Lesson video

Hello there.

My name is Mr. Tilston.

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

Time can be quite a tricky concept, but don't worry, I'll be here with you to guide you through it every step of the way.

And with a positive attitude, anything's possible.

So if you are ready, let's begin.

The outcome of today's lesson is this, I can tell and write the time to five minutes past on a clock face.

We've got two key words.

My turn, minute.

Your turn.

And my turn, hour.

Your turn.

Our lesson today is split into two cycles.

The first will be the minute hand and the second, the minute hand and the hour hand.

But if you're ready, let's focus on the minute hand.

In this lesson, you're going to meet Sofia, Andeep, and Izzy, and you might have met them before.

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

Izzy is counting in ones.

Every time she says a multiple of five, she stands up.

Count along with her.

So I'm going to do it too.

So I'm going to sit down, and I'm going to start counting in ones, and when I say a multiple of five, I'm going to stand back up.

Are you ready? So it goes like this.

One, two, three, four, five.

Got it? And then six, seven, eight, nine, ten.

I'd like you to carry on with that and keep counting until you reach 60.

But in the meantime, let's carry on.

So many clocks like this one do not show any of the minute numbers, but it's still possible to work out what they would be.

On this clock, those little small covered blocks are each one minute.

So can you see those tiny little coloured blocks? They're one minute each.

So by the time you get between 12 and one, that's five minutes, five of those little blocks, so that is five minutes.

Let's keep doing that.

10 minutes, 15 minutes, 20 minutes, 25 minutes, 30 minutes, 35 minutes, 40 minutes, 45 minutes, 50 minutes, 55 minutes.

And then all the way around the clock, 60 minutes.

So even though those numbers don't appear, we can imagine them.

For now, we do not need the hour hand.

We're just going to focus on the minute hand.

As it travels around the clock, we can say how many minutes have gone past o'clock.

So join in, so mm minutes past.

Five minutes past, 10 minutes past, 15 minutes past, 20 minutes past, 25 minutes past, 30 minutes past, 35 minutes past, 40 minutes past, 45 minutes past, 50 minutes past, 55 minutes past, and then 60 minutes past.

But we don't say 60 minutes past because it's the start of a new hour.

So instead, we'd say, mm o'clock, it's the next o'clock.

Izzy says, "I think I've heard people say five past instead of five minutes past." Do you think you might have heard somebody say that? Five past.

Well, they're not wrong.

That is acceptable.

Sometimes people shorten some of the times to mm past instead of mm minutes past, but only some of them.

So five past is an acceptable thing to say.

That's okay.

And it's okay to say 10 past, but people don't say 15 past.

You won't hear anybody saying that.

However, they do say sometimes 20 past, that's okay.

And they do say sometimes 25 past, and that's okay.

But none of the other times use the shortened version.

So you can't say something like 35 past or 50 past.

Don't worry too much if you've not quite understood that.

Just to make you aware that sometimes people shorten some of the times.

So Izzy has noticed a link between the number of hours and the number of minutes on this same scale.

I wonder if you can notice too.

So one is five, two is 10, three is 15, four is 20, et cetera, et cetera.

Is there something going on there? Have you noticed something about that? Hmm.

"Well," says Izzy, "if you multiply the number of hours by five, it gives you the number of minutes." Oh, let's have a look at that.

That's very clever.

So one multiplied by five is five, two multiplied by five is 10.

She's right.

So we've got a stem sentence.

Mm lots of five is or are mm.

So when the minute hand points to mm, it is mm minutes past.

That sounds quite a mouthful, but let's have a go at some of those.

So let's start with the first one.

So one lot of five is five.

So when the minute hand points to one, it is five minutes past.

Let's do another one.

What about this one? So look at the stem sentence.

How can we fill that in? So, mm lots of five are mm.

This time it's two lots of five are 10.

So when the minute hand points to two, it is 10 minutes past.

What about this one? Mm lots of five are mm.

Three lots of five are 15.

So when the minute hand points to three, it is 15 minutes past.

Let's do a check for understanding.

See if you can fill in that stem sentence.

Mm lots of five are mm, so when the minute hand points to mm, it is mm minutes past.

Pause the video and give that a go.

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

So that is four lots of five are 20.

So when the minute hand points to four, it is 20 minutes past.

Well done if you've got that, you're on track in the lesson.

Now Izzy feels confident enough to say the number of minutes past without actually seeing the minute numbers by using that stem sentence and using what she noticed.

So what about this one, then? So mm, lots of five are mm, so when the minute hand points to mm, it is mm minutes past.

So the minute hand point into five there, how many minutes past would that be? Hmm, well, that stem sentence goes five lots of five are 25, so when the minute hand points to five, it is 25 minutes past.

So she didn't even need the numbers for that.

That's really good.

Okay, let's have a look at this one.

This isn't even the next one in the sequence.

Let's try it out using that stem sentence.

So think about what hour it's pointing to, what number it's pointing to.

Hmm, so mm lots of five are mm.

So when the minute hand points to mm, it is mm minutes past.

