M1.          8 (hours) 18 (minutes)
[1]

 

M2.          Draws line joining clock to watch showing 12.30.
[1]

 

M3.          8:45 indicated
[1]

 

M4.          15 (minutes)
[1]

 

M5.          (a)     9
1
(b)     Friday
Accept recognisable mis-spellings.
Accept 9.00 circled.
1
(c)     40
1
[3]

 

M6.          (a)     Middle clock joined to 6:35
1
(b)     Lower clock joined to 11:10

Lines do not have to touch the clocks, provided the intention is clear.
Accept alternative, unambiguous ways of indicating the answer, eg correct numerical times written on clocks.
1
[2]

 

M7.          (a)     £7.50
Accept £7.50p OR £7 50
Do not accept £7.5 OR £750p OR £750
1
(b)     3:50 pm
Accept ‘10 to 4’ or equivalent.
Accept 15:50 OR 350 OR 1550
1
[2]

 

M8.          (a)     09:55 OR 9:55
Accept 21:55 OR 955 OR 2155
Accept ‘five to ten’ or equivalent.
Ignore am or pm.
1

(b)     11:45
Accept 23:45 OR 1145 OR 2345
Accept ‘quarter to twelve’ or equivalent.
Ignore am or pm.
1
[2]

 

M9.          Ticks 8:50 as shown:

Accept any other clear way of indicating the correct time, such as crossing or circling.
[1]

 

M10.          Saturday
Accept any reasonable spelling as long as the intention is clear.
[1]

 

M11.          45
[1]

 

M12.          
4 hours     30 minutes	

Accept 4 hours if the minutes space is left blank
OR 270 minutes if the hours space is left blank.
[1]

 

M13.          Two clocks ticked as shown:

Both clocks must be ticked for the award of the mark.
Accept any other clear way of indicating the correct clocks, such as circling.
[1]

 

M14.          (a)     45
1
(b)     15:13
1
[2]

 

M15.          Diagram completed correctly as shown:

Lines need not touch the clocks, provided the intention is clear.
Do not accept times which have been matched to more than one clock.
[1]

 

M16.          (a)     30 minutes
The answer is a time interval.
1
(b)     9:25 am
The answer is a specific time.
1
[2]

 

M17.          (a)     1 hour 20 minutes
The answer is a time interval (see Guidance).
1
(b)     3:25
The answer is a specific time (see Guidance).
1
[2]

 

M18.          An explanation which recognises that 10:35 is after half past ten, eg:
•    ‘10:35am is 35 minutes from 10:00am but 25 minutes from 11:00am’
•    ‘10:35 is 10 minutes closer to 11:00’
•    ‘It’s closer to 60 minutes’
•    ‘10:35am is after half past’
•    ‘It’s past halfway’
•    ‘35 is after 30 and 30 is half’
•    ‘35 minutes is over half an hour’
•    ‘It’s 25 minutes to 11’.
Do not accept vague or incomplete explanations, eg:
•    ‘11:00am is closer’
•    ‘Halfway is 10.30am’
•    ‘5 rounds up’
•    ‘There are 60 minutes in an hour’.
U1
[1]

 

M19.          (a)     10:45am
The answer is a specific time (see General guidance: responses involving time for guidance).
1
(b)     1:15pm
The answer is a specific time (see General guidance: responses involving time for guidance).
1
[2]

 

M20.          
Do not award the mark if additional incorrect lines are drawn.
Lines need not touch the clocks or times, provided the intention is clear.
(a)     First clock joined to 8:20
1
(b)     Second clock joined to 3:40
1
[2]

 

M21.          Times written in correct order as shown:
          
Do not accept times written in reverse order.
Accept answers with missing or incorrect units.
[1]

 

M22.          Time circled as shown:
          
Do not award the mark if additional incorrect times are circled.
Accept alternative unambiguous indications, eg time ticked, crossed or underlined.
[1]

 

M23.          (a)     4 hours
The answer is a time interval
1

(b)     Saturday
Accept unambiguous abbreviations or recognisable misspellings.
Accept ‘10am to 5:30pm’.
Accept 7 hours.
1

(c)     35 minutes
The answer is a time interval
1
[3]

 

M24.          Times in order as shown:

Accept unambiguous abbreviations or recognisable misspellings.
Accept use of equivalent units, eg 2 days.
Accept answers with missing or incorrect units.
[1]

 

M25.          (a)     7:55am
The answer is a specific time.
1

(b)     40 minutes
The answer is a time interval.
1

 

M26.(a)     8 hours
1
The answer is a time interval
 
(b)     1 hour 30 minutes
The answer is a time interval
1
[2]

 

E2.          No specific response to this question.

