quickly? All of them though have a long hand, which moves more slowly.

This shows the minutes.

So have a look at the clock.

Can you find the minute hand on the clock near you? And all of them have a shorter hand, which moves even more slowly and this shows the hours.

Look at the clock again.

Does it have a short hand? You can't see it moving, it moves so slowly, but that's the hour hand.

Today's lesson is going to focus on that hour hand.

So we're going to get rid of the other hands.

We're going to just focus on that one.

The hour hand is moving all the time, but it moves so slowly that we cannot see it moving.

So it's moving but really, really, really slowly.

It always moves in the same direction.

And this direction is called clockwise.

So we just saw that hand moving clockwise, but it wouldn't be that quick in real life.

But that's the direction that it goes in.

When the hour hand is pointing directly to one of the numerals, one to 12, we can say o'clock and we're going to use a stem sentence today.

I'll say it, then we'll say it, then you say it.

So my turn first.

The hand is pointing directly to mhm, so it is mm o'clock.

Let's say that together.

Ready? The hand is pointing directly to mhm, so it is mhm o'clock.

Now just you.

So let's try it out.

Have a look at the hour hand.

What number is it pointing directly to? That might make it a bit clearer.

It's pointing to one of those numbers, isn't it? So in this case, that stem sentence, the hand is pointing directly to one, so it is 1 o'clock.

Can you say that with me? The hand is pointing directly to one, so it is 1 o'clock.

What about this one? Let's use that stem sentence again.

Let's see.

Let's extend it out a little bit.

What do you think? The hand is pointing directly to two, so it is 2 o'clock.

Can you say that with me? The hand is pointing directly to 2, so it is 2 o'clock.

What about this one? Going in order, isn't it? What's it pointing to this time? The hand is pointing directly to three, so it is 3 o'clock.

Can you say that with me? The hand is pointing directly to 3, so it is 3 o'clock.

Let's do a little check.

Which of these clocks is showing 4 o'clock? A, B, or C? Now, if you look at them, they look quite similar, but if you look closer, the hour hand is slightly different on each one.

So have a really good look.

Pause the video and I'll give you the answer in a second.

Did you manage to get the answer? Which one's pointing to 4 o'clock? Well, if you have a look at A, not quite, it's nearly at 4 o'clock.

It's not pointing directly to it, it's just before it.

So that's not 4 o'clock and it's not C either.

Can you see why? It's not pointing directly to the four.

This time, it's just after it.

So it's not 4 o'clock.

What about B then? Yes, B.

The hour hand, that shorter hand is pointing directly to the 4, so it is 4 o'clock.

So very well done if you got B.

You're on track.

Certain events happen at a particular time.

When the hour hand is pointing directly at the nine, it is 9 o'clock.

Can you think of anything that happens in your life at 9 o'clock? That's where it's pointing, the hour hand's pointing directly at the nine, straight at the 9, so it's 9 o'clock.

The school day at Oak Academy starts at 9 o'clock in the morning.

What time does your school start? Maybe your school starts at 9 o'clock, maybe a bit earlier, maybe a bit later.

But at Oak Academy, it's exactly 9 o'clock.

So that is where the hour hand will be pointing when the day starts.

The school day at Oak Academy ends at exactly 3 o'clock in the afternoon.

What time does your school finish? Is it 3 o'clock as well or is it a different time? Where do you think that hour hand's going to be pointing to? Have a look.

Can you see it with your mind's eye? Let's have a look.

Here we go.

So it's pointing straight at the three.

It's 3 o'clock.

Andeep's bedtime is 7 o'clock in the evening.

Is that the same as your bedtime or do you go to bed at a different time? Well, for Andeep, it's 7 o'clock exactly.

Where do you think that hour hand is going to be pointing? Shall we have a look? Just here.

That's 7 o'clock exactly.

Let's have a little check.

Let's see how you're getting on with today's lesson.

What time do these clocks say? What time does A say? What time does B say and what time does C say? So have a look at which number the hour hand is pointing directly towards.

Pause the video and I'll give you some answers soon.

Well, let's have a look.

A is 10 o'clock.

The hour hand is pointing directly at the 10, so it's 10 o'clock.

B is 4 o'clock.

