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For younger learners

  • Early Years Foundation Stage

Estimating Time

Age 11 to 14
Challenge Level Yellow starYellow star
Secondary curriculum
  • Problem
  • Getting Started
  • Student Solutions
  • Teachers' Resources


How well can you estimate time?


Start by trying to estimate exactly ten seconds:

Full Screen and tablet version

You could have several attempts and then analyse the data from the table. You could collect data from several people to do some interesting comparisons.

Here are some questions you might like to consider:

Are people better at estimating short amounts of time (10 or 15 seconds) or longer time intervals (30 or 60 seconds)?

If a person's first attempt is an over-estimate, do they tend to underestimate on their second go?

If you are better than your partner at estimating 10 seconds, are you more likely to also be better at estimating longer time intervals?

Are older people better at estimating than younger people?

Do people get better at estimating if they practise?

Some people estimate time by reciting or singing something of a specific length, others by counting, others by visualising the hands of a clock...
Which strategies for estimating are most effective?

Is a person who is better at estimating time also likely to be better at estimating angles? Try Estimating Angles.

Does someone who can react faster also judge time intervals better? Try Reaction Timer. 
 

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You may like to read the article on Morse code before attempting this question. Morse's letter analysis was done over 150 years ago, so might there be a better allocation of symbols today?

Florence Nightingale - the Compassionate Mathematician

Florence Nightingale may be well known for her role as a nurse, but she was also an excellent mathematician, collecting and analysing data to help improve hospital conditions.

Reaction Timer

This problem offers you two ways to test reactions - use them to investigate your ideas about speeds of reaction.

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The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice.

NRICH is part of the family of activities in the Millennium Mathematics Project.

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