LEVEL 5 MATHS PLANNER Time (Term 3, 2017)

Vic Curriculum Assessment Standards

Level 4 Standards: Elaborations:
Convert between units of time calculating the time spent at school during a normal school day
Use am and pm notation and solve simple time problems calculating the time required to travel between two locations determining
arrival time given departure time
Level 5 Standards: Elaborations:
Compare 12- and 24-hour time systems and convert between them investigating the ways time was and is measured in different Aboriginal
Country, such as using tidal change
using units hours, minutes and seconds
Level 6 Standards: Elaborations:
Interpret and use timetables planning a trip involving one or more modes of public transport
developing a timetable of daily activities

Using/Reading Stop Watches
Rotate when we do this lesson due to
resources!
Mon: 5A and 5B / Wed: 5C and Nic
Warm Up: Counting by 6s & Counting by 3s.
Show how to use this to count by 60s and 30s
link to time by counting by hours, seconds etc.
Revise/model the correct use of a stop
watch
How many seconds? Select a couple of
students to walk from one end of the
classroom to the other and time them. The
other students estimate how many
seconds they think each student took.
Repeat at least once more to allow
students to improve their estimates.
What is something you can do in exactly 1
minute? