Lesson video

Hello everyone.

And thank you for joining me, mr. Ward, on out national Academy.

Once again, we continue our unit online, got some timetables today by looking at how we can calculate time intervals to retrieve the specific information that we require from different timetables and schedules.

Now, the sunshine outside, it's a beautiful day and it's put me in a really good mood for my learning.

So hopefully you are as excited as I am about mathematical learning.

Now I'd like you to be free of distraction and in a quiet place where you can focus on the lesson, just as it is as quiet and relaxed here in my home.

When you're ready to begin, you can resume the video.

We'll make a star on the lesson, all set.

Fantastic.

Let's get going.

Before we start the math lesson, there's enough time to share today's mathematical joke.

I know this is a powerful lesson, you've been waiting for at home.

So here it goes.

Why was a math teacher? Sad? Because I spent all day in school talking about problems. If you think you can improve on my material, I'm going to share some information at the end of today's lesson, about how you can send in your mathematical jokes.

I'm work to is here out Nestle Academy.

So please keep watching until the end of the lesson, how many quick look, how the lesson looks today? We don't introduce our new learning of time intervals.

Then we're going to have a go at taught task in which we discuss some information on a timetable and use some of our time interval strategies.

Then we're going to develop a line a little bit further by introducing a number lines and the different ways that we can use number line.

So identify those time intervals.

And then it's going to be over to you as always, you're going to have an independent task in which you use a timetable to find correct information.

And finally, we are less with the customary final quiz and that we agree to good opportunity to see how much of that learning from today's lesson has been embedded, how confident you are reading tables and using time intervals to identify the missing information.

Okay, of course, before we start our lesson, you need to make sure we've got the correct equipment.

Just check on the screen that you've got all the things that you need today, a pencil, a robot piece of paper or a book as always will be optional and crossing through any mistakes to show that you've made an error and that you've learned from it is perfectly acceptable.

If you've got none of this equipment or you haven't got what you need right now, pause the video, go and get what you need from around your house and then come back and join us for the rest of today's lesson.

First of all, let's get ourselves ready to use time intervals by remembering the use of digital and analogue 12 hour and 24 hour time.

So your first task and pause it there.

If you need a bit of time to complete, this is can you match the time on the screen? Can you match those times together on the screen? Hopefully you've identified that there are three categories or the groups that you could have made 3:00 PM, which is the same as 1500 hours or three o'clock in the afternoon.

10:00 PM is times 2200 hours and 10 o'clock at night.

I'm 1:00 AM two seven zero one hours, one o'clock in the morning.

Now I've written a timeline at the bottom, or you can see, just as a reminder for those sometimes get a bit confused when we use analogue, which is 12 hour am and PM and 24 hour digital time, then you can see the timeline rooms along here and it matches various points.

And when we use, I don't know, we go into past 12.

So 12:00 AM.

This is after midnight, basically.

And then past midday becomes P M.

Okay.

And you can see that it matches the 12:00 AM is zero on the 24 hour clock.

And then it awfully set out 24 hours.

12:00 PM is the same as 12, but 6:00 PM becomes 1800 hours.

And what you might notice is actually in order to work out the difference between analogue and digital, you would find the analogue time.

So for instance, 6:00 AM.

If I want to know what the time would be in 24 hour clock at 6:00 PM, I would add 12 hours to that.

So six plus 12 becomes 1,818 zero zero, which is the same as 6:00 PM.

Same with 3:00 PM.

If I want to know the difference between six and three, well, I can add six plus nine, make 15.

So therefore I know that 3:00 PM is the same as 15 zero zero.

You need to keep reviewing this slide.

Look at this number line to help you with converting between am PM and digital time, please feel free to do so.

We're going to complete the missing information, using our understanding of pine today.

How could we work out the time intervals, but we've got some key information is provided to us to enable us to make a stop.

The basketball starts at 2:00 PM.

Now, if you just talked about actually 2:00 PM is the same as two plus 1214 using my time on, I can show you here.

So we know that two, Hey, one two.

If I add 12 hours, I'm going to make it into 14.

So two plus 12 makes 1400 hours.

That can information.

Is it swimming starts at one o'clock in the afternoon.

So going back to number nine, again, one at centres, 1:00 PM, one plus 12 hours makes it 1300 hours.

And that becomes digital form.

You don't forget that we turn the PM.

We don't remove P M and am.

And we then now need to show it using Caroline's to introduce the hours and minutes.

And that goes up to 24 hour clock.

Although the did it, you could see 2359 before it converts again to zero, zero, zero to start the day a fresh.

So now that we go on to start times basketball, she's tuning afternoon and swimming, which is one in the afternoon, we can now try and work out the missing information by identifying either the duration or using the information from the duration to find out the finished time of those events.