The hour hand is pointing directly at the 4, so it's 4 o'clock.

And C is 12 o'clock.

The hour hand is pointing directly at the 12, so it's 12 o'clock.

Very well done if you got those.

It's time for some independent practise.

I think you are ready.

What do you think? Task A1, match the clock to the time.

So one of those clocks, it says 7 o'clock.

Which one? Draw a line to it.

One says 9 o'clock, draw a line to it and one says 5 o'clock.

So draw a line to that one.

And number two, what time do these clocks say? Now for A, we've given you the o'clock, but you've just got to write the number in.

For B and C, you've got to write the number and o'clock but do I think you can manage that? Pause the video.

Good luck and I'll see you soon for some feedback.

Welcome back.

How did you get on with that? So for the first one then, let's have a look.

That is 5 o'clock.

This one is 9 o'clock and this one is 7 o'clock.

Well done if you've got those.

And what time do the clocks say? The first one says 1 o'clock, the second one says 11 o'clock and well done if you wrote o'clock in yourself.

And then C is 6 o'clock.

Let's move on to the second part of our lesson, which is use the hour hand to show the hour.

Are you ready? Andeep's teacher is calling out some times.

He's using a paper clock and a paperclip.

The paperclip represents the hour hand and you might have in in front of you this same clock and a paperclip so you could join in.

So Andeep'S teacher calls out 6 o'clock and Andeep's going to show that on his clock.

So he's got his paperclip and he's put it just there.

Is that showing 6 o'clock? Something doesn't quite look right to me about that.

What about you? Can you spot something that looks a little bit wrong? Is he right? I don't think he is.

No, the hand needs to start from the centre of the clock.

So he's not quite in the right place.

So he's going to have another go and he's put it there.

Well, he's definitely put it in the centre of the clock now.

That's good.

Is that showing 6 o'clock? What do you think? Again, I don't think it is, do you? Can you spot what's wrong? Can you explain to him what's wrong? No, the hand needs to point directly to the six.

It needs to point straight at the six, but if you notice, it's not.

It's pointing just a little bit away from it.

So we can't say it's 6 o'clock.

He's going to have another go.

Good for you, Andeep.

Let's see if he gets it this time.

Let's have a look.

He's put it there.

What do you think? Is that right? Is Andeep right this time? Looks good to me.

What do you think? Yes, that's right.

And we can use our stem sentence.

The hand is pointing directly to mm, so it is mm o'clock.

And then let's fill that in.

The hand is pointing directly to 6, so it is 6 o'clock.

Well done, Andeep.

We're gonna have another go.

"11 o'clock," says the teacher.

Let's have a go.

Let's have a look and see what Andeep does.

He's put his paperclip there.

Is that right? Is that showing 11 o'clock? I don't think it is.

I don't think it's right, do you? No, the paperclip is pointing the wrong way.

So he needs to turn it the other way, just like that.

And now it's showing 11 o'clock.

And we can use our stem sentence again.

The hand is pointing directly to mm, so it is mm o'clock.

The hand is pointing directly to 11, so it is 11 o'clock.

Let's do a quick check.

So you've got a clock in front of you.

Show the time on your clock and complete the stem sentence.

So the hand is pointing directly to mm, so it is mm o'clock.

And this time, the teacher's calling out 2 o'clock.

Can you show that? Pause the video.

So hopefully you've got something like a paperclip or something to represent the hour hand.

And you've got a little clock in front of you.

Where did you put that paperclip? Hopefully you put it just here, pointed in that direction, straight at the two.

And our stem sentence is the hand is pointing directly to 2, so it is 2 o'clock.

This time Andeep is drawing in the hour hand when his teacher calls out the time.

So he's got his own blank clock and he's drawing onto it with a pencil.

And again, we can use our stem sentence.

The hand is pointing directly to mm, so it is mm o'clock.

Let's see what the teacher's gonna call out this time.

9 o'clock, so Andeep's got to draw 9 o'clock and let's see how he gets on.

9 o'clock.

Where would you draw 9 o'clock? He's going to use a ruler to do it so it's nice and straight and he's put it just there.

What do you think? Is that right? Is that 9 o'clock? I think it's partly right.

It's definitely pointing directly at the nine, isn't it? But something else isn't right.

