analogue time problem solving

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25 Time Word Problems for Year 2 to Year 6 With Tips On Supporting Pupils’ Progress

Emma Johnson

Time word problems are an important element of teaching children how to tell the time. Children are introduced to the concept of time in Year 1. At this early stage, they learn the basics of analogue time; reading to the hour and half past and learn how to draw hands on the clocks to show these times.

As they move through primary school, pupils progress onto reading the time in analogue, digital and 24 hour clocks and being able to compare the duration of events. By the time children reach upper Key Stage 2, they should be confident in reading the time in all formats and solving problems involving converting between units of time.

Time in Year 1

Time in year 2, time in year 3, time in year 4, time in year 5 & 6.

• Why are word problems important for children’s understanding of time

How to teach time word problem solving in primary school

Time word problems for year 2, time word problems for year 3, time word problems for year 4, time word problems for year 5, time word problems for year 6, more time and word problems resources.

Let's Practice Telling The Time

Download this free printable worksheet to let your students practice telling the time.

When students are first introduced to time and time word problems , it is important for them to have physical clocks, to hold and manipulate the hands. Pictures on worksheets are helpful, but physical clocks enable them to work out what is happening with the hands and to solve word problems involving addition word problems and subtraction word problems .

Time word problems are important for helping children to understand how time is used in the real-world. We have put together a collection of 25 time word problems, which can be used with pupils from Year 2 to Year 6.

Time word problems in the National Curriculum  

In Year 1, students are introduced to the basics of time. They learn to recognise the hour and minute hand and use this to help read the time to the hour and half past the hour. They also draw hands on clock faces to represent these times. 

By the end of Year 2, pupils should be able to tell the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. They should also know the number of minutes in an hour and the number of hours in a day.

In Year 3, children read the time in analogue (including using Roman Numerals). By this stage they are also learning to read digital time in 12 and 24 hour clock, using the AM and PM suffixes. Pupils record and compare time in terms of seconds, minutes and hours; know the number of seconds in a minute, days in a month and year and compare durations of events.

By Year 4, pupils should be confident telling the time in analogue to the nearest minute, digital and 24 hour clock. They also need to be able to read, write and convert time between analogue and digital 12 and 24 hour clocks and solve problems involving converting from hours to minutes; minutes to seconds; years to months and weeks to days. 

By Year 5 and 6, there is only limited mention of time in the curriculum. Pupils continue to build on the knowledge they have picked up so far and should be confident telling the time and solving a range of problems, including: converting units of time; elapsed time word problems, working with timetables and tackling multi-step word problems .

Time word problems have been known to appear on Year 6 SATs tests. Third Space Learning’s online one-to-one SATs revision programme incorporates a wide range of word problems to develop students’ problem solving skills and prepare them the SATs tests. Available for all primary year groups as well as Year 7 and GCSE, our online tuition programmes are personalised to suit the needs of each individual student, fill learning gaps and build confidence in maths.

Why are word problems important for children’s understanding of time

Word problems are important for helping children to develop their understanding of time and the different ways time is used on an every-day basis. Confidence in telling the time and solving a range of time problems is a key life skill. Time word problems provide children with the opportunity to build on the skills they have picked up and apply them to real-world situations.

It’s important children learn the skills needed to solve word problems. Key things they need to remember are: to make sure they read the question carefully; to think whether they have fully understood what is being asked and then identify what they will need to do to solve the problem and whether there are any concrete resources or pictorial representations which will help them.

Here is an example:

Mr Arrowsmith drives to Birmingham. He sets off at 3:15pm. He stops for a break of 15 minutes at 4:50 and arrives in Birmingham at 6:15pm.

How long did Mr Arrowsmith spend driving?

How to solve:

What do you already know?

• We know that he set off at 3:15pm and stopped for a break at 4:50. We can calculate how long the first part of his journey was, by counting on from 3:15 to 4:50.
• He had a break at 4:50pm for 15 minutes, so we won’t include that in our driving time calculation.
• He then must have set off again at 5:05pm, before arriving at 6:15pm. We can use this information to work out the length of the second part of his journey.
• We can then add the 2 journey times together, to calculate the total amount of time spent driving. 

How can this be represented pictorially?

•  We can use a number line to calculate the length of time each journey takes.
• If we start by adding on an hour, we can then calculate how many more minutes for each section of the journey.
• Once we have calculated the journey time for each part of the journey, we can add these together to calculate the total journey time.

Time word problems in Year 2 require students to read the time to o’clock and half past the hour and compare and sequence time intervals. 

Oliver went for a bike ride with his friend. 

He left home at 2 o’clock and came home at 4 o’clock.

How long was he out on his bike for?

Answer: 2 hours

Count on from 2 o’ clock to 4 o’clock or subtract 2 from 4.

Mum went shopping at 3 o’clock and got home an hour later.

Draw the time she got home on the clock below.

Tom baked a cake.

The cake was in the oven for one hour. 

If he took the cake out at half past 11, what time did he put the cake in?

Answer: Half past 10

Use an hour from half past 11.

Arlo starts school at 9 o’clock and has his first break at half past 10. 

How long does he have to wait for his first break?

Answer: One and a half hours.

(Use a number line to count on from 9 to half past 10)

The Smith family are going to the beach.

They plan to leave home at 10 o’clock and the journey take two hours.

What time will they arrive at the beach?

Answer: 12 o’clock

(Use a number line to count on 2 hours from 10 o’clock)

With time word problems for year 3 , students build on their understanding of analogue time from Year 2 and also begin to  read the time in  digital (12 and 24 hour clock). Children also need to be able to compare time and durations of events.

Chloe is walking to football training.

She sets off at 8:40am and takes 17 minutes to get there.

What time does she arrive?

Answer: 8:57

(Count on 17 minutes from 8:40 – use a number line if needed)

(Picture of analogue clock with 2:30 showing here)

Maisie says that in 1 hour and 48 minutes it will be 4:28.

Do you agree? Explain how you worked out your answer.

Answer: Maisie is wrong. It will be 4:18. 

This can be worked out by counting on an hour from 2:30 to 3:30 and then another 48 minutes to 4:18.

The Baker family are driving to their campsite. 

They set off at 8:30 am, drive for 2 hours and 15 minutes, then had a 30 minute break. 

If they drive for another 1 hour and 45 minutes, what time do they arrive at the campsite?

Answer: 12:45pm

Use a number line to show what time they arrive at the break. From 8:30, count on 2 hours and 15 minutes to get to 10:45. Add on the 30 minute break. It is now 11:15. They count on another hour and a half  to 12:45

Ahmed looks at his watch and says ‘it is half past 4 in the afternoon’

Jude says that it is 17:30 in a 24 hour clock.

Is Jude correct? Explain your answer.

Answer: Jude is not correct. Half past 4 in the afternoon is 16:30 not 17:30

How many minutes are there in 2 hours and 30 minutes?

Answer: 150 minutes

60 + 60 + 30 = 150

When solving time word problems for year 4 , pupils need to be confident telling time in analogue, and digital, as well as converting between analogue, 12 hour and 24 hour clock. They also begin to solve more challenging problems involving duration of time and converting time.

If there are 60 seconds in 1 minute. How many seconds are there in 8 minutes?

Answer: 480 seconds

60 x 8 = 480 seconds (calculate 6 x 8, then multiply by 10)

Mason played on his VR from 3:35 to 5:25.

How long did he play on his VR?

Answer: 1 hour and 50 minutes.

Count on from 3:35 (using a numberline if needed)

Jamie started his homework at 3:45pm. He finished 43 minutes later.

What time did Jamie finish? Give your answer in 24 hour clock.

Answer: 16:28

Count on 43 minutes from 3:45 (use a number line, if needed) = 4:28. Convert to 24 hour clock.

Chloe and Freya went to the cinema to watch a film. The film started at 2:05pm and lasted for 1 hour and 43 minutes. 

What time did the film end?

Answer: 3:48pm

Count on one hour from 2:05 pm to 3:05pm, then add another 43 minutes – 3:48pm

A family is driving on their holiday.

They drive for 2 hours and 28 minutes, stop for 28 minutes and then drive a further 1 hour and 52 minutes.

If they left at 8:30am, what time did they arrive?

Answer: 1:18pm

2 hours and 28 minutes from 8:30am = 10:58am

10:58am with a 28 minute break = 11:26am

1 hour 52 minute drive from 11:26 am = 1:18pm

With word problems for year 5 , pupils should be confident telling the time in analogue and digital and solving a wider range of time problems including: converting units of time; interpreting and answering questions on timetables and elapsed time.

The sun set at 19:31 and rose again at 6:28. 

How many hours passed between the sun setting and rising again?

Answer: 10 hours and 57 minutes

Count on from 19:31 to 5:31 (10 hours)

Then count on from 5:31 to 6:28 (57 minutes)

A play started at 14:45 and finished at 16:58.

How long was the play?

Answer: 2 hours and 13 minutes

Count on 2 hours from 14:45 to 16:45, then add another 13 minutes to get to 16:58

How many seconds are there in 23 minutes?

Answer: 1380 seconds

Show as column method: 60 x 23 = 1380

Max ran a race in 2 minutes 13 seconds, Oscar ran it in 125 seconds. 

What was the difference in time between Max and Oscar?

Answer: Oscar was 8 seconds faster.

Max – 2 minutes 13 seconds, Oscar – 2 minutes 5 seconds (difference of 8 seconds)

4 children take part in a freestyle swimming relay.

There times were: 

Maisie: 42.8 seconds

Amber 36.3 seconds

Megan 48.7 seconds

Zymal 45.6 seconds

What was the final time for the relay in minutes and seconds?

Answer: 2:53.4

(Show as column method) 42.8 + 36.3 + 48.7 + 45.6 = 173.4 seconds

173.4 seconds = 2:53.4

No new time concepts are taught to pupils in word problems for year 6 . By this stage they are continuing to build confidence and develop skills within the concepts already taught.

Chess: 25 minutes

Basketball: 40 minutes.

Trampolining: 30 minutes

Gymnastics: 50 minutes

Tennis 40 minutes

Tri golf – 45 minutes

Hamza is choosing activities to take part in at his holiday club.

The activities can’t add up to more than 2 hours.

Which 3 activities could he do, which add up to exactly 2 hours?

Answer: Trampolining, gymnastics and tennis: Trampolining: 30 minutes, gymnastics: 50 minutes, tennis: 40 minutes.

5 children took part in a sponsored swim. The children swam for the following lengths of time:

Sam: 27 minutes 37 seconds

Jemma: 33 minutes 29 seconds.

Ben: 23 minutes 18 seconds

Lucy: 41 minutes 57 seconds

Oliver: 39 minutes 21 seconds

Answer: 18 minutes 30 seconds

Longest: Lucy: 41 minutes 57 seconds

Shortest: Ben: 23 minutes 18 seconds.

Difference – count up from 23 minutes 18 seconds to 41 minutes 57 seconds = 18 minutes 39 seconds

What is 6 minutes 47 seconds in seconds?

Answer: 407 minutes

60 x 6 = 360

360 + 47 = 407 minutes

Bethany’s goal is to run round her school running track in under 8 minutes.

She runs it in 440 seconds. Does she achieve her goal? How far above or below the target is she?

Answer: Bethany beats her target by 40 seconds

8 minutes = 8 x 60 = 480 minutes

Lucy’s favourite programme is on TV twice a week for 35 minutes. 

In 6 weeks, how many hours does Lucy spend watching her favourite programme?

Answer: 7 hours

420 minutes = 7 hours

(Show as column method) 35 x 12 = 420 minutes

420 ÷ 60 = 7 

For more time resources, take a look at our collection of printable time worksheets. Third Space Learning also offers a wide collection of word problems covering a range of topics such as place value, decimals and fractions word problems , percentages word problems , division word problems , ratio word problems , addition and subtraction word problems , multiplication word problems , money word problems and other word problem challenge cards.

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Time and Clock Worksheets

Welcome to the time worksheets page at Math-Drills.com where taking your time is encouraged! On this page you will find Time math worksheets including elapsed time, telling time on analog clocks, calendars and converting time worksheets.

The calendars come in two different formats: yearly (all on one page) and monthly when you need extra space or a larger layout. The calendars are very useful in conjunction with the elapsed time worksheets with days, weeks, months, and years. Students who have difficulty visualizing a calendar may need the actual calendars to use as a reference. Telling time on analog clocks is still an important skill despite the number of digital clocks around; many people still choose the analog clock design for aesthetic purposes.

Most Popular Time and Clock Worksheets this Week

The calendars on this page are meant for anyone to use for purposes including personal schedules, classroom planning, holiday calendars, business meetings, event calendars, or anything else. They can also be used in math activities such as elapsed date activities. A simple activity with the monthly calendars is to ask students to place an item or mark on specific spots on the calendar (e.g. "Place a bean on a Tuesday in March."). After students become familiar with how a calendar is laid out and works, you can create more challenging activities like finding elapsed dates, discovering the number of days in each month, scheduling activities, etc.

Yearly calendars are a great way to see an entire year on one page. Although not easy to write on all your appointments and anniversaries, they are a quick reference and can be very useful when completing math activities to familiarize students with calendars or more advanced activities with calendars.

Specific yearly calendars for the years 2000 to 2050 are available in this section. For any other year or if you want a custom title, you can use the general yearly calendars with fillable titles. There are seven general yearly calendars and seven general leap year calendars in two different formats (Sunday to Saturday and Monday to Sunday) which will cover any year from 1583 on.

• Yearly Calendars (Sunday to Saturday format) Yearly Calendars for Specific Years from 2000 to 2050 (Fillable Title) General Yearly Calendars ✎ (Fillable Title) General Leap Year Calendars ✎
• Yearly Calendars (Monday to Sunday Format) Yearly Calendars for Specific Years from 2000 to 2050 (Monday to Sunday Format) (Fillable Title) General Yearly Calendars (Monday to Sunday Format) ✎ (Fillable Title) General Leap Year Calendars (Monday to Sunday Format) ✎

A great number of math activities can be accomplished with monthly calendars. Familiarization activities include finding specific dates, determining which day of the week it is, marking important events on the calendar, and determining the number of days in each month, week or year. Further activities mainly include elapsed date activities where students find the number of days, weeks and/or months between two dates or find a date a certain number of months, weeks and/or days in the future or the past. Of course, these calendars can also be used as normal reference calendars by anyone.

Originally, Math-Drills calendars always started on Sundays, but there are many people in the world who use calendars starting on Mondays. A good argument can be made by thinking of the word, "weekend." The end of the week or week end is Saturday and Sunday, so why would you put Sunday at the beginning of the week? Luckily, both options exist, so pick the one that suits you the best.

Fillable means that you can type whatever you like into each date. It is possible to add up to seven short lines of text. This is useful if you want to write important dates onto the calendar or create activities for students (e.g. what date is 78 days from today?).

• Fillable Monthly Calendars (Sunday to Saturday Format) Fillable Monthly Calendars for Specific Years from 2023 to 2050 ✎ Fillable General Monthly Calendars ✎ Fillable General Leap Year Monthly Calendars ✎
• Fillable Monthly Calendars (Monday to Sunday Format) Fillable Monthly Calendars from 2023 to 2050 (Monday to Sunday Format) ✎ Fillable General Monthly Calendars (Monday to Sunday Format) ✎ Fillable General Leap Year Monthly Calendars (Monday to Sunday Format) ✎
• Retro (old versions) Monthly Calendars Retro Monthly Calendars for Specific Years from 2000 to 2050 Retro General Monthly Calendars Retro General Leap Year Monthly Calendars Retro Monthly Calendars for Specific Years from 2000 to 2050 (Monday to Sunday Format)

Reading and Sketching Time on Analog Clocks

Even though the time is displayed digitally in so many places these days—on cell phones, on computers, on microwaves—there are still quite a few analog clocks around. Besides being able to tell time on an analog clock, this is probably one of the first places that students encounter a number system other than base ten. Thanks to the Babylonians et. al. we have 60 seconds in a minute and 60 minutes in an hour. Once your students master the intricacies of the time system, they can start learning about other useful number systems like hexadecimal and binary, both of which are heavily used in computer programming.

Suns and moons are included with each clock to indicate the time of day. Think of the moon as midnight and the sun as noon. If the clock has a moon (midnight) on the left and a sun (noon) on the right, then the time is between midnight and noon (AM in North America). The reverse means that the time is between noon and midnight (PM in North America).

These clock worksheets include hour and minute hands, so students who are starting to learn reading time on analog clocks only have to worry about two arms. There are a variety of intervals available depending on the level of the student. The goal is to get students to be able to tell time to the minute. There are versions with twelve clocks and versions with four large clocks.

• Reading 12 Hour Time from Clocks with Minute Hands (12 Clocks per Page) Reading 12 Hour Time in One Hour Intervals (12 Clocks) Reading 12 Hour Time in 30 Minute Intervals (12 Clocks) Reading 12 Hour Time in 15 Minute Intervals (12 Clocks) Reading 12 Hour Time in 5 Minute Intervals (12 Clocks) Reading 12 Hour Time in 1 Minute Intervals (12 Clocks)
• Reading 12 Hour Time from Clocks with Minute Hands (4 Clocks per Page) Reading 12 Hour Time in One Hour Intervals ( 4 Large Clocks ) Reading 12 Hour Time in 30 Minute Intervals ( 4 Large Clocks ) Reading 12 Hour Time in 15 Minute Intervals ( 4 Large Clocks ) Reading 12 Hour Time in 5 Minute Intervals ( 4 Large Clocks ) Reading 12 Hour Time in 1 Minute Intervals ( 4 Large Clocks )

These worksheets also include second hands in various intervals. These are best to use after students have mastered reading time to the minute. The addition of a third hand challenges them more and helps them understand how many seconds are in a minute.

• Reading 12 Hour Time from Clocks with Second Hands (12 Clocks per Page) Reading 12 Hour Time in 30 Second Intervals (12 Clocks) Reading 12 Hour Time in 15 Second Intervals (12 Clocks) Reading 12 Hour Time in 5 Second Intervals (12 Clocks) Reading 12 Hour Time in 1 Second Intervals (12 Clocks)
• Reading 12 Hour Time from Clocks with Second Hands (4 Clocks per Page) Reading 12 Hour Time in 30 Second Intervals ( 4 Large Clocks ) Reading 12 Hour Time in 15 Second Intervals ( 4 Large Clocks ) Reading 12 Hour Time in 5 Second Intervals ( 4 Large Clocks ) Reading 12 Hour Time in 1 Second Intervals ( 4 Large Clocks )

Students encounter 24 hour time in various places such as on plane tickets, in computer programming and in literature. These worksheets are similar to reading 12 hour clocks, but include a second set of numbers on the inside of the minute ticks.

• Reading 24 Hour Time from Clocks with Minute Hands (12 Clocks per Page) Reading 24 Hour Time in One Hour Intervals (12 Clocks) Reading 24 Hour Time in 30 Minute Intervals (12 Clocks) Reading 24 Hour Time in 15 Minute Intervals (12 Clocks) Reading 24 Hour Time in 5 Minute Intervals (12 Clocks) Reading 24 Hour Time in 1 Minute Intervals (12 Clocks)
• Reading 24 Hour Time from Clocks with Minute Hands (4 Clocks per Page) Reading 24 Hour Time in One Hour Intervals ( 4 Large Clocks ) Reading 24 Hour Time in 30 Minute Intervals ( 4 Large Clocks ) Reading 24 Hour Time in 15 Minute Intervals ( 4 Large Clocks ) Reading 24 Hour Time in 5 Minute Intervals ( 4 Large Clocks ) Reading 24 Hour Time in 1 Minute Intervals ( 4 Large Clocks )

These 24 hour clocks also include second hands, so students can read time represented on clocks to the nearest second.

• Reading 24 Hour Time from Clocks with Second Hands (12 Clocks per Page) Reading 24 Hour Time in 30 Second Intervals (12 Clocks) Reading 24 Hour Time in 15 Second Intervals (12 Clocks) Reading 24 Hour Time in 5 Second Intervals (12 Clocks) Reading 24 Hour Time in 1 Second Intervals (12 Clocks)
• Reading 24 Hour Time from Clocks with Second Hands (4 Clocks per Page) Reading 24 Hour Time in 30 Second Intervals ( 4 Large Clocks ) Reading 24 Hour Time in 15 Second Intervals ( 4 Large Clocks ) Reading 24 Hour Time in 5 Second Intervals ( 4 Large Clocks ) Reading 24 Hour Time in 1 Second Intervals ( 4 Large Clocks )

Once students are able to read time off of analog clocks, they can be challenged to sketch time. This might seem easy, but analog clocks tend to have a small quirk in that the hands don't always point to the exact number. For example, if it is 6:30, the hour hand will be half way between the 6 and the 7. Taking time to point this out to students will ensure they succeed on these worksheets.

• Sketching Times to Minutes on 12 Hour Analog Clocks (12 Clocks per Page) Sketching 12 Hour Time in One Hour Intervals (12 Clocks) Sketching 12 Hour Time in 30 Minute Intervals (12 Clocks) Sketching 12 Hour Time in 15 Minute Intervals (12 Clocks) Sketching 12 Hour Time in 5 Minute Intervals (12 Clocks) Sketching 12 Hour Time in 1 Minute Intervals (12 Clocks)
• Sketching Times to Minutes on 12 Hour Analog Clocks (4 Clocks per Page) Sketching 12 Hour Time in One Hour Intervals ( 4 Large Clocks ) Sketching 12 Hour Time in 30 Minute Intervals ( 4 Large Clocks ) Sketching 12 Hour Time in 15 Minute Intervals ( 4 Large Clocks ) Sketching 12 Hour Time in 5 Minute Intervals ( 4 Large Clocks ) Sketching 12 Hour Time in 1 Minute Intervals ( 4 Large Clocks )

Once students have mastered sketching in the hour and minute hands, it is time to add the second hands. As with the hour hand, the minute hand doesn't always point exactly to the minute. For example, if it is 6:30:45, the minute hand will be about 3/4 of the way to the :31 mark. If they have learned this about the hour hand already, it shouldn't be too much of a leap to get them to understand this about the minute hand.

• Sketching Times to Seconds on 12 Hour Analog Clocks (12 Clocks per Page) Sketching 12 Hour Time in 30 Second Intervals (12 Clocks) Sketching 12 Hour Time in 15 Second Intervals (12 Clocks) Sketching 12 Hour Time in 5 Second Intervals (12 Clocks) Sketching 12 Hour Time in 1 Second Intervals (12 Clocks)
• Sketching Times to Seconds on 12 Hour Analog Clocks (4 Clocks per Page) Sketching 12 Hour Time in 30 Second Intervals ( 4 Large Clocks ) Sketching 12 Hour Time in 15 Second Intervals ( 4 Large Clocks ) Sketching 12 Hour Time in 5 Second Intervals ( 4 Large Clocks ) Sketching 12 Hour Time in 1 Second Intervals ( 4 Large Clocks )

Very much the same as sketching on 12 hour clocks, these worksheets use 24 hour time.

• Sketching Times to Minutes on 24 Hour Analog Clocks (12 Clocks per Page) Sketching 24 Hour Time in One Hour Intervals (12 Clocks) Sketching 24 Hour Time in 30 Minute Intervals (12 Clocks) Sketching 24 Hour Time in 15 Minute Intervals (12 Clocks) Sketching 24 Hour Time in 5 Minute Intervals (12 Clocks) Sketching 24 Hour Time in 1 Minute Intervals (12 Clocks)
• Sketching Times to Minutes on 24 Hour Analog Clocks (4 Clocks per Page) Sketching 24 Hour Time in One Hour Intervals ( 4 Large Clocks ) Sketching 24 Hour Time in 30 Minute Intervals ( 4 Large Clocks ) Sketching 24 Hour Time in 15 Minute Intervals ( 4 Large Clocks ) Sketching 24 Hour Time in 5 Minute Intervals ( 4 Large Clocks ) Sketching 24 Hour Time in 1 Minute Intervals ( 4 Large Clocks )
• Sketching Times to Seconds on 24 Hour Analog Clocks (12 Clocks per Page) Sketching 24 Hour Time in 30 Second Intervals (12 Clocks) Sketching 24 Hour Time in 15 Second Intervals (12 Clocks) Sketching 24 Hour Time in 5 Second Intervals (12 Clocks) Sketching 24 Hour Time in 1 Second Intervals (12 Clocks)
• Sketching Times to Seconds on 24 Hour Analog Clocks (4 Clocks per Page) Sketching 24 Hour Time in 30 Second Intervals ( 4 Large Clocks ) Sketching 24 Hour Time in 15 Second Intervals ( 4 Large Clocks ) Sketching 24 Hour Time in 5 Second Intervals ( 4 Large Clocks ) Sketching 24 Hour Time in 1 Second Intervals ( 4 Large Clocks )

Converting Time

It is a very useful skill to be able to convert between 12 and 24 hour time in a global world. Even in places, like the U.S., where 12 hour time is used a lot, students still see time formatted in 24 hour time in a wide variety of situations.

• Converting Between 12- and 24-Hour Times Converting 12- to 24-Hour time Converting 24- to 12-Hour time Converting Between 12- and 24-Hour time

Converting between time units worksheets are useful to test students understanding of time measurement and to give them more practice.

• Converting Between Seconds, Minutes, Hours, Days and Weeks (one step up or down) Converting between seconds, minutes and hours (one step up or down) Converting between seconds, minutes, hours and days (one step up or down) Converting between seconds, minutes, hours, days and weeks (one step up or down)
• Converting Between Seconds, Minutes, Hours, Days and Weeks (one or two steps up or down) Converting between seconds, minutes and hours (one- or two-steps up or down) Converting between seconds, minutes, hours and days (one- or two-steps up or down) Converting between seconds, minutes, hours, days and weeks (one- or two-steps up or down)

Elapsed Time Worksheets

Elapsed time refers to the amount of time that has passed between a start time and a finish time. This can be challenging to students if they are not completely familiar with the base 60 system used for second, minutes and hours, and the fact that there are 24 hours a day sometimes split into morning and afternoon times.

• Elapsed Time to Minutes Elapsed Time with 1 Minute Intervals; Max 5 Hours Elapsed Time with 5 Minute Intervals; Max 5 Hours Elapsed Time with 15 Minute Intervals; Max 5 Hours Elapsed Time with 1 Minute Intervals; Max 24 Hours Elapsed Time with 5 Minute Intervals; Max 24 Hours Elapsed Time with 15 Minute Intervals; Max 24 Hours
• Elapsed Time to Seconds Elapsed Time with 1 Minute/Second Intervals; Max 5 Hours Elapsed Time with 5 Minute/Second Intervals; Max 5 Hours Elapsed Time with 15 Minute/Second Intervals; Max 5 Hours Elapsed Time with 1 Minute/Second Intervals; Max 24 Hours Elapsed Time with 5 Minute/Second Intervals; Max 24 Hours Elapsed Time with 15 Minute/Second Intervals; Max 24 Hours

The elapsed date worksheets in this section are based on a three column table with ten rows. Each different version of the elapsed date table will challenge students in different ways. The worksheets that ask students to find the end date are given a start date and an elapsed time. These worksheets work well for starting at a specific point and counting up. The worksheets that ask students to find the start date, elapsed time or the end date will have random blanks in the table, so students may have to figure out the elapsed time forwards or backwards. Below you will find various challenges including elapsed time with days only, then we progressively add weeks, months, and years to the worksheets.

Please note that when finding future dates, it is important to start with the largest unit first and progress to the smaller units. For example, if the start date is February 8, 2020 and the elapsed time is 3 years, 2 months, 3 weeks and 6 days, you would add the three years first to get February 8, 2023. Next, add the months to get April 8, 2023. Finally, add the weeks and days to get May 5, 2023. You can add the weeks and days together as they are both exact lengths whereas years and months vary in size.

• Calculate End Dates from Start Dates and Elapsed Times in Days, Weeks, Months and Years Calculate End Date for Various Elapsed Days Calculate End Date for Various Elapsed Days + Weeks Calculate End Date for Various Elapsed Days + Weeks + Months Calculate End Date for Various Elapsed Days + Weeks + Months + Years
• Calculate Elapsed Time Between Two Dates in Days, Weeks, Months and Years Calculate Elapsed Time Between Two Dates in Days Calculate Elapsed Time Between Two Dates in Days + Weeks Calculate Elapsed Time Between Two Dates in Days + Weeks + Months Calculate Elapsed Time Between Two Dates in Days + Weeks + Months + Years
• Calculate Start Dates from End Dates and Elapsed Time in Days, Weeks, Months and Years Calculate Start Date from End Date and Elapsed Time in Days Calculate Start Date from End Date and Elapsed Time in Days + Weeks Calculate Start Date from End Date and Elapsed Time in Days + Weeks + Months Calculate Start Date from End Date and Elapsed Time in Days + Weeks + Months + Years
• Calculate Various Start Dates, Elapsed Time or End Dates with Days, Weeks, Months and Years Calculate Start Date, Elapsed Time or End Date (Days) Calculate Start Date, Elapsed Time or End Date (Days + Weeks) Calculate Start Date, Elapsed Time or End Date (Days + Weeks + Months) Calculate Start Date, Elapsed Time or End Date (Days + Weeks + Months + Years)

Adding and Subtracting Time

Adding and subtracting time is similar to adding any numbers, but the regrouping amounts are different. If you think of the decimal system, numbers are divided into places named: ones, tens, hundreds, etc. In time values, the places have different values based on an ancient Babylonian numbering system with a base of 60. In the "seconds place," there are 60 unique seconds from 0 to 59. The same is true for the "minutes place." The "hours place" can vary from 24 if one is interested in counting days as well, or can be greater than 24 if the largest place value is in the hours place. In these worksheets, students are challenged to regroup seconds and minutes as they add or subtract two time amounts.

• Adding and Subtracting Hours and Minutes Adding Hours and Minutes (Compact Format) Adding Hours and Minutes (Long Format) Subtracting Hours and Minutes (Compact Format) Subtracting Hours and Minutes (Long Format) Adding and Subtracting Hours and Minutes (Compact Format) Adding and Subtracting Hours and Minutes (Long Format)
• Adding and Subtracting Hours, Minutes and Seconds Adding Hours, Minutes and Seconds (Compact Format) Adding Hours, Minutes and Seconds (Long Format) Subtracting Hours, Minutes and Seconds (Compact Format) Subtracting Hours, Minutes and Seconds (Long Format) Adding and Subtracting Hours, Minutes and Seconds (Compact Format) Adding and Subtracting Hours, Minutes and Seconds (Long Format)

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Telling Time 🕓 Online practice for grades K-3

Here you can practice telling time on an analog clock. You can choose from many options below, such as telling time to the whole hours, whole and half hours, quarter hours, to the minute, and so on. 🕢 This way you can make the practice sessions easier or harder, depending on your student's grade level.

For kindergarten and first grade, choose whole hours. First graders can also tell time to the half hour. In second grade, children should learn to tell time to the quarter hours and to the nearest five minutes, and then in third grade, to the minute.

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Time Word Problems: Analog Clocks

These sets of worksheets are great for practice telling time with analog clocks and for understanding how to add and subtract with different time intervals.

On these worksheets, the student is asked to read the details for 4 different events and with the information given, figure out the starting and ending times. Then the student is asked to draw the hands on the clocks for each of the times.

These worksheets are designed mainly for first and second grade. The time increments are in hours, 15  minutes, 30 minutes and 45 minutes.

Download the clock worksheets below:

• Word Problems: Analog Clocks (Set 1)
• Word Problems: Analog Clocks (Set 2)
• Word Problems: Analog Clocks (Set 3)
• Word Problems: Analog Clocks (Set 4)

Adding Time Word Problems

Related worksheets.

Read the time on either an analogue or digital clock and then answer a word problem involving adding a given time. Find the correct time on an anologue or digital clock. Lots of choice of level, including: adding 1 hour, multiples of 5, or 10 minutes or adding multiples of a quarter of an hour.

For more measuring and time resources click here.

Game Objectives

New Maths Curriculum:

Year 2: Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times

Year 3: Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24- hour clocks

Year 4: Read, write and convert time between analogue and digital 12 and 24-hour clocks

Year 5: Solve problems involving addition and subtraction of units of measure (e.g. length, mass, volume, money) using decimal notation

Year 6: Measures

Primary Framework:

Use units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals, including those that cross the hours (Block D)

Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock; calculate time intervals and find start or end times for a given time interval (Block D)

Read time to the nearest minute; use am, pm and 12-hour clock notation; choose units of time to measure time intervals; calculate time intervals from clocks and timetables   (Block D)

Read timetables and time using 24-hour clock notation; use a calendar to calculate time intervals

In our world we have digital clocks (with digits like 0,1,2,3):

And analog clocks (with hands):

Digital Clocks

Digital Clocks show us the time using numbers, like this:

Hours  :  Minutes

Clocks with Hands

Clocks can also use hands to show us the Hours and Minutes. We call them "analog" clocks.

The Little Hand shows the Hours:

The Big Hand shows the Minutes:

Using both the Big Hand and Little Hand lets us know exactly what time it is:

Now you can:

• play with the two types of clock using the Analog and Digital Clock Animation
• practice using these Time Worksheets

Time Worksheets

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Elapsed Time Worksheets

Welcome to our Elapsed Time worksheets page. Here you will find a range of free printable time worksheets, which will help your child to learn to calculate the elapsed time between two time points.

We have a selection of both analogue and digital elapsed time sheets.

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Elapsed Time Online Quiz

Elapsed time worksheets info.

On this webpage you will find our range of worksheets to help your child learn to practice finding the elapsed time between two time points.

These worksheets are aimed at 3rd grade and 4th grade students.

These sheets are graded from easiest to hardest, and each sheet comes complete with answers.

Using these sheets will help your child to:

• practice finding the elapsed time between two time points;
• find the elapsed time between two times on an analogue clock;
• find the elapsed time between two digital times.

Before you try to work out time intervals on an analogue clock, you need to be able to tell the time on a clock.

Elapsed Analogue Time Sheets

These sheets involve finding the elapsed time between two analogue times on clock faces.

• Elapsed Time Clocks Sheet 1
• PDF version
• Elapsed Time Clocks Sheet 2
• Elapsed Time Clocks Sheet 3
• Elapsed Time Clocks Sheet 4
• Elapsed Time Clocks Sheet 5

Elapsed Digital Time Worksheets

These sheets involve finding the elapsed time between two digital times.

All the sheets, apart from the last two involve the 12-hour clock with am and pm times.

Sheets 1 to 4 involve elapsed time to 5 minute intervals.

Sheet 5 is more challenging and involves elapsed time to 1 minute intervals.

• Elapsed Digital Time Sheet 1
• Elapsed Digital Time Sheet 2
• Elapsed Digital Time Sheet 3
• Elapsed Digital Time Sheet 4 (24-hour clock)
• Elapsed Digital Time Sheet 5 Harder (12-hour and 24-hour clock)

More Recommended Math Resources

Take a look at some more of our resources similar to these.

• Add and Subtract Time Worksheets

These sheets will help you learn to add and subtract hours and minutes from times as well as working out a range of time intervals.

There are also sheets to help you practice adding and subtracting time intervals.

Telling the Time Worksheets

These sheets will help you to read and write different times using both analogue and digital.

• Telling Time to 5 Minutes Worksheets
• Telling Time Worksheets Grade 4 (1 minute intervals)

Time Conversion Calculators

Our time calculators will allow you to convert any digital time into a military time, and back.

We also have a decimal time converter which will take a time in hours, minutes and seconds and then convert it to a decimal number which represents that time. This calculator will also take a decimal time and convert it to hours, minutes and seconds.

• Units of Time Converter

• Online Military Time Converter

• Convert Time to Decimal

• Unix Time Stamp Converter

• Elapsed Time Calculator

More Time Calculators

• convert hours to seconds
• hours and minutes calculator

Time Puzzles

Looking for an extension activity for children who can already tell the time?

Maybe you want an interesting starter activity for your lesson to get the class thinking?

These printable time puzzles will help to get your child thinking about time and solving problems involving time.

They are good at developing an understanding of the language used in time.

• Printable Time Worksheets - Time Puzzles (easier)
• Time Word Problems Worksheets - Harder Riddles
• 24 Hour Clock Conversion Worksheets

On this webpage there is a selection of printable 24 hour (military time) conversion worksheets which will help you learn to convert from 24 hour clock to standard 12 hour time, and from standard time to 24 hour time.

An answer sheet is provided with each sheet and the sheets are graded with the easiest sheets coming with supporting information.

Our quizzes have been created using Google Forms.

