Hands up: how many minutes do you think fit inside one hour? And how many hours do you think fill a whole day?
Now the tricky one: could we count a whole week just by counting days?
Take three hands-up answers for each question, not open call-outs. Give five seconds of quiet think-time before any hands go up.
As pupils answer, build the chain on the board so it is there for the rest of the lesson: seconds → minutes → hours → days → weeks. Don't confirm the exact numbers yet, the clocks will show them.
The interactive shows three clock snapshots, one at a time. Before each one appears, put a hand up with your guess for the missing number. Then look at the hands and notice that one full lap has become the next unit of time.
Take one or two hands-up guesses before each snapshot so pupils commit before reading the clock.
Clock 1: minute hand on one minute. This face has no seconds hand, so tell them the fact: 60 seconds make one minute (×60). Point at the minute hand and say one full lap of seconds is what filled that minute.
Clock 2: minute hand back on twelve after one lap, hour hand moved 3 to 4. Point at the hour hand, ask how many minutes moved it on by one hour, 60 minutes make one hour (×60 again).
Clock 3: noon on a 12-hour dial. Don't claim every hour is visible; build the day from two twelves, 12 from midnight to noon, 12 more from noon to midnight, so 12 + 12 = 24 hours, not 12. This is the one pupils under-count.
Name the fact beside each pair: seconds to minutes ×60, minutes to hours ×60, hours to a day ×24, days to a week ×7.
Today we work these out together on the board:
Say the times fact aloud each time before we check it.
Talk this one through together. Pupils take turns at the board and the class agrees or corrects out loud.
Set the clock to 12:00, ask a pupil to move the minute hand one full turn, and the class counts “sixty minutes, one hour”. Then set 12:30 (half an hour = 30 minutes) and 12:15 (a quarter hour = 15 minutes) and have the class read each. For two hours, keep it off the clock: 2 × 60 = 120 minutes. Hold out for the doubling, don't say it for them.
In your maths copy, complete these in full sentences:
Read each sentence back to yourself when it is filled in.
Walk the row glancing at the last line. 4 weeks is 4 × 7 = 28 days. This is whole-class copybook practice, not marking.
Today we work through these renaming problems together on the board, using your units-of-time reference strip:
For each one, find the two units on your strip, name the times fact, then work it out.
This is the practice round. Pupils take turns at the board, check each answer, and the class confirms before moving on. Keep the board work brisk rather than over-explaining.
This step runs on paper with the printed reference strip, not on the interactive. Watch for the ×60 vs ×24 vs ×7 slip: pupils reach for 60 by habit even when the jump is hours-to-days. The seconds stretch is 5 × 60 = 300. If a group finishes early, offer one off-strip extension aloud: a year is about 52 weeks, so 52 × 7 gets close to 365 days, but tell them not to hunt for a year on the strip, because it is not one of our units.
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.