Well, I'm going to do some modelling in today's lesson and I'm going to need my ruler.

I've got a small one that fits perfectly onto my visualizer, and I'm going to use a pen to help the line stand out to you.

Now you may only have a pencil, a sharp pencil.

Perfect, actually, but for the benefit of videos, I like to use a nice dark pen.

And I'm going to introduce this concept of using a blank number line to help us work out the time intervals.

So let's have a look at the basketball.

First one, we'll draw a nice short number line.

Now I'm going to stop because I know the information here is 1400.

So I know it starts to hear, I know what I'm going to do is when I'm going to first add up my hours.

So I'm going to add up.

Knowing what's well, I know 14 plus nine makes 23, and then I'm going to add the 30 minutes plus 30 minutes.

And that all end up at 2330.

So my answer for my first one, 2330, we'll do the same again, the cycling again, nice and simple.

You can go backwards as well.

If you want to, if you want to go back from a starting point, I can show you that next, but we're going to start here.

So, here I'm going to start at 1130 that's information given to me, 1130 and the duration is six hours.

So six hours, I'm going to plus six hours here and that's going to take me 11 for six is 1730.

And then I've got 30 more minutes to add.

Well, I know that 30 plus 30 minutes makes one hour.

So therefore something 30 plus 30 is going to make the next hour.

It's going to take me to 1800, which is going to be 1600.

Okay.

And you can say for rowing, what we can do is we can go backwards on the number line.

So let me show you how I might do with that.

So I'm going to put one blank line in.

I'm going to start this time here at 1330, which is when the rowing event finishes.

Now it says the duration is three hours.

So what I'm going to do is I'm going to make a jump off three backwards.

I want to take away three.

So I know actually that's removing three hours and I'm going to put with negative, but I'm going to remove three hours jump of three hours.

So I add it.

Now I'm going to subtract.

I've got 13.

I'm going to take three away from that.

And obviously 30 to three, these we've made 10 30.

So my answer for that one is 10 30 KM.

And if I just push this down, we can do the last one again.

So I've gone just to retry.

I've gone backwards on this one and I've gone forward on two it's okay.

Either way that you decide to do it.

And then finally the last one, the bottom part of the line, it doesn't matter how long it is.

Our only marketing with the information provided to me.

Now I worked earlier on, they started at 1:00 PM 1300 and it ends at 1740.

So now we're going to try and find the duration that when I know the difference between 13 and 17, so let's add four hours first, let's do hours.

I'm going to add four hours here.

And now I know the difference between do is there in 14.

There's obviously a 40 minute window there.

So I'm going to add my 40 minutes.

So I add those together.

So my time must be four hours and 40 minutes for the duration of the swimming event.

And that is how I'm using my number lines are blank.

Number line to work out the time intervals.

But now I'm going to move on to talk to as part of today's lesson, just to remind you that.

Talk to us usually occur between groups of individuals or pairs or even a whole class scenario.

And you may well be working on your own at the moment.

Not to worry.

You can still pause the video and complete the task at hand.

If there's somebody close by that, you can talk about the mass with fantastic, if not, just note dance from your ideas and your answers.

And then I'm going to talk through the answers on a few screens.

You can reflect on the information provided, and you can try identify where you went wrong, what you misconceptions might be, or where you were correct, and that your reasoning and justification was spot on.

So as you can see on your screen, there is an incomplete timetable with events on Sunday.

The 17th of August, your task is to read the information in the speech bulls and complete that timetable consider using.

your mental arithmetic or the number lines that I showed you in the first part of the lesson, pause the video, take as long as you need, and then presume the video when you're ready to share your answers, see you in a few minutes.

Can I share our answers quickly, go through most of the boxes, the cycle events lasts for four hours.

So at 14, 15 or 2:15 PM, you are going to add an extra four hours to that.

So it would end at 1815, booming starts at three o'clock.

We can see that three o'clock is equivalent of 1500 hours in a sense, a 1500 zero in 24 hours.

So we add four to 15 to get 19.

And then we added obviously the 10 minutes for the duration.

So the total time was four hours and 10 minutes.

The skateboard started at 2:00 PM.

Now two plus 12 gives me 14 when I think he did my 24 hour clock.

So I know it started at 14 and I know that it lasted for nine hours because I added nine to 14 to make 23.

And then I added the 30 minutes for the remaining time.

So the total time is nine hours and 30 minutes.

I just want to point out that this one example here, because I thought it was quite wordy.

Just an example of what you could do.

I'm just going to demonstrate using two different ways of using a number line.

We don't know the finished time yet.

We don't know the duration.

The events finish at 2211 at night.

Now 2211.

We suggested not yet at 11.

So therefore the answer must be 10:00 PM sometimes.