At the end of the quiz, you will get the chance to see your results by clicking 'See Score'.

This will take you to a new webpage where your results will be shown. You can print a copy of your results from this page, either as a pdf or as a paper copy.

For incorrect responses, we have added some helpful learning points to explain which answer was correct and why.

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We would be grateful for any feedback on our quizzes, please let us know using our Contact Us link, or use the Facebook Comments form at the bottom of the page.

This quick quiz tests your knowledge of time intervals and elapsed times.

This quiz is designed for 3rd and 4th graders.

We hope you have found our 24 Hour Clock Conversion Sheets useful...please feel free to give us feedback below.

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Unit 11 – 1 week

This topic is part of the National Curriculum but is not included in the DfE 2020 guidance or the NCETM Mastery PD Materials. There are no NCETM classroom slides to download for this unit. We hope that teachers/schools will plan to cover this material from their own existing high-quality resources and using the information and suggestions below.

National curriculum statutory requirements (p28) Pupils should be taught to: read, write and convert time between analogue and digital 12- and 24-hour clocks solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.

When planning this unit, build on current understanding of time on an analogue clock and a 12-hour digital clock, that children will have developed in Years 1-3 (see unit 11 in Years 1, 2 and 3).

Introducing a 24-hour digital clock

Build on the children’s understanding of the 12-hour digital clock. Consider how to use the knowledge that there are 24 hours in the day and the numbers 13 to 23 to indicate, on a digital clock, how many hours past midnight the time is, without the need to use ‘a.m.’ and ‘p.m.’. You may want to count from 0 to 24 and pause at 12 midday to say that on a 12-hour clock we change from a.m. to p.m. but on a 24-hour clock we use 13, 14 etc. Practice will be needed for children to become fluent that 13:00 is the same are 1 p.m., 14:00 is the same as 2 p.m. etc. Encourage the generalisation that any number for the hours that is 12 or greater is after midday and that any number less than 12 will be before midday. Also to convert from 24-hour to 12-hour, subtract 12 - use the fact that 24-hour time has been created by adding 12 for times that are past midday.

__= 12 + __ 13 = 12 + 1 13:00 is the same as 1pm 13 – 12 = 1 14 = 12 + 2 14:00 is the same as 2pm 14 – 12 = 2 15 = 12 + 3 15:00 is the same as 3pm 15 – 12 = 3 etc.

Use real-life contexts to encourage children to convert from one unit of time to another. You could use ratio charts to show hours to minutes and minutes to seconds, applying knowledge of the 6 times table and scaling by a factor of 10.

Apply knowledge of the 7 times tables for days and weeks:

Opportunities to address this topic in other Year 4 units in the curriculum prioritisation materials:

• Unit 4: 3, 6 , 9 times tables
• Unit 5: 7 times table and patterns
• Unit 6: Understanding and manipulating multiplicative relationships.

Cross-curricular opportunities to address this topic

Throughout the school day refer to when events occur, such as the start and end of the school day, lunchtime etc., increasing awareness from Year 3 by referring to how many minutes past the hour.

Focus on time intervals – for example, how many hours and minutes have passed since break time? Use both analogue and digital clocks.

Continue to support all pupils to know how many days there are in each month. Use opportunities such as writing the date, when you recognise birthdays in your class. Ask questions such as: “Jack’s birthday is on the 29th – which months could this be in? Which months could it not be in?”.

Useful resources

• Online interactive clocks: ITP clock (Mathsframe), Teaching Clock (topmarks.co.uk)
• Teaching telling the time: a non-standard approach . This article, written by a Y3 teacher, reflects on teaching telling the time using an approach she observed in Shanghai
• BBC CBeebies Numberblocks Specials: About Time .

All summer term units

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Interactive Clock with analog and digital display

Introduction.

The clock for learning time has movable hands. It has three main modes, the first demonstrates how to tell the time using an analogue clock. The second mode uses the the clock hands as a way of learning angles. The third mode uses the clock as a way to help understand fractions. The clocked can be altered to change colors and its overall styling. Note in this activity different controls are shown depending on the current mode

Common Controls

The controls above the mode selector are always displayed. At the top you will see a digital clock, below are three buttons. Click the 12 button to display in normal 12 hour format with AM/PM. Click 24 button to change to the 24 hour format. Often you won't want to display the time at all, click off and the digital clock will disappear.

The clock can be used to display the current time (based on the clock of the computer you are using). Click the real time to toggle this feature. This is useful as children can observe how the clock changes throughout the day. For random time problems click the random button and the clock hands will spin to produce a random time. So this is great for lots of quick fire questions.

When the clock is not showing the actual real time, then small handles appear at the end of the hands, these and dragged into position.

Time mode controls.

First select time mode , below are a set of controls. These can be used in time problems or to view how much time has elapsed when showing the actual real time. The first one displays the hours passed. The second one the minutes that have passed. Underneath reset button sets both back to zero.

So a brief example of how to use them would be click random time. Now ask what the class what time will be in say 1hour and 25 minutes. To demonstrate this click reset , so both minutes and hours are zero. Now drag the clock hand forward until the hours is 1 and the minutes is 25. The clock now displays the answer to the initial problem.

Angles mode

Clocks have always been a useful way to teach about angles. This clock has angle measurements built in. First set the mode to angles, to get the control set.

In angles mode you will now see a protractor button click it to toggle the display of the protractor. Next is the auto toggle button, click to turn it on and you will notice the protractor lines up automatically to measure the angle. Move the clock hands and the protractor will follow. Below the protractor button is a slider use this to change the size of the protractor. When measuring angles the large clock hands can be made thin for better accuracy by clicking thin . To display the angle click Ang , and click Arc to display the angle arc. When dragging the minute hand it currently snaps to the nearest minute, turn this feature off by clicking snap . Finally the type of angle can be changed using the select control . So you can choose the angle between the hour hand and minute hand, both clockwise and anti-clockwise. Or measure the angle of the second hand from 12 o'clock. This works very well with the realtime setting as children can see a full angle of 360° turned every minute. This helps learning of key angles such as 0°, 90°, 270° etc. Also conversions such as 30 secs * 6 = 180°

Fractions mode

Select fraction on the mode control to use the clock to teach fractions. Time statements such as 'a quarter past', 'half past' and 'a quarter to' obviously are linked to fraction.

In the fraction mode a circle sector is painted from 12 o'clock to the minute hand position. Two large fractions are displayed the fraction of an hour shows the unsimplified fraction of minutes÷60. The simplified fraction is the same fraction cancelled down when possible.

The simple button toggles removal of the hour and second hands to give a simplified view. You can also click thin to toggle the thinner clock hands. The clock is divided according to the divider lines control. The default setting is auto, this divides the clock according to the fraction displayed. Essentially the clock is divided depending on the simplified fraction. However you can turn off auto mode and divide the clock according to the number selected.

Percentages can also be shown by clicking to toggle the percentage display.

Styling the Clock

Select the style mode to access controls. So for example to change the colour of the numbers, click numbers followed by a colour from the colourpicker . To remove the numbers completely click 'X' in the colour picker. You can do this with other parts of the clock too, which obviously can make reading the clock more difficult.

Related activities

Further lessons on the telling the time involve comparison of two different times the two clocks activity is excellent in this regard and can also generate time questions.

To expand on the angles try Basic angles which can be used to examine types of angles such as acute,obtuse and reflex. It can also so be used to create many different types of random angle problems.

Having seen a circular fraction in this activity, the interactive fraction wall can also be used for further teaching of fractions.

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Time - analogue, digital, words, + problems

Subject: Mathematics

Age range: 7-11

Resource type: Worksheet/Activity

Last updated

25 March 2019

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• Teaching Resources

How to Tell and Write Time (Digital & Analogue Clocks)

Learning how to tell and write time on both a digital and analogue clock is a first grade, Common Core math skill: 1.MD.3. Below we show two videos that demonstrate this standard. Then, we provide a breakdown of the specific steps in the videos to help you teach your class.

Prior Learnings

There are no common core standards for telling time on clocks in Kindergarten. This will be the first standard that students will be learning that specifically addresses time on clocks. However, in Kindergarten, they were exposed to aspects of time such as morning, afternoon, and evening.  While reading a clock may be new to most students, this 1st grade skill expands their understanding of the aspects of time they were exposed to in Kindergarten.

Future Learnings

Later, your students will learn to tell and write time from analog and digital clocks to the nearest five minutes, both a.m. and p.m. (2. MD.7). They will learn to tell and write time to the nearest minute and measure time intervals in minutes. And further on, they will solve word problems involving addition and subtraction of time intervals in minutes (3. MD.1).

Common Core Standard: 1.MD.3 - Tell and write time in hours and half-hours using analog and digital clocks.

Students who understand this principle can:

• Differentiate between an analogue and digital clock.
• Differentiate between the hour and minute hand on an analog clock.
• Recall the number of minutes in an hour.
• Recall the number of minutes in a half hour hour.
• Tell time at least to the half hour and hour interval.
• Be able to write time
• Draw a minute and hour hands on a clock to the half hour and hour interval.
• Relate analogue clock time to digital clock time, and vice versa.
• Understand the time terms “o’clock” and “thirty.”

2 Videos to Help You Teach Common Core Standard: 1.MD.3

Below we provide and breakdown two videos to help you teach your students this standard.