Can you spot it? So no, he's not right.

The hand starts from the centre of the clock, remember.

And if you have a look at that, that's not in the middle of the clock, is it? So that hour hand is in the wrong place.

You wouldn't see a clock that looks like that.

So he's had another go.

Good for you, Andeep.

Let's see where he's put it this time.

He's put it just there.

Well, he's put it in the centre of the clock this time.

Well done, Andeep.

Is it right? What do you think? Is Andeep correct this time? Is that showing 9 o'clock? I don't think it quite is, do you? Can you explain what's wrong? The hand is in between the 9 and the 10.

So it's not pointing straight at the nine, so we can't say it's 9 o'clock.

He's had another go and he's put it just there.

Is that showing 9 o'clock? Has he got it this time on the third attempt? Is he right? What do you think? Yes.

Yes, he is right.

Well done, Andeep.

That is pointing directly at the nine and the hand starts in the centre of the clock.

So that is absolutely perfect.

The hand is pointing directly to 9, so it is 9 o'clock.

Let's have a check.

Sam's had a go this time.

The teacher's called out 5 o'clock.

And that's what Sam's drawn.

I think Sam's made some mistakes though.

I think she's made more than one mistake as well.

So let's see if you can spot them and explain where she might have gone a little bit wrong.

What advice would you give to her? Pause the video.

What do you think? What can we tell her? It doesn't quite look right, does it? That's not how a clock looks.

So what can we say? Well, you might have said the hour hand is too long.

Yes, that's really long, isn't it? The hour hand's a short hand.

That looks a bit more like a minute hand or a second hand.

So it doesn't look like an hour hand, too long.

The next thing you might have said, it's not quite in the centre of the clock, is it? It needs moving a little bit so it's right in the middle.

And the third thing you might have said is it's not pointing directly to the five.

No, it's not, is it? It's almost.

She's not quite got it pointing straight to the five.

It's a little bit after the five.

So good try, Sam.

A little bit more work needed.

Time for some practise.

Number one, if you have a partner, you're going to practise using your paperclip to show the time and you're going to use the stem sentence.

So let's give an example.

"Show me 6 o'clock," says Sam to Andeep.

Andeep's put the paperclip on the six, just like so, pointing it straight at 10.

He's saying, "The hand is pointing directly to 6, so it is 6 o'clock." So that's what you are going to do with your partner and keep swapping so you both get chance to practise giving the time.

And then number two, you're going to draw on the clocks.

So the first one is 2 o'clock.

Now, you might notice in that clock, we've given you the centre point.

So your hands need to come from that dot in the centre.

But for B and C, you've got to draw that in yourself.

So B, you've got to show 8 o'clock and C, you've got to show 5 o'clock.

Remember to use a ruler and remember to point your short hour hand straight to the number, not in between.

Okay, I think you're gonna do brilliantly on this.

Good luck and I'll see you soon for some feedback.

Welcome back.

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

So there's lots and lots of possibilities you could have had for the first one.

Hopefully you had a good practise doing that with your partner.

You might have said something like this, "Show me 1 o'clock." And then your partner might have put the paperclip just there and said, "The hand is pointing directly at 1, so it is 1 o'clock." And I'll bet you are an expert now in using that stem sentence.

For number two, draw the times on the clock.

So for A, that's how you draw 2 o'clock, pointing straight to the two.

For B, that is 8 o'clock.

So you've got to start from the centre just like that big dot there and point the little hand towards at eight.

That's how it looks.

And then for C, that's how 5 o'clock looks, starting from the centre and pointing straight to the five.

And very well done if you got that.

We've come to the end of the lesson.

I've had lots and lots of fun today working with you and learning all about time and specifically hours.

Our lesson today has been telling the time to the hour, using the hour hand.

The shorthand on the clock is called the hour hand.

Now, there are other hands, there's a minute hand, for example, but today we've just looked at the hour hand.

When that hour hand is pointing directly at a number, we can use o'clock.

So here look, we can say the hand is pointing directly to 2, so it is 2 o'clock.

So if you think you've understood that, fantastic, you're ready for the next lesson.

Enjoy the rest of your day.

Well done on today's achievements and hopefully I'll see you again soon for another maths lesson.

Take care and goodbye.