So we need to identify that I'm 23.

I would be 11.

So w we, before 11 were 10, that would be 22 and 20 minutes before the end of the hour with 60 minutes and now as well.

So take 20 minutes away.

That leaves me with 40 minutes.

So I know it's 20 to 40.

As you can see using a number line, as we demonstrate earlier in the lesson, there are two ways that you could have worked out the total time interval to get the answer of six hours and 40 minutes in a, you can see, I have added seven hours to my 16 to get to 23 or 11:00 PM.

And then I've subtracted 20 minutes.

Cause I know that that is 60 minutes in the hour.

That's attracted the 20 minutes to get to 20 to 40 or 10:40 PM.

Another way you could have done it in smaller chunks is add six hours.

If you're not quite so sure about subtraction, this may be your method to use at six hours from, for the tissues to 10 or 22.

And then you can add the 40 minutes to get.

To 10 40.

So we get to the right answer using either of the methods there.

You can see our complete check.

You've got them all right.

If there were any errors or misconceptions, look back and try and spot them.

If you can not to worry if you made mistakes.

Of course, that's all part of all mathematical learning in this lesson and all math lessons.

Of course, that's why we love the subject.

I wasn't going to continue our use of number lines to work at time intervals.

Now, where would you go to develop our learning slightly further by adding extra information to our table.

So just to confuse people and it means we need to be sharp in identifying the time so we can use mental arithmetic.

Of course, when we convert between 12 and 24 hour clock analogue and digital time.

So the game phased at five to six, well, I know that's two six.

It's not quite six o'clock.

So before six is five.

So it's five o'clock at some point there's 60 minutes in an hour.

So five to six means it's 60 minutes take away five is 55.

So it's five 55.

Well, in order to work that out in 24 hour clock, I need to use my mental arithmetic.

I can do five plus 12 minute gives me 1755.

And second, you can see that.

And the second example you can see the bottom.

It said that the game ended at six minutes before 11:00 PM.

Well, we know before it means the number comes first.

So before 11 minutes must be 10 sort of thing.

Again, in 60 minutes in an hour, we take those six minutes away.

We go backwards and we end at 54, 10 plus 12 gives me 22 and then I've got 54 minutes.

And that's how I've used mental arithmetic to convert from analogue to digital time.

Now we've got all that information.

We can use our number lines to identify the correct time intervals and to complete the information that is required in this task.

So let's do some more modelling together.

Well, let's make a start.

I'm going to use a time number lines again, blank number lines is going to help us complete this task relatively quickly.

So my first one, I put a circle around and you can see we're going to start at 2145.

First of all, I'm trying to get to 2325.

The first thing to do is I can't add to, cause if I had to, I'm going to get to 2345.

So what I can do it either way I can make several jumps so I can make 15 minute jumps to make it 22, zero, zero or one to two.

Then I can make a jump of an hour, one hour to make 23 zero zero.

And then I can add 25 minutes to get to 2325.

And I can add those together that has got there.

So that in total I would have one hour 25, 40 minutes.

Now what I could have also done is a slightly quicker I could, I could, if I'm good with my subtraction, I'm strongly my arithmetic.

I could jump from 45.

I could jump all the way to 2345 by adding two hours.

And then I could make a jump back 20 minutes to take 20 then to end up at 2025.

And I just need to remember that two hours equals 120 minutes.

So I take away 20 while about a hundred minutes there.

Okay.

And I need to convert that into a hundred minutes being one hour, because one block of 60 plus 40 minutes.

And that will give me my answer, my answer either way, if you want to have 40, now that we've done that.

So I'm work out the rest of our missing information.

So at the top, nice and quick.

Some of it we can probably do mentally.

I imagine so 1400 that when we add one hour to get to 1530, 30, and then 30 to 1532.

So my answer is one hour 30, two minutes.

Yeah.

And that's possible the line for men's preliminary, preliminary also that wrong man, Australia versus France.

We start with 16, 15.

Now we want to get to 1755.

Well, the first thing I'm going to do is add one hour, because that will take me to 1715, and then the difference between 15 and 55 or 55 to about 15 is 40.

So I had my 40 minutes now, lo and behold, it's the same amount of time.

It's one hour and 40 minutes on next one.

And we can see the women's preliminary.

Well, we don't have specifically an end time, but we do have a start time and we know it's 107 minutes.

So let's add a 60 minutes, which we know actually is one hour.

So I can add an hour.

We're going to have 60 minutes here and I've got 47 minutes left.

Well, then I'm going to add 40, you know, in chunks.

And that gives me 1755.

And then I'm actually going to ask to had a liquid from a number line.

I'm going to actually have to add an extra seven minutes.

And that will take me to 1802.

