Here are two bus times from a Dublin Bus timetable. One bus leaves your stop at 8:47 and the very next one reaches the school gate at 9:25.
How long is that journey? Don't work it out fully yet, just have a guess in your head: is it more or less than half an hour?
Elapsed time just means how long passed between leaving and arriving. The clever trick is to count on in two hops: first up to the next o'clock, then on to the arrival time.
Let's build the first hop, from 8:47 up to 9:00. Count on in small jumps: 47, then 50 is 3 minutes, then 55 is 5 minutes more, then 60 (which is 9:00) is another 5. That is 3 + 5 + 5 = 13 minutes to reach 9 o'clock. Now the second hop, from 9:00 on to 9:25, is 25 minutes. So 13 + 25 = 38 minutes in total.
Picture it on a number line: a small hop of 13 minutes lands us on the 9 o'clock mark, then a bigger hop of 25 minutes lands us on 9:25. Two hops, one friendly stop in the middle.
This time both times sit inside the same hour, so there is just one easy hop: from 15 minutes past to 55 minutes past is 40 minutes.
A nice clean half-hour. From half past six to seven o'clock, how many minutes is that?
Today we work these journey times out together. I'll set a start time on the clock, then call out an arrival time, and you count on to find how long the journey lasted.
Remember the two hops: up to the next o'clock first, then on to the end.
Elapsed time is how long passed between leaving and arriving. In your maths copy, work each of these three problems on a sketched number line. Mark the start time and the end time, count up to the next hour, then on to the end. Write the total minutes underneath.
Today we work through four bus-journey times together: 10:20 to 10:50, 7:15 to 7:45, 8:50 to 9:20, and 11:48 to 12:25. For each one, count on in two hops and predict how long the journey took before we move the hands. Then set the clock to the arrival time and use the elapsed readout to check whether your count was right.
Two of these cross the next o'clock, so count carefully in two hops.
What did you think when a journey crossed the next o'clock? Did counting in two hops make it easier, or harder? When does the o'clock-first trick really earn its keep?
Next we stretch the same counting-on idea across whole hours and even across midnight, so we can work out how long a flight or a long train journey takes.
You're previewing this lesson. Get full access to this lesson and hundreds more — each one ready to teach, with interactive activities, printable resources and pupil progress tracking built in.