Time Problem Solving

Overview

Duration: 30 minutes
Class size: 12 students
Unit: Mastering Time Telling (Lesson 6 of 6)
Age group: Year 6 (10–11 years)
Curriculum focus: Mathematics – Measurement: Time
National Curriculum references:

• Solve problems involving converting between units of time (National Curriculum, Key Stage 2 Mathematics, Measurement: Time)
• Read, write and convert time between analogue and digital 12- and 24-hour clocks (KS2)
• Use vocabulary such as seconds, minutes, hours, am/pm, 24-hour and Roman numerals to describe and compare durations

---

Learning Objectives

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

• Apply their knowledge of telling time by solving real-life word problems involving time intervals and schedules.
• Convert between different units of time (hours, minutes, seconds).
• Calculate start times, end times, and durations from given scenarios.

Extension for advanced learners:

• Solve multi-step problems involving 24-hour clock and time zone differences.
• Explore time problems involving elapsed time across days.

---

Resources

• Individual dry-wipe whiteboards and pens
• Printed problem cards with real-life scenarios (large font, dyslexia-friendly font such as OpenDyslexic)
• Visual timeline strips and clock faces (analogue and digital)
• Stopwatch or timer app
• Worksheets with time conversion tables
• Visual aids with key vocabulary highlighted in colour

---

Lesson Structure

1. Starter (5 minutes) – Quick Time Recall

Activity: Use a rapid-fire question round to refresh key vocabulary and concepts.

• Teacher asks quick questions, e.g., "How many seconds in 5 minutes?" "What is 13:45 in 12-hour format?"
• Students respond using whiteboards to minimise pressure and facilitate instant feedback.

Differentiation: Provide word banks and time flashcards for students who need support.

---

2. Main Activity (15 minutes) – Real-Life Time Problem Solving

Activity 1: Group work with problem cards (10 minutes)

• Students work in pairs (mixed ability) using printed problem cards involving scenarios like:

  • Planning a school timetable (start/end times)
  • Calculating journey durations and arrival times (e.g., bus timetable problems)
  • Adjusting schedules and finding time gaps

• Each pair will draw or use clock faces to visualise their solution and write their answer clearly (dyslexia-friendly layout).

Examples of problems:

• "The school concert starts at 18:30 and lasts 1 hour 45 minutes. What time does it finish?"
• "If a bus departs at 14:20 and the journey takes 2 hours 15 minutes, what time will it arrive?"

Teacher role: Circulate, ask probing questions to encourage reasoning, and scaffold vocabulary use.

Activity 2: Whole class discussion (5 minutes)

• Invite pairs to explain one problem and solution to the class.
• Highlight different problem-solving approaches and emphasize use of 24-hour clock and vocabulary.

---

3. Extension Activity for Advanced Learners (5 minutes)

• Challenge task: "A train leaves at 23:15 and travels for 3 hours 50 minutes. What time does it arrive? If it crosses a time zone +1 hour, what is the local arrival time?"
• Encourage use of 24-hour time addition and reasoning about time zones.
• Provide mini whiteboards and calculation grids.

---

4. Plenary (5 minutes) – Reflect and Review

• Use an exit ticket method: Students write one new thing they learned about time problem solving and one question they still have.
• Include a simple multiple-choice quiz on the board (or via verbal quiz): "If a lesson starts at 9:05 and finishes at 9:50, how long was the lesson?"
• Provide positive feedback and address common misconceptions quickly.

---

Assessment

• Formative assessment through observation during group work and discussion.
• Review written answers on whiteboards for accuracy and reasoning.
• Exit tickets will inform any additional targeted support needed in future lessons.

---

Differentiation Strategies

• For learners with dyslexia or processing difficulties:

  • Provide problem cards and instructions in dyslexia-friendly font on coloured paper if needed.
  • Use visual aids (timelines, clock faces) and manipulatives to reduce working memory load.
  • Offer oral explanations and allow responses verbally or pictorially.

• For high-achieving pupils:

  • Extension problems involving multi-step reasoning and world time zone context.
  • Opportunities to explain concepts verbally to peers, promoting deeper understanding.

• For learners needing additional support:

  • Scaffolded problems that focus on converting units before attempting applied problem solving.
  • Paired work with more confident peers and guided questioning from the teacher.

---

Tips for Teachers

• Encourage use of precise time vocabulary throughout the lesson: "elapsed time," "duration," "am/pm," "24-hour clock."
• Use physical clocks to demonstrate time intervals where possible.
• Regularly check for understanding and encourage students to explain their thinking.
• Celebrate diverse methods — some may draw timelines; others may prefer number lines or written calculations.

---

This lesson culminates the unit by applying all key time-telling skills to everyday contexts, preparing pupils to use maths confidently in life situations and supporting mastery through active problem solving and differentiation.