Video 1: Helping Betsy the Beaver Tell Time

The video follows Betsy the Beaver who needs to get ready to go to a friend’s house. She needs to make sure she has the right time on both her digital and analogue clocks. 

Betsy looks at the digital clock on her wall. The video explains that: 

•  The left side means hours.
• The right side means minutes
• The digital clock shows 5 hours and 0 minutes.  a. It is 5 o’clock.

Betsy then checks her analogue watch to make sure she has the right time. The video explains that:

• The short hand tells the hour. a. It is on the 5.
• The long hand tells the minutes.  a. It is on the 12, the top of the clock, meaning it is at 0 minutes.  b. It is 5 o’clock.

Besty gets ready and it takes her one half-hour, or 30 minutes to finish. It is now 5:30. The video looks at what 5:30 looks like on both clocks.

 On the digital clock:

• The hours side still says 5.
• The minutes side now says 30.

On the analogue clock:

• The short hand has moved a bit.  a. It is in between 5 and 6 because it is no longer 5 o’clock and is before 6. 
• The long hand is pointing at the 6, at the bottom of the clock.  a. It has moved halfway around the clock b. Meaning, it is half past 5, or 5:30.

Video 2: Telling and Writing Time with Boddle

The video starts by teaching your students how to tell time using digital clocks. All students have to do is read through the numbers. 

The first example is 8:30. Boddle reminds students that we need to read two numbers, separated by a colon. The video reads out the time, highlighting the numbers as they are said.

The second example is 2:00. 

• The right side has two 00.  a. Meaning, 60 minutes, or 1 hour, has passed. b. We don’t read it as “zero zero.” c. When telling time, “zero zero” is read as “o’clock.
• The video reads out the time, highlighting the numbers as they are said.

Next, the video moves onto additional practice reading digital time. Your students can match the digital clock to the written time. 

• 3:00 = three o’clock
• 11:00 = eleven o’clock
• 5:30 = five-thirty
• 9:30 = nine-thirty

After, Boddle goes on to tell time using analogue clocks. It provides information on what the pieces of a clock mean and how to read them. 

• Analogue clocks have two hands. a. The hour hand is the short one. b. The minute hand is the long one.
• If the minute hand is at 12, it means 60 minutes, or 1 hour, and is read as o’clock [:00].
• If the minute hand is at 6, it means 30 minutes, or half an hour.
• Sometimes, the hour hand won’t point exactly at a number. a. Use the number it has recently passed. 

The video then practices reading analogue clocks. Boddle presents 2 clocks for students to read the time from. 

• First clock, the hour hand is at 4, and the minute hand is at 12. a. It is 4 o’clock.
• Second clock, the hour hand is between 8 and 9, and the minute hand is at 6.  a. It is 8:30.

After, Boddle tests your students' skills by having them match digital clocks to the correct analogue clock. There are four examples for your students to practice on. Each example, Boddle reviews the placements of the hour and minute hands, guiding students to the correct answer. 

The clocks’ times and correct letter choice are 6:00 (B), 1:30 (A), 12:00 (D), and 6:30 (C). 

Want more practice?

Give your students additional standards-aligned practice with Boddle Learning. Boddle includes questions related to Comparing and Measuring Lengths plus rewarding coins and games for your students to keep them engaged. Click here to sign up for Boddle Learning and create your first assignment today.

*Information on standards is gathered from The New Mexico Public Education Department's New Mexico Instructional Scope for Mathematics and the Common Core website.

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Analogue to Digital – 24 Hour Year 4 Time Resource Pack

Step 4: Analogue to Digital - 24 Hour Year 4 Summer Block 3 Resources

Analogue to Digital - 24 Hour Year 4 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for Summer Block 3.

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What's included in the pack?

This pack includes:

• Analogue to Digital - 24 Hour Year 4 Teaching PowerPoint.
• Analogue to Digital - 24 Hour Year 4 Varied Fluency with answers.
• Analogue to Digital - 24 Hour Year 4 Decimals Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 4: (4M4b) Read, write and convert time between analogue and digital 12- and 24-hour clocks

Mathematics Year 4: (4M4c) Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days

Differentiation:

Varied Fluency Developing  Questions to support using analogue to digital time (24 hour). Using 15 minute intervals, with fewer options to choose from. Expected  Questions to support using analogue to digital time (24 hour). Using 5 minute intervals, with more options to choose from. Greater Depth  Questions to support using analogue to digital time (24 hour). Using 1 minute intervals, with even more options to choose from.

Reasoning and Problem Solving Questions 1, 4 and 7 (Reasoning) Developing  Explain how many times an analogue clock would chime on the hour after a given 24-hour time. 15 minute intervals used. Expected  Explain how many times an analogue clock would chime on the hour before or after a given 24-hour time. 5 minute intervals used. Greater Depth  Explain how many times an analogue clock would chime on the hours before and after a given 24-hour time. 1 minute intervals used.

Questions 2, 5 and 8 (Problem Solving) Developing  Work out if a child was on time to an appointment. 15 minute intervals used. Expected  Work out if 2 children were on time, early or late to an appointment. 5 minute intervals used. Greater Depth  Work out if 3 children were on time, early or late to an appointment. 1 minute intervals used.

Questions 3, 6 and 9 (Reasoning) Developing  Explain which child correctly guessed the two 24-hour times a stopped analogue clock would be right in a day. 2 children; 15 minute intervals used. Expected  Explain which child correctly guessed the two 24-hour times a stopped analogue clock would be right in a day. 3 children; 5 minute intervals used. Greater Depth  Explain which child correctly guessed the two 24-hour times a stopped analogue clock would be right in a day. 4 children; 15 minute intervals used.

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4 Common Types of Team Conflict — and How to Resolve Them

• Randall S. Peterson,
• Priti Pradhan Shah,
• Amanda J. Ferguson,
• Stephen L. Jones

Advice backed by three decades of research into thousands of team conflicts around the world.

Managers spend 20% of their time on average managing team conflict. Over the past three decades, the authors have studied thousands of team conflicts around the world and have identified four common patterns of team conflict. The first occurs when conflict revolves around a single member of a team (20-25% of team conflicts). The second is when two members of a team disagree (the most common team conflict at 35%). The third is when two subgroups in a team are at odds (20-25%). The fourth is when all members of a team are disagreeing in a whole-team conflict (less than 15%). The authors suggest strategies to tailor a conflict resolution approach for each type, so that managers can address conflict as close to its origin as possible.

If you have ever managed a team or worked on one, you know that conflict within a team is as inevitable as it is distracting. Many managers avoid dealing with conflict in their team where possible, hoping reasonable people can work it out. Despite this, research shows that managers spend upwards of 20% of their time on average managing conflict.

• Randall S. Peterson is the academic director of the Leadership Institute and a professor of organizational behavior at London Business School. He teaches leadership on the School’s Senior Executive and Accelerated Development Program.
• PS Priti Pradhan Shah is a professor in the Department of Work and Organization at the Carlson School of Management at the University of Minnesota. She teaches negotiation in the School’s Executive Education and MBA Programs.
• AF Amanda J. Ferguson  is an associate professor of Management at Northern Illinois University. She teaches Organizational Behavior and Leading Teams in the School’s MBA programs.
• SJ Stephen L. Jones is an associate professor of Management at the University of Washington Bothell. He teaches Organizational and Strategic Management at the MBA level.

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Final 2024 Bears Offseason Grades for GM Ryan Poles

Gene chamberlain | 5 hours ago.

• Chicago Bears

Bears GM Ryan Poles took significant action toward solving root problems with his team during the offseason and it's time to gauge where they're at as OTAs begin.

The Bears take the field next week for actual non-padded practices, meaning they can throw to receivers who are defended, but there is no hitting.

It is a key point in the offseason because coaches are now evaluating on-field practice by players assembled for NFL rosters. They'll say the competing starts in training camp and this is still for learning, but that's not reality. Every year it's obvious they're look at various players in different positions at organized team activities. The roster competition is important during OTAs . It's no longer theory or on paper, but out there on grass and on film for review

As such, a "soft" end point to the offseason has occurred and it's time to take stock of the work done by GM Ryan Poles in assembling this year's Bears roster. With the Bears getting on the field as a team, it's now in coach Matt Eberflus' hands.

Poles' draft and free agency have been previously studied in separate phases. So it's time to put everything together to encompass the entire bulk of Poles' offseason work and give the Bears personnel chief his final offseason grade.

The Chicago Bears Wide Receiver situation is tough for Fantasy Football this season… a lot of target share depends on chemistry and scheme… how differently will the Bears offense operate with Caleb Williams under center? Who will he have the timing and magic with, DJ Moore,… pic.twitter.com/JVmUlOTZEt — John Frascella (Football) (@NFLFrascella) May 18, 2024

Sure, he might add a player or two at the last second to plug a roster or lineup hole but those are acts of desperation this late in the offseason and not part of the grand scheme. 

Here's how Poles did at meeting his team's needs this offseason.