What do we think? Nine lots of five are 45.

So when the minute hand points to nine, it is 45 minutes past.

Let's do a check.

You're going to have a go at this one.

Use that stem sentence, pause the video, and off you go.

Did you manage to get it? Well, let's have a look.

This time it's seven lots of five are 35.

So when the minute hand points to seven, it is 35 minutes past.

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

Sofia is using a pencil to represent the minute hand, and pencil's perfect 'cause it's nice and long like the minute hand is.

So Izzy's saying, "Show me five minutes past," and that's where Sofia's put her pencil.

Hmm, is Sofia right? What do you think? Is that five minutes? Well, it's pointing to the five, but I don't think that's right.

Do you? No.

Sofia is thinking about the hours there and not the minutes, but she's had another go.

Now she's showing five minutes past.

So when the minute hand is pointing to one, it's five minutes past.

You could even count the minutes to prove it.

If somebody's not sure, you could prove it to them by saying, "Well, count then." And you can see one, two, three, four, five minutes.

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

Are you ready? 40 minutes past.

Where is your pencil going to point for 40 minutes past? Pause the video and have a go.

Well, there's no number 40 on that clock is there, but let's have a think where that pencil would be pointing to to show 40 minutes past.

Remember, each of those numbers represents five minutes.

Let's have a look.

It will be just here.

So if you pointed your pencil to the number eight, brilliant, that is showing 40 minutes past.

Well done.

And then you may wish to practise with a few other times, or you can carry on.

It's time for some practise.

So number one, this clock face shows both hours and minutes, but some of the numbers are missing, they've fallen off.

Fill in the blank.

So you can see the hours are all there, but some of the minutes are not.

Can you fill them in? We've started you off.

Look, we've got five, 10, what's next? And number two, use skipping ropes, or string, or something like that to create a clock.

Label the hours one to 12 using digit cards, or numerals, or written on sticky notes or paper, something like that.

And then walk or jump around the clock, saying minutes past as you go.

So five minutes past, 10 minutes past, and so on and so on.

And B, using minutes past, challenge your partner to stand on different parts of the clock and keep swapping.

So you might say to your partner, like Izzy's doing, stand on 20 minutes past, or you might say, stand on 45 minutes past, and they've got to go and stand on the right number.

Got it.

Well, this sounds like fun, doesn't it? So pause the video, have a go, and I'll see you soon for some feedback.

Welcome back.

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

So the first one then, the missing numbers are as follows.

So 15 goes here, 30 here, 35 here, 45 here, 50 here, and 55 here.

So we're basically counting in five.

That's how the minutes go on a clock.

And then, with your skipping rope, you would've created a clock that looks something a bit like this, hopefully got all the numbers in the right place and in the right order, and that kind of thing.

And you were going to stand on different positions or walk and jump to different numbers.

So here, look, we've got 40 minutes past.

And then here's where you challenge your partner to say different or stand on different minutes past.

So if Izzy says stand on 30 minutes past, you would stand on the number six that shows 30 minutes past.

You're doing brilliantly.

Are you ready for cycle B? That is the minute hand and the hour hand.

I think you are ready, so let's go.

So the hour hand and the minute hand are both moving at the same time but at different speeds.

So can you see they're both moving, though, but the minute hand's moving more quickly.

Now, I must tell you, they don't move as quickly as this.

This is just to show you that they move at the same time but at different speeds.

When it's an o'clock time, the hour hand points directly to a number.

So in this case, look, it's one o'clock, so the hour hand is pointing directly to one, and you might have had some experience of doing that before, perhaps in year one.

So this is one o'clock.

When it's a not o'clock time, so not one o'clock, not two o'clock, that kind of thing, the hour hand points somewhere in between the numbers.

So here, look, it's not one o'clock, it's just a bit after, it is one o'clock and a bit.

So can you see that the hour hand is not exactly on the one? It's gone past the one and before the two, and that's a different one o'clock and a bit time.

So it's not one o'clock, it's not two o'clock, it's somewhere in between.

And the hour hand is somewhere in between two, and this is two o'clock.

So it's back to pointing directly to the number, the numeral.

Now, the more minutes that have gone past the hour, the closer the hour hand gets to the next hour.

So 30 minutes past is the same as half past.

At half past, the hour hand is exactly halfway between the numbers.

And you can see that on the screen now.

So this is half past, and the hour hand will point exactly halfway between, exactly in the middle.

Watch what happens in one hour to the hour hand as the minute hand moves to each five minutes.

So we're going to start off at one o'clock.

Look where the hour hand is, it's pointing directly to one.

Now it's five minutes past, and the hour hand's moved a little bit.

It's showing one and a bit, but it's still closer to one.

10 minutes past one, it's moved a bit more.

It's one and a bit.

15 minutes past, one and a bit, moved a bit more.

20 minutes past, still one and a bit.

It's still closer to one.

25 minutes past one.

It's still showing one and a bit, it's still closer to one.

And then we get to 30 minutes past one.

The hour hand is showing one and a bit, and it's halfway between one and two.

So it's half past.

