Cross country finishing times

Cross country finishing times

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
This task is about working out how long some students took to run a race.
 
Five students ran a cross-country race that started at 1pm.
Their finishing times are shown on clocks in hours, minutes and seconds.

Question 1Change answer

The race began at 1 p.m. How long did it take Ruby to run the race in hours, minutes, and seconds?
clock-1-christine.jpg
a)  Ruby: hours, minutes, and seconds

Question 1Change answer

The race began at 1 p.m. How long did it take Sofia to run the race in hours, minutes, and seconds?
clock-2-don.jpg
b)  Sofia:  hours,  minutes, and  seconds

Question 1Change answer

The race began at 1 p.m. How long did it take Mia to run the race in hours, minutes, and seconds?
clock-3-bill.jpg
c)  Mia:  hours, minutes, and  seconds

Question 1Change answer

The race began at 1 p.m. How long did it take Harry to run the race in hours, minutes, and seconds?
clock-4-harry.jpg
d)  Harry:  hours,  minutes, and  seconds

Question 1Change answer

The race began at 1 p.m. How long did it take Ella to run the race in hours, minutes, and seconds?
clock-5-ella.jpg
e)  Ella:  hours,  minutes, and  seconds
Task administration: 
This task can be completed with pen and paper or online (with NO auto marking).
Level:
4
Curriculum info: 
Maths, Geometry and Measurement, Measurement
Keywords: 
analogue time, hours, minutes, seconds, addition
Description of task: 
Students work out how long a race took given the starting and finishing time. Answers are split into hours, minutes and seconds.
Curriculum Links: 
This resource can help to identify students' understanding of measurement units of time (including seconds) for the Measurement objectives and additive strategies for the Number and Algebra objectives.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Additive thinking, sets 7-8
within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
 

Y8 (05/1998)
a) 0, 55 (± 1), 50 moderate
b) 1, 5 (± 1), 20 moderate
c) 1, 15 (± 1), 0 moderate
d) 1, 20 (± 1), 15 moderate
e) 1, 10 (± 1), 40 moderate
Diagnostic and formative information: 
  Common error Likely reason
a)
b)
c)
d)
e)		 1:55:50
2:05:20
2:15:00
2:20:15
2:10:40		 Uses 12 noon as starting time.
a) 2:55:50 Uses 12 noon as starting time and reads hour hand incorrectly.
c) 1:15:60
2:15:60		 Doesn't recognise 60 seconds = 1 minute.
b)-e) 2:65:20 Doesn't recognise 60 minutes = 1 hour.