E5.          (a)     Performance increased from about two-thirds of children awarded level 3 overall answering correctly to nearly all children at level 5. Omission rates were negligible, showing that children felt able to perform a simple calculation using information from a table.
The common incorrect answer for this question was 10. This was either a miscalculation of the numbers of hours that the pool was open for on Sunday, or a correct calculation of the number of hours the pool was open on Saturday rather than Sunday. This response was given by about 10% of children working at level 3, but was less common among children who achieved levels 4 and 5 overall.

(b)     Children found part (b) easier than part (a). This may have been because part (b) required a value to be read from the table without any additional calculation. Very few children omitted to answer this question. Amongst children working at levels 3 and 4, girls were slightly more successful than boys, but at level 5 there was little difference in performance between girls and boys.
The table, showing the opening times of the swimming pool, made no reference to closing times. This appears to have confused about 5% of children working at levels 4 and 5 overall, who gave Wednesday or Thursday as an answer; these days, along with the correct answer Friday, had the latest opening times. Another common incorrect response, given by about 5% of children awarded level 3 overall, was Sunday. These children confused latest with earliest to give the day with the earliest closing time.

(c)     Most children who were awarded levels 4 and 5 overall, answered this question correctly. Children working at level 3 found the question much harder, with about two-thirds answering correctly. Omission rates were low for this question, but of the three parts in question 8, this part had the highest omission rate for children achieving level 3 overall.

This question required a calculation involving conversion between hours and minutes. Some common incorrect answers given by children working at level 3 overall suggest the use of a calculator with a lack of appreciation of the need to convert between hours and minutes. Just over 10% of children achieving level 3 overall performed the calculation 600-520 to find the number of minutes between 5:20 and 6:00; this gave the answer 80. A similar error, given by about 5% of children at this level, was 6-5.2=0.8. Among children achieving levels 4 and 5, not many errors were seen.

E6.          (a)     Performance on this question was generally good, increasing steadily from children working at level 3 up to those working at level 5overall. Every child attempted this question, suggesting that they felt comfortable matching the time shown by an analogue clock face to the corresponding digital time.
A common error was to match the middle clock, showing 6:35, to the time 7:35. This error could signify a misread of the hour hand or the reversal of the hour and minute hands. Just over a quarter of children awarded level 3 overall made this error, dropping to about 10% for those awarded level 4, and 5% of those awarded level 5 overall.

(b)     Most children who were awarded level 5 overall, and a high percentage of children working at levels 3 and 4 answered this question correctly.
In general, children were more successful at matching the bottom clock to 11:10 than they were with the middle clock. A common error was to reverse the hour and minute hands to give the time 2:55. Just under 10% of children achieving level 3 overall and less than 5% of children achieving level 4 made this error. Comparing performance on part (b) with performance on part (a) shows that children are more successful at distinguishing between the hour and minute hands on an analogue clock than they are at identifying what hour it is when the hour hand is positioned between two numbers.

E7.          This question requires children to solve number problems set in a context involving money and time. Children are required to extract information from a table about hiring motor boats and rowing boats to solve these problems.
Eighty per cent of children at level 3 answered the first part of the question correctly. For children at level 4 and level 5 success rates were over 90%.
Almost 5% of children at level 3 were able to give a correct value as the answer, but lost the mark for inappropriate use of units, eg £7.5. Other wrong answers were varied, with no common trends.

About 10% of children at all levels used written working to answer this question, suggesting that they had not chosen to use their calculator.
The second part of the question was answered correctly by about three-quarters of children at level 4. One-third of children at level 3 were successful, as were more than 90% of children at level 5.

10% of children at level 3 gave the answer 3:35pm; this was also given by 5% of children at level 4. The answer 3.35pm corresponds to spending £1.50 on hiring the boat, the cost for one session as given in the table. All these children were able to identify the correct information from the table but failed to use the information from the question to then calculate the correct length of time needed to reach the answer.

E8.          This question assesses children’s ability to read from an analogue clock. Children are required to solve number problems involving adding or subtracting hours or minutes from a given time.
In the first part success rates ranged from nearly 55% for children at level 3 to 90% for children at level 5. Three-fifths of children at level 3 who were awarded the mark used correct notation, such as 9:55. The remaining two-fifths were awarded the mark for a correct time but used less appropriate notation such as 955. Children at levels 4 and 5 used conventional digital notation to a much greater extent.