RANKING THE TOUGHEST FIVE GAMES ON 2024 BEARS SCHEDULE

NICK WRIGHT'S STUNNING SUPER PREDICTION FOR BEARS SEASON

Offense: A+

Poles had no fear pursuing a new quarterback and discarding the old one, and in this task it must be acknowledged the coaching staff had a significant role determining the value of former QB Justin Fields. If they had been entirely sold on what they saw from Fields, then Poles wouldn't have needed to use the first pick for Caleb Williams and could have traded down for another major score of draft picks. They saw the need, after Fields failed to produce wins in 13 out of 17 games that were there to be won in the fourth quarter the last two years. You can blame the talent around him all you want but Matthew Stafford had 15 of his 19 fourth-quarter comebacks and 18 of his 22 game-winning drives while playing with some of the worst Detroit Lions teams in history and is renowned for being able to produce at game's end. When a QB has the chance then, they need to get it done. When a QB who can do it both with his arm and his legs is in that position, there is no excuse for not getting it done. Fields didn't, and Poles recognized this, then determined Williams was the type of QB who can stand up to adversity and get it done. 

Caleb Williams and Rome Odunze at today's Rookie Premiere. pic.twitter.com/8NGLrEjCwZ — Dave (@dave_bfr) May 18, 2024

Teams get only three years to make this judgment on QBs based on the current CBA, unless they want to gamble on great improvement coming in Year 4. This would buck what history says about QBs.

The key to this offseason on offense was not only getting the QB but surrounding him with talent. Keenan Allen in a trade, Gerald Everett and D'Andre Swift in free agency and Rome Odunze in the draft were all additions without faults. The Bears kept bringing in second-rate No. 2 tight ends and finally went after a veteran with a proven pass-catching ability in this offense. Robert Tonyan Jr. had done it in Green Bay in the old offense Luke Getsy brought to the Bears, but only had more than 18 catches twice in his career and it was when Aaron Rodgers was his quarterback. Allen is exactly what any young quarterback can use -- a security blanket of sorts. He always gets open or makes the catch, just like DJ Moore.

Caleb Williams vs. Jayden Daniels... No. 1 vs. No. 2 pick... Rookie Heisman winner vs. Rookie Heisman winner... A LOT to be excited about for the Week 8 Bears vs. Commanders 🙌🗣️ @heykayadams pic.twitter.com/0c9hmc9dsO — Up & Adams (@UpAndAdamsShow) May 16, 2024

If there is a valid criticism of what Poles did here it's the lack of world-class speed. A receiver who could run 4.3 or faster was not added. In fact, they lost a 4.38 40 time when Darnell Mooney left. But no one will complain about Odunze's 4.45-second speed when he is able to elevate so well and win contested catches 75% of the time like he did in college.

At the non-skill positions along the offensive line, it was more a case of making sure they had options if someone is injured. Poles did this. Ryan Bates gives them security at both guard and center should someone get injured. The drafting of Kiran Amegadjie gives them a swing tackle who might develop into something more. Both tremendously upgrade the pressure on the current starters because they are or could be capable of being starters, especially Bates. Amegadjie is more of a project until proven otherwise.

To make sure depth is even greater, they signed free agents Jake Curhan and Matt Pryor to add to the backup group with Larry Borom and Ja'Tyre Carter. There is experience, depth but the promise of something in the future with the line. What they really need is health from the starters, after injuries or blocking issues forced switches to the starting offensive line 19 times in the last two years.

D’andre SWIFT Been in the Lab 🥼🔬🧪🏥😷🔥🔥🔥😈 pic.twitter.com/fA7Jel5Hnu — CALEB WILLIAMS 👑🐻🇲🇽 (@SANBENITOBACK) May 10, 2024

The big defensive changes came last year but this doesn't mean the work is done and the change last year doesn't count on this year's improvement grade. For two years, Poles has failed to completely address their problems on the defensive line. He traded last year for Montez Sweat, but the need for the counter off the other edge has existed since Poles came to Chicago. It's still there because no one can be certain a fifth-round draft pick in Austin Booker is going to produce as a rookie, and although DeMarcus Walker did improve as he worked more in the scheme last year he still was a long way at season's end from being a consistent pass rush threat Making matters worse, the defensive tackle position became an even bigger question when Justin Jones left, because they're determining Gervon Dexter or Zacch Pickens will be ready to start and play better than Jones in their second seasons after both had obvious issues to address as rookies.

The other area of concern was safety, where it became more and more obvious as 2023 went on that Eddie Jackson was having problems in back. The fact he went through the draft and free agency to this point unsigned shows other teams saw it, as well. It also didn't help that Jackson missed five games the last two years and suffered foot issues both seasons. He missed 13 games total in three years. The solution they came up with was another veteran with about the same experience, but a better record for avoiding injuries. Is Kevin Byard an upgrade? It's possible, but at age 31 it's difficult to see how he'd be a significant improvement and if the Eagles didn't want to keep him around it says a great deal. Howie Roseman doesn't usually increase his discard pile unless it's warranted. CBS Sports, in fact, called the Byard signing one of the worst by any team in the offseason.

The #TitanUp rebuilt OL has a plus matchup in Week 1 against a young #DaBears DL. One guy to look out for? DE Montez Sweat. CHI posted 20 sacks after adding him in late Oct. Sweat will be an excellent litmus test for Tennessee’s right side, but don’t expect much success beyond… pic.twitter.com/zwSbbbpBHP — Tommy R. Callahan III (@yalltitanup) May 15, 2024

The improvement will come from within for the Bears defense, because last year at this time they were still teaching the system to one starting cornerback, two linebackers and one defensive lineman, and waiting for another defensive lineman to come at midseason. Playing together for a significant stretch can result in big improvement.

BEARS ROSTER BREAKDOWN: DESPERATE FOR DEFENSIVE LINE DEVELOPMENT

BEARS ROSTER BREAKDOWN: JAQUAN BRISKER DEVELOPMENT AN ISSUE

Special Teams: A-

Drafting a punter in Round 4 is a bold move but Poles deserves credit for acknowledging the importance of field position when he took Tory Taylor. Trenton Gill's hang time consistency fluctuated greatly throughout the season and several times he produced his worst punts when they most needed a good one. The theory behind the Tampa-2 defense is they make opponent drive the ball, don't give up big plays and at some point the offense makes a big mistake resulting in a turnover. A good punter makes the distance longer for those offenses to drive and increases the opportunity for the defense to come up with a takeaway in plus-territory.

New Bears Punter Tory Taylor pic.twitter.com/kwq3RXZ7ce — Dave (@dave_bfr) May 10, 2024

Adding linebacker Amen Ogbongbemiga helped their coverage teams as he had 11 special tackles and two fumble recoveries the last three seasons.

Their annual punt return issues were looked at immediately by bringing back dependable Dante Pettis, and there is still the possibility they could use Odunze there after he showed a knack for this in a brief attempt to do it in college.

The only other way they could have improved special teams was to bring in a more serious challenger at long snapper, because Patrick Scales will be 36 this year. They already had to change one element of their place-kicking process by removing Gill as holder, so maybe stability at long snapper for another season is better.

Salary Cap: B+

Poles brought the Bears in at $12 million in effective cap space, according to Overthecap.com. That's enough for a move or two yet and to operate with during the season in case of injury. In addition, should something come up in terms of injuries and they need to make a trade or some other significant signing, there are numerous veteran contracts weighed largely on the cash side and they can be converted to bonus money through restructuring to obtain needed cap space. They don't like doing this but it can become a necessity.

The best thing Poles did in the offseason toward better cap help was reset the clock on the quarterback position. They'll have at least three years more of bargain rates at the game's most costly and important position but maybe they'll have a passer who can win games at the end now instead of losing them.

The worst thing Poles did for the cap was not draft a pass rusher in Round 3 or trade up into Round 2 to get one because chances they'll produce there are higher and the cost is still significantly lower than in Round 1. By not finding a solution, he made it possible they'll need to pay another costly veteran at either edge or 3-technique.

"This is the best plastic surgeon in the game giving the best face lift..." @heykayadams on what Ryan Poles has done with the #Bears roster since taking over as GM 💪👨‍⚕️ pic.twitter.com/LCzyekpb45 — Up & Adams (@UpAndAdamsShow) May 6, 2024

Final Overall Grade: A-

There is no way to give an A or A+ because the defensive line problem has been there since Poles came to Chicago and still hasn't been addressed.

The quarterback problem has been addressed with a rookie, which isn't always ideal. However, it's the consensus top rookie passer in the draft and one many scouts have called generational. Going after a veteran QB often does not work out, The quick-fix transplant solution at QB often fails and is far more costly, as the Jay Cutler trade showed this organization. Drafting the best overall passer is a real step forward toward their future.

When Poles surrounded Williams with more offensive talent than any new Bears quarterback has had to work with, it displayed a real commitment to fixing the main problem plaguing this team most for decades if not their entire 105 years of existence.

Nick Wright says the Bears could win the Super Bowl this year with Caleb 👀 pic.twitter.com/xb863Mi2gI — Caleb Williams Fan Club (@CalebFC18) May 16, 2024

Twitter: BearDigest@BearsOn Maven

GENE CHAMBERLAIN

BearDigest.com publisher Gene Chamberlain has covered the Chicago Bears full time as a beat writer since 1994 and prior to this on a part-time basis for 10 years. He covered the Bears as a beat writer for Suburban Chicago Newspapers, the Daily Southtown, Copley News Service and has been a contributor for the Daily Herald, the Associated Press, Bear Report, CBS Sports.com and The Sporting News. He also has worked a prep sports writer for Tribune Newspapers and Sun-Times newspapers.

