Estimating answers (age 7+)

PROCEDURAL

Mathematics›Measurement|Ages 7—8|ID: mt_3XJkeIn6J6

Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, and hours

Mastery Evidence

Read an analogue clock to the nearest minute
Estimate how long an activity takes in minutes or seconds
Compare two durations and determine which is longer

Assessment Prompt

“If a TV show starts at 5:17 p.m. and ends at 5:43 p.m., can [child] work out how long it lasted — and express that in minutes?”

Curriculum Standards1 alignment

Ma/KS2/Y3/M/5The national curriculum in England

Estimate and read time

estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight

Mathematics · Key Stage 2

Prerequisites2

Telling time to the minute (age 7+)
hardAges 7—8
Sequence intervals of time
hardAges 6—7

Show full prerequisite tree

Telling time to the minute (age 7+) hard
Reading to nearest minute extends reading to five minutes
- Telling Time: Minutes hard
  Extends telling time to include a.m./p.m. and 24-hour notation
  - Telling Time: Hours and Half Hours hard
    Telling time to 5 minutes extends from telling time to the hour and half past
    - Reading and writing numbers to 20 hard
      Reading a clock requires recognising numerals 1–12
      - How Many in Total? hard
        Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
      - Writing digits 0-9 hard
        Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
        
        Sitting and holding a pencil soft
        Same motor skills for digit formation
    - What Is a Half? soft
      Understanding 'half past' benefits from the concept of halves
      - Division as equal sharing hard
        Finding a half requires equal sharing into 2 groups — a division concept
        
        Subtraction as taking away or separating hard
        Division as equal sharing/grouping requires understanding subtraction as taking away/separating
        
        How Many in Total? hard
        Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
    - Telling time to the minute hard
      Telling time on a clock requires understanding hours and minutes as time units
      - Comparing durations hard
        Measuring time in units requires understanding time comparison language first
  - Counting in 2s soft
    Reading 5-minute intervals benefits from skip counting in 5s
    - Rote counting to 100 hard
      Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
      - One-to-one counting hard
        One-to-one correspondence requires knowing the number name sequence
Sequence intervals of time hard
Extends comparing time intervals to recording in seconds, minutes, hours
- Telling time to the minute hard
  Sequencing intervals requires understanding time measurement
  - Comparing durations hard
    Measuring time in units requires understanding time comparison language first
- Comparing durations hard
  Comparing and sequencing intervals extends Y1 comparative time language

Unlocks1

Comparing Time Durations
hardAges 7—8