A common error made by children at levels 3 and 4 was to give an answer of 10:55. These children appeared to subtract 20 minutes from 10:15 correctly without adjusting the hour value.
The second part of the question was completed successfully by nearly 40% of children at level 3 and more than 70% at level 4. Ninety per cent of children at level 5 were successful. In this part of the question conventional digital notation was used more frequently and errors were varied with no common trends.

E14.          Target Level: 3
Curriculum Coverage (POS ref: Ma3/4d)
This question assesses children’s ability to read analogue and digital clocks. Children are required to solve problems involving time intervals drawing on their knowledge that there are 60 minutes in a hour.

Performance
For the first part, over 80% of children working at level 3 gave the correct answer as did over 90% of those working at level 4 and nearly all of those working at level 5.
For the second part, success rates dropped among children working at levels 3 and 4. Less than half of those working at level 3 and less than 80% of those working at level 4 answered correctly. However, nearly all children working at level 5 gave a correct answer.

Common errors and misconceptions
•    For the first part, errors were varied with no common trends.
•    For the second part, over 5% of those working at level 3 gave an answer of 15:23, suggesting they had difficulty in bridging across the hour.

E15.          Target Level: 3
Curriculum Coverage (POS ref: Ma3/4d)
This question assesses children’s ability to read analogue and digital 12-hour clocks and their understanding of the language and notation of time.

Performance
Over 80% of children working at Level 3 drew lines to all the clocks correctly for the award of one mark, as did over 90% of children working at Level 4 and over 95% of those working at Level 5.

Common errors and misconceptions
•    Almost 10% of children working at Level 3 mixed up the clocks showing 1:45 and 9:10, suggesting they were unsure which was the hour hand and which was the minute hand. Over 5% of children working at Level 4 also made this error.

E16.          Target Level: 3
Curriculum Coverage (POS ref: Ma3/4d)
This question assesses pupils’ ability to solve word problems set in the context of time. For the first part of the question, pupils have to calculate a time interval using 12-hour digital times presented in a list. The second part draws on their knowledge that there are 60 minutes in an hour and requires a calculation which bridges an hour.

Performance
•    For the first part of the question, more than two-thirds of pupils working at level 3 were correct, as were over 90% of pupils working at level 4 and nearly all those working at level 5.
•    Pupils working at level 3 were less successful in the second part of the question, with about 40% of them giving the correct answer. More than three-quarters of pupils working at level 4 and over 90% of those working at level 5 were also correct.

Common errors and misconceptions
•    The most common incorrect responses in the first part of the question were 35 and 25 minutes, each made by more than 5% of pupils working at the target level. These pupils probably correctly calculated the difference between the times as 30, but then either added or subtracted five minutes in error, possibly because both the relevant times ended in a five.
•    For the second part of the question over 5% of pupils working at level 3 gave an answer of 8:85. These pupils probably added 40 onto the start time of 8:45 but forgot to complete their calculation by converting 60 of these minutes into an hour. They probably incorrectly assumed that there are 100 minutes in an hour.

E17.          Target Level: 3
Curriculum Coverage (POS ref: Ma3/4d)
This question assesses pupils’ ability to solve time problems. The first part of the question involves drawing on pupils’ knowledge that there are 60 minutes in an hour and requires a calculation which bridges an hour. For the second part of the question pupils are required to calculate the time a quarter of an hour before the time shown on a digital clock.

Performance
Less than 40% of pupils working at level 3 gave the correct answer for the first part of the question. Nearly 80% of pupils working at level 4 and 95% of those working at level 5 were correct.
More than one-third of pupils working at level 3 were successful in the second part of the question, with three-quarters of pupils working at level 4 and 95% at level 5 also gaining the mark.

Common errors and misconceptions
•    For the first part of the question more than 10% of pupils working at level 3 gave an incorrect response of 2 hours 20 minutes. These pupils probably calculated with hours and minutes independently. They correctly counted on from 40 minutes until the next hour to give 20 minutes but did not realise that adding 20 minutes would take the time to the next hour, 4pm. They then made a separate calculation of the difference between the hours of 3pm and 5pm to give 2 hours. More than 5% of pupils working at level 4 also gave this answer.
•    Few common errors were seen for the second part of the question.
•    Almost 15% of pupils working at level 3 failed to give an answer to the second part of the question.

 
Resource currently unavailable.