Time Travellers
Elapsed time is the gap between a start and finish. Count to the next hour, then add the remaining minutes. One hour equals 60 minutes.
Before you try
Before you play, make a prediction: 30 minutes after 11:45 is… Explain what you expect and what part of the model will help you check it.
Try it out
Interactive activity
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What happened?
Move a control to see what changes and why.
The game practises one idea at a time with simple drawn pictures. Check the same idea with real objects and your NCERT textbook (Chapter 12: Ticking Clocks and Turning Calendar, pages 175–183).
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Try these ideas
- Advance the clock by the given duration, including crossings into the next hour.
- Try a new puzzle with ↻. Describe what changed and which mathematical rule stayed the same.
- Complete a round, then explain your method before you move to the next one.
Why it works
Elapsed time is the gap between a start and finish. Count to the next hour, then add the remaining minutes. One hour equals 60 minutes.
From 9:45 to 10:20 is 15 + 20 = 35 minutes. Advance the clock by the given duration, including crossings into the next hour.
Minutes regroup at 60, not at 100. Label AM/PM or use 24-hour time when needed.
This activity connects to Ticking Clocks and Turning Calendar, NCERT Class 4 maths, printed pages 175–183. Use the picture or objects to explain each step before relying on a calculation. The game practises one part of the chapter at a time; the other three activities extend the chapter’s ideas.
Worked example: How long is it from 9:45 to 10:20? There are 15 minutes from 9:45 to 10:00. There are 20 more minutes to 10:20. Total duration = 15 + 20 = 35 minutes.
Check your understanding
Question 1 of 2
30 minutes after 11:45 is…
How many minutes are in one hour and a quarter?
Explain it in your own words
What changed? Why did it happen? Where might you notice this in everyday life?
For parents & teachers
- Try with everyday materials. Advance the clock by the given duration, including crossings into the next hour. Ask the child to make a new example using paper, counters, household objects or a labelled sketch.
- Listen to the explanation. Minutes regroup at 60, not at 100. Label AM/PM or use 24-hour time when needed. Ask “How could we check?” and encourage a second representation of the same idea.