The idea in brief. Choose the intervals the question asks for, and correct a clock reading before treating it as an actual time. Remove breaks only when finding time spent on the activity. Correct a fast or slow clock before using its reading. In the lesson. You can find a duration on a timeline. Today we find times with breaks and clocks that are wrong. Duration includes breaks; activity time does not count breaks.
Lesson video, with the working
Journeys, breaks and clocks running fast or slow
6 min 03 s
The film teaches 3 questions in turn. Each question shows first; its working is written as the film explains it.
Kavin leaves at 08 40 and rests for 15 min. The estate clock shows 10 05 but is 5 min fast. How long was he riding?
10 05 − 5 min = 10 00
60 − 40 = 20 min
08 40 + 20 min = 09 00
1 h = 60 min
20 min + 60 min = 80 min
80 min − 15 min = 65 min
Riding time = 1 h 5 min
Ans: 1 h 5 min
Example 1 of 2
A clock is 11 min slow. It shows 15 42. What is the actual time? Use the 24-hour clock.
15 42 + 11 min = 15 53
Ans: 15 53
Example 2 of 2
A visitor leaves a gallery at 08 16. Walking to the pier takes 17 min, waiting takes 12 min and a ferry ride takes 28 min. At what time does the visitor leave the ferry? Use the 24-hour clock.
17 + 12 + 28 = 57 min
60 − 16 = 44 min
08 16 + 44 min = 09 00
57 min − 44 min = 13 min
Finishing time = 09 00 + 13 min = 09 13
Ans: 09 13
How to solve it
Fix a wrong clock first. A fast clock is ahead, so subtract. A slow clock is behind, so add.
Find the whole time on a timeline: count on to the next hour, then jump the rest. 20 plus 60 is 80 minutes.
For a riding or activity time, leave out the break: 80 minus 15 is 65 minutes, which is 1 hour 5 minutes.
For a finishing time, the waiting stays in. Add every part: 17 plus 12 plus 28 is 57 minutes.
Jump the total from the start: 08 16 plus 44 minutes is 09 00, and 13 more minutes makes 09 13.
Duration includes breaks; activity time does not count breaks.
Practice questions with worked solutions
Question 1 is free to try. The other 6 open in the free trial, each with its solution film.
How do you solve time word problems with breaks and fast clocks in P3?
This page teaches multi-step time problems: journeys with several stages, sessions with breaks, and clocks that run fast or slow.
What your child learns here
This page teaches multi-step time problems: journeys with several stages, sessions with breaks, and clocks that run fast or slow. It applies the P3 outcomes on starting time, finishing time and duration, and on the 24-hour clock, to longer word problems.
Add the stages of a journey, including walking and waiting time, to find the total duration.
Include a break when finding when something ends, but leave it out when finding time spent on the activity itself.
Correct a fast clock by counting back and a slow clock by counting forward before using its reading.
Work out an agreed or planned time from an early or a late arrival.
Does the answer make sense?
The time your child finds for the activity itself must be shorter than the time from start to end whenever a break sits inside it. A late start or a break pushes the finishing time later, and an agreed meeting time must be later than an early arrival.
How to practise these questions
The Basic questions practise adding two or more stages of time one after another. The Intermediate questions add breaks taken out of a longer time, equal sessions split by an interval, and starts or arrivals that differ from the plan. When a multi-stage time question is stuck, watch its solution film and return to it later from Revision.
Questions parents ask
What does it mean when a clock is fast or slow? A fast clock shows a time later than the real time; a slow clock shows a time earlier than the real time. To find the real time, count back for a fast clock and forward for a slow one.
Are journey and break questions in the Primary 3 syllabus? These questions apply two Primary 3 outcomes: finding starting time, finishing time or duration, and the 24-hour clock. They use several stages, breaks or a clock that needs correcting, so they take more steps than the earlier lessons.
How can my child keep track of several stages in a time question? Write each stage on its own line with its minutes, or draw a timeline with one jump per stage. Adding the stages first, then counting on once from the start, keeps the working short.