And that hour hand, if you look, is exactly in the middle of one and two.

Now it's 35 minutes past one.

The hour hand is shown one and a bit like before, but it's closer to two.

Now it's 40 minutes past one, it's showing one and a bit closer to two.

Now it's 45 minutes past one, one and a bit, and even closer to two.

Now it's 50 minutes past one.

It's showing one and a bit, but closer to two.

55 minutes past one, showing one and a bit but closer to two.

And then two o'clock.

So the hour hand moves slowly in between the two hour numbers.

It doesn't go straight from one to the other.

It moves slowly in between them.

Izzy's teacher is calling out times, and she's making them on her clock.

So she's calling out 55 minutes past four, and this is where Izzy's put her minute hand, and this is where she's put her hour hand.

Is she right? Hmm, have a look.

What do you think? Is that 55 minutes past four? No, it's not quite.

She's forgotten to show four o'clock and a bit on the hour hand.

She's forgotten that that hour hand moves slowly as the minutes are going on in the hour.

So she's had another go.

Good for you, Izzy.

Let's see if she's right this time.

Is this showing 55 minutes past four? She's done something with the hour hand, hasn't she? It is showing four and a bit, that's a fact, but I don't think it's in the right position, do you? It's on the half-past position, but that's not a half-past time.

It's after half past.

So the hour hand isn't quite right there.

So she's had another go.

Good for you, Izzy.

55 minutes past four.

Is that right? Does that look right? It does look right to me.

Let's have a look.

The hour hand is almost at the next hour, just like the minute hand.

Well done, Izzy.

You've got it.

That is what 55 minutes past four looks like.

Let's have a check.

Which of these clocks shows 20 minutes past seven? Look very carefully.

They all look like they could show it, but only one does.

Pause the video and see if you can figure out which one it is.

Welcome back.

Did you work it out? Let's have a look.

Well, it's not A.

That's not showing 20 minutes past seven.

It's not showing seven o'clock and a bit.

Hmm, the minute hand's in the right position, but the hour hand is not, it's not showing the and a bit part.

And it's not B either.

That's not quite right.

The minute hand's in the right place, again, it's showing 20 past, but the hour hand is too close to the next hour.

So that's in the wrong position.

But C is just perfect.

That's exactly where both hands should be to show 20 minutes past seven.

The hour hand is showing seven o'clock and a little bit 'cause 20 past is a little bit after seven.

Let's have another check.

So hopefully you've got in front of you something like a clock with some movable hands, or you might have a printout of a clock, a paper clock, something like that, and you can use pencil and a paperclip.

But either way, can you show me this time, please? Ready? Show me 45 minutes past seven.

Pause the video and give that a go.

Let's have a look.

Did you manage to do it? Well, that's 45 minutes past.

So when the minute hand's pointing to nine, it's 45 minutes past, and the hour hand, not pointing straight to seven, closer to eight.

So just like that.

So if your paperclip or your hour hand was somewhere like that, you've got it right.

Well done.

Very tricky.

So if you've got that, you're doing really, really well.

You may wish to practise that with a few other times.

Time for some more practise.

Let's have a look.

Is Izzy correct? Explain.

She's saying, "My clock is showing 40 minutes past two." Is that right? Number two, draw hands on the clock to show 15 minutes past five.

So think, where's your hour hand going to go? That's your short hand.

Where's your minute hand going to go? That's your long hand.

Number three, you're going to practise with your partner making some different times using the stem sentence, show me mm minutes past mm.

So in this example, Izzy is saying to Andeep, "Show me 50 minutes past two." And that's exactly what Andeep's done.

He's put the minute hand and hour hand in the right place to show 50 minutes past two.

And you can practise lots and lots of examples of that.

Practise makes perfect.

The more times you do that, the better you are going to be.

Okay, have fun with that.

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

Welcome back, let's have a look.

How did you get on? So is Izzy correct? Not quite.

That's not quite showing 40 minutes past two.

The minute hand's in the right position, so she's, you know, half right, but the hour hand should be closer to three.

So the hour hand is not in the right position.

Then draw hands on the clock to show 15 minutes past five, it will look something like this.

The minute hand will be on the three and the hour hand just a little bit past five, five and a bit.

And then hopefully, you got the chance to do lots of different examples of this with your partner.

So in this case, Izzy is saying, "Show me 15 minutes past 11," and this is what we've got.

Well done, Andeep.

That is indeed showing 15 minutes past 11.

Well, we've come to the end of the lesson, and I've had lots and lots of fun exploring minutes past with you.

So our lesson today has been tell and write the time to five minutes past on a clock face.

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

So in this example, we can see the time's 40 minutes past nine.

So the minute hand is pointing to eight 'cause that's showing 40 minutes past, and the hour hand is showing nine and a bit.

It's gone past the nine, it's almost at the 10.

That's 40 minutes past nine.

Well done on your achievements and accomplishments today.

It's been a great pleasure working with you, and I really do hope I get to see you again soon for another maths lesson.

But until then, have a great day.

Take care, and goodbye.