Time and Days

Overview

This 60-minute lesson focuses on understanding and calculating intervals of time, sequencing days of the week, and working confidently with time intervals. It is designed for Year 7 students (ages 11–12) and aligns specifically with the National Curriculum for England, Mathematics Programme of Study, Number – Geometry and Measures.

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National Curriculum Links

• Year 7 Maths – Number, Geometry and Measures
  • Concepts: Calculate and solve problems involving time intervals e.g. converting between units of time, comparing durations
  • Students should: Use 24-hour clock notation and convert between units of time (hours, minutes, seconds)
  • Objectives:
    • Solve problems involving addition and subtraction of intervals of time
    • Understand and sequence days of the week, including working across weeks
    • Apply knowledge of time to real-life contexts

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Learning Objectives

By the end of the lesson, pupils will be able to:

1. Calculate intervals of time accurately, including across days
2. Sequence and order days correctly, including when crossing weeks
3. Solve word problems involving addition and subtraction of time intervals
4. Use the 24-hour clock to express and calculate times

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Resources Needed

• Whiteboard & markers
• Projector or Interactive Whiteboard (IWB)
• Printed individual time interval worksheets (with time on 12- and 24-hour clocks, word problems, and day sequencing tasks)
• Large laminated “Days of the Week” sequence cards (Monday to Sunday)
• Timer/stopwatch for activities
• Mini whiteboards and pens for each pupil
• Visual clocks showing 12-hour and 24-hour formats

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Lesson Structure

1. Starter (5 minutes)

• Activity: Quick recall quiz using mini whiteboards
• Task: Pupils write the days of the week in correct order and convert times between 12-hour and 24-hour format.
• Purpose: Re-activate prior knowledge and assess baseline skills.

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2. I Do (Explicit Teaching) – 15 minutes

• Explain:
  • Review days of the week order and their sequence (including crossing weeks).
  • Demonstrate calculating intervals of time by adding/subtracting hours and minutes on the board, including examples crossing midnight or spanning multiple days.
  • Model solving a word problem involving days and intervals, e.g., “If a train departs at 22:15 on Monday and travels for 4 hours 30 minutes, what day and time does it arrive?”
• Techniques:
  • Use both 12- and 24-hour clocks in examples.
  • Use a timeline diagram on the board to visually show intervals crossing over days.
  • Think aloud – verbalise each step clearly.

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3. We Do (Guided Practice) – 20 minutes

• Activity: Collaborative problem solving on paper and whiteboard
• Task: As a class, solve at least 3 time interval word problems together with guidance. Include:
  • Calculating time durations crossing days.
  • Sequencing days based on given scenarios (e.g., “If today is Thursday, what day will it be in 10 days?”)
• Use Laminated Days Cards:
  • Physically move the cards to show day sequencing.
• Differentiation:
  • Support lower-attaining pupils by providing partially completed timelines and the use of days cards.
  • Challenge higher-attaining pupils with questions involving multiple intervals combined or backwards time calculations.

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4. You Do (Independent Practice) – 15 minutes

• Activity: Individual worksheet solving problems incorporating previous learning
• Tasks Include:
  • Calculating time intervals from 12- and 24-hour clock times.
  • Sequencing days after a given number of days have passed.
  • Word problems involving addition and subtraction of time intervals crossing days.
• Teacher Circulation: Support pupils needing help, provide challenge extension to some with multi-step problems.
• Differentiation:
  • Scaffold for lower-attaining pupils: use a visual timeline and step reminders.
  • Extension for higher-attaining pupils: problems involving days of the week cycles and modular arithmetic concept (e.g., “If today is Monday, what is the day 100 days from now?”)

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5. Plenary (5 minutes)

• Class Quiz: Use mini whiteboards for rapid response
  • Questions to check understanding:
    • “If the event starts at 16:45 and lasts 3 hours 20 minutes, what time does it finish?”
    • “Today is Saturday. What day will it be 12 days later?”
    • “Convert 15:30 into 12-hour time.”
• Discussion: Address common errors spotted during You Do or prior activities.
• Review Learning Objectives: Pupils self-rate their confidence in each objective.

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Differentiation Strategies

• Visual aids (timelines, day cards) support recall and understanding.
• Use of concrete and pictorial examples to scaffold learning.
• Mixed ability pairings in "We Do" for peer support.
• Extension tasks challenge higher attainers and enhance reasoning.
• Verbal explanation and think-aloud approaches assist EAL and SEND pupils.

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Assessment

• Formative assessment during “We Do” by questioning and observation.
• Mini whiteboard responses during starter and plenary for quick checks.
• Independent worksheet marked in class for immediate feedback.
• Self-assessment on learning objectives for metacognition development.

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Additional Notes

To impress and engage pupils:

• Incorporate a “Time Traveller” game: pupils “move” forward and backward in days and time on a classroom timeline physical or projected on screen.
• Use real-life contexts (train journeys, TV schedules, sporting events) for relevance.
• Emphasise links to 24-hour clock, essential for broader KS3 mathematics and beyond.

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This well-paced and clear structure utilises the I Do, We Do, You Do teaching model effectively and is closely matched to the National Curriculum expectations for time and sequencing, ensuring students consolidate and extend their knowledge in a meaningful, contextualised way.