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OpenAI’s new GPT-4o can be sarcastic, sing happy birthday and teach math

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Join us in returning to NYC on June 5th to collaborate with executive leaders in exploring comprehensive methods for auditing AI models regarding bias, performance, and ethical compliance across diverse organizations. Find out how you can attend here .

OpenAI ’s new GPT-4o is here — and it can laugh at bad jokes (and crack its own), sing in tune and help hail London cabs with realistic emotion and amidst regular human interruption. 

OpenAI today released 16 videos of GPT-4o (short for GPT-4 omni) in action, showing the multimodal foundation large language model (LLM) interacting with the world in male and female voices in real time based on audio, visual and text inputs. 

For instance, after correctly identifying that the human it was speaking with (OpenAI president Greg Brockman) was preparing to make a big announcement — based on his professional attire and the presence of studio lights and a microphone — the model was informed that it was the subject.  

A female voice replied, seemingly coyly: “The announcement is about me? Well color me intrigued. You’ve got me on the edge of my…well, I don’t really have a seat but you get the idea.”

The AI Impact Tour: The AI Audit

Join us as we return to NYC on June 5th to engage with top executive leaders, delving into strategies for auditing AI models to ensure fairness, optimal performance, and ethical compliance across diverse organizations. Secure your attendance for this exclusive invite-only event.

OpenAI revealed the new free model today at its highly-anticipated Spring Updates event, with a notable 113,000 people joining the livestream. The model’s text and image input roll out today in OpenAI’s API and ChatGPT, with voice and video available in the coming weeks.

Say hello to GPT-4o, our new flagship model which can reason across audio, vision, and text in real time: https://t.co/MYHZB79UqN Text and image input rolling out today in API and ChatGPT with voice and video in the coming weeks. pic.twitter.com/uuthKZyzYx — OpenAI (@OpenAI) May 13, 2024

Praising math abilities, giving fashion advice

GPT-4o can identify a users’ emotional state and surroundings, realistically simulate various emotions of its own and offer advice on a multitude of topics. Models on different devices can also interact with each other. 

For instance, in one of the videos posted today by OpenAI , the model was told that it would be conversing with another version of itself. To this, a female voice responded: “Well, well well, just when I thought things couldn’t get any more interesting — talking to another AI that can see the world. This sounds like a plot twist in the AI universe.”

After being asked to be punchy, direct and describe everything in their line of vision, the models took turns describing a man who was “sleek and stylish with their black leather jacket and light colored shirt” sitting in a room with “natural and artificial” lighting that was “dramatic and modern” and featuring a plant in the background that added “a touch of green to the space.” 

When a second person entered to give bunny ears to the first, GPT-4o was asked to sing a song based on what happened — and it did, crooning, “surprise guests with a playful streak.” 

In other videos, the model laughs at dad jokes (“that’s perfectly hilarious”) performs real-time translation of Spanish to English and vice versa, sings in a lullaby about “majestic potatoes” (first replying to the prompt, “now that’s what I call a mashup”), emulates a sarcastic voice much like the droll MTV cartoon character “Daria,” correctly identifies winners of rock-paper-scissors and recognizes that it’s someone’s birthday based on the presence of a piece of cake with a candle in it. 

It also interacts with puppies — replying in a sing-songy tone in the manner people talk to dogs, “well hello there cutie, what’s your name little fluff ball?” (it was Bowser by the way) — and guided a blind man through London, identifying through video input that the King was in residence based on the presence of the Royal Standard flag and described ducks “gently gliding across the water, moving in a fairly relaxed manner, not in a hurry.”

Additionally, GPT-4o can teach math; in one video it walks a young man through a problem based on an image of a triangle. The model asked the student to identify which sides of the triangle were the opposite adjacent and hypotenuse, relative to angle alpha. When he deduced that alpha equaled 7 over 25, the female voice praised: “You did a great job identifying the sides.”

GPT-4o can give fashion advice, too. In yet another video the LLM helped a mussy-haired job candidate wearing a slouchy T-shirt determine whether he looked presentable enough for an interview. 

A female voice chuckled and advised him to run a hand through his hair. The model also remarked drolly, “You definitely have the ‘I’ve been coding all night’ look down, which actually might work in your favor.” 

Winning the internet — or an underwhelming disappointment

Not surprisingly given the diversity of the AI community, the response, at least on social media, has been all over the place. 

Some are saying that it “wins the internet,” taking ChatGPT capabilities to whole new levels (and that it quickly rival Google Translate). One user called the video of AI teaching math “insane,” adding “The future is so, so bright.” 

This demo is insane. A student shares their iPad screen with the new ChatGPT + GPT-4o, and the AI speaks with them and helps them learn in *realtime*. Imagine giving this to every student in the world. The future is so, so bright. pic.twitter.com/t14M4fDjwV — Mckay Wrigley (@mckaywrigley) May 13, 2024

Nvidia senior research scientist Jim Fan — among others — noted how the assistant was “lively and even a bit flirty,” calling back to the 2013 sci-fi movie “Her.”

I know your timeline is flooded now with word salads of "insane, HER, 10 features you missed, we're so back". Sit down. Chill. <gasp> Take a deep breath like Mark does in the demo </gasp>. Let's think step by step: – Technique-wise, OpenAI has figured out a way to map audio to… pic.twitter.com/3fL9n8Mtch — Jim Fan (@DrJimFan) May 13, 2024

Still others called it “by far the most underrated OpenAI event ever.” 

this will prove to be in retrospect by far the most underrated openai event ever openai casually dropping text to 3d rendering in gpt4o and not even mentioning it (more ??) pic.twitter.com/dQ6bq3cV4J — Siqi Chen (@blader) May 13, 2024

My level of excitement for the new OpenAI chatbot launch. pic.twitter.com/mdFHLveC69 — Ted Gioia (@tedgioia) May 13, 2024

Ultimately, AI advisor and investor Allie K. Miller commented, “The super techies are disappointed that they don’t have some holographic laser beam that shoots out of their phone and reads their minds, and the wider business population didn’t seem to watch and weigh in.”

113,000 people joined live to watch the OpenAI new spring release livestream. Now, I’ll tell you right off the bat, the social media response (based on MY feed) is mixed. The super techies are disappointed that they don’t have some holographic laser beam that shoots out of their… — Allie K. Miller (@alliekmiller) May 13, 2024

But this is just day one reaction — it’ll be interesting to see and hear response once people have the chance to experiment with GPT-4o.

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ChatGPT may be about to make your job way easier

• You'll soon be able to pull ChatGPT up on your screen and get real-time feedback on your work.
• ChatGPT was able to suggest fixes to errors in code in a live demo on Monday.
• OpenAI debuted the feature as part of GPT-4o, the latest model powering the AI tool.

The latest version of ChatGPT could turn the artificial-intelligence tool into a personal assistant — including at work .

Among the new features that OpenAI highlighted on Monday: You can pull up ChatGPT on your computer desktop or smartphone screen and show it whatever you're looking at, whether it's a math problem on a whiteboard or a screen full of code.

In one demo during OpenAI's presentation on its newest model powering the chatbot, GPT-4o (that's the letter O, not zero), ChatGPT suggested changes to code in real time on a user's computer.

At first, ChatGPT was known for its command-prompt-like interface, which allows users to type in questions or requests for images. Last fall, OpenAI added a voice mode, allowing users to ask questions like they would with Alexa or Siri — albeit with a more sophisticated model responding.

But with GPT-4o, users can now show ChatGPT what they're working on and get real-time feedback.

Related stories

In another example, ChatGPT gave a one-sentence summary of a line graph when an OpenAI employee pulled it up on his desktop.

Damn... the idea of being able to just share your screen natively using the new ChatGPT Mac app and have gpt work with you is freaking awesome 🤯 pic.twitter.com/mwZvZWVP1u — Josh Cohenzadeh (@jshchnz) May 13, 2024

With the GPT-4o/ChatGPT desktop app, you can have a coding buddy (black circle) that talks to you and sees what you see! #openai announcements thread! https://t.co/CpvCkjI0iA pic.twitter.com/Tfh81mBHCv — Andrew Gao (@itsandrewgao) May 13, 2024

For anyone who codes or handles data for a living, it's not hard to imagine how the latest version of ChatGPT could make work easier .

Holy shit ChatGPT can help you fix and write codes in real freaking time, it can see your screen and can talk to you in real time. I hope you got an idea about how crazy this shit is pic.twitter.com/ZxqsL2TOje — Kuldeep Lather (@Kullthegreat) May 13, 2024

ChatGPT can also give feedback on work in the real world. In Monday's demo, OpenAI employees showed the tool, via smartphone camera, a simple algebra problem written on a whiteboard.

Eventually, ChatGPT gave them hints on how to solve an unknown variable, giving them feedback at different stages.

GPT-4o marks "the first time that we are really making a huge step forward when it comes to the ease of use," OpenAI's chief technology officer, Mira Murati, told an audience at the company's offices as Monday's presentation kicked off.

Correction: May 13, 2024 — A previous version of this story referred to the latest version of ChatGPT by the wrong name. It is still called ChatGPT, not ChatGPT-4o. GPT-4o is the new model that powers the chatbot.

Axel Springer, Business Insider's parent company, has a global deal to allow OpenAI to train its models on its media brands' reporting.

Watch: What is ChatGPT, and should we be afraid of AI chatbots?

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