So I know my final times 1802, because I have to break down what chunk of a hundred, seven minutes, 60 14 and seven, which makes it onto seven.

And now I'm running out of space here.

So I'm just going to move my paper up so we can finish off the others.

Again, you may already be having a goats from this yourself.

So you're comfortable with their concept of number lines.

If you're not, that's fine.

We'll have a go in your independent task.

So we've gone on got, we're going to S we're going to end here 2112 and we're going back 102 hour minutes.

Again, I'm going to jump back 60 because I know that takes me to 2022, and that leaves me with, and you can do it mentally, or you can read that, write it down.

If you need to under 260 leaves me with 42 minutes.

I know that's 22.

That's what I'd take 22 back.

And that sent me to 20 zero zero.

I've taken 22 back, but if it take 22 away from there, I'm left with 20.

So I'm going to take 20 away from 60.

So I'm going to have a, another jump, one final jump.

And that's going to take me into the hour before, which is 1940.

And I know that because I've made jumps going backwards.

Okay.

Just double check by adding them together.

2022 and 60 minutes, 102 minutes.

So 19 plus 102, we'll get an hour.

So 1840 plus 42.

I get to 21, 22.

And finally, last one.

We're going to start at 21 given us our set times.

So we know what the start and finish time is.

We just need to find our ordinary put 50 there, 54.

We're going to make sure that I'm making these silly little errors that are going to go wrong.

So 21 zero zero, which is 9:00 PM.

And it ends at 2254, 10:54 PM.

So I'm going to make one big jump of an hour, one hour.

So plus one hour, which takes me to 22 zero zero.

That of course, I've got my 54 minutes, which makes it jump at those two together.

I get one hour and 54 minutes.

And if I need to convert it to minutes, or you can see on the screen.

So it's the same as the other boxes.

I can know that one hour is 60 minutes, 54.

So I simply need to do a little bit of a rough calculation, mental arithmetic, 60 plus 54 will give me 114 minutes in.

The time has come, for me to place the onus onto you.

As it's now the independent task section of the lesson on your screen, you will see two incomplete tables.

Your task is to complete the missing information in the tables I'd like to consider using some of the strategies such as the number lines that we've been working on today.

But by all means mental arithmetic will be just as effective.

If that worked for you show all your working on the sheets, especially if you're using number lines, because it is going to help you eradicate any Edwards is timetable.

A please make sure you are clear about all the information available to you.

And this is table B, pause the video now and take as long as you need to complete the task.

And then come back to us here on the screen and resume the video.

When you're ready to check your answers, hope you enjoy the task, speak to you in a few minutes.

Bye bye.

Welcome back everybody.

And I hope you enjoy that tasking.

Okay? If you use number lines, fantastic.

That's the way I would have helped identify the correct answers.

Now just quickly looking at my answers.

I'm not going to go through all of them, but they're there on your screen.

So just cross reference them against your own answers on your sheets.

If there are any errors, do you go back and double check? And if you haven't used a number line and there is an error in there, perhaps you're using them right now to try and see if you can spot where you went wrong.

Maybe you added the minutes incorrectly.

Maybe you've got to, you know, that the 60 minutes, a hundred minutes, maybe you just made a simple error in calculating calculations by addition and subtraction, which does sometimes happen with us.

So many numbers there.

Okay.

Take your time.

Pause video again.

If you need to take time to reference your answers, fingers crossed you did okay.

You understood how to identify and find the missing information for those of you who are not quite ready to put away your pencil, ruler paper, I've included a customary challenge side for you to have a go at again.

Don't forget to pause the video and read the instructions as carefully as you can, before recording some of your answers.

I think you're going to enjoy this task.

I'd like to see some of your mathematical reasoning to support your answers, not bring this almost to the end of the lesson.

And of course, I mean, almost because there is time for our end of lesson quiz.

Once again, thank you for your work so far and your efforts in developing number lines.

I think that's going to be useful today in the quiz to allow you to identify the correct time intervals and to route the timetable.

So when you're ready to go into the quiz and so all the questions carefully and then come back and finish the video.

See you in a few minutes.

It's time for me to share with you the information.

Again, if you have some work you would like to present, you're proud of, or you have some mathematical jokes that you are desperate to get on a national Academy to replace my terrible, terrible material.

Then you can share it with us here at Netflix Academy.

Please ask your parent or carer to share your work on Twitter, tagging at national and hashtag learn with Oak.

Look forward to seeing what you come up with.

So that brings us to the end of another lesson today.

What fantastic job you guys did now for all that hard work that I did modelling, I'm going to go get myself an ice cream is a treat.

I hope you are able to treat yourself for the hard work that you've put into today's lesson.

Thank you once again.

And I hope to see you very, very soon here on Oak national Academy.

Bye for now, have a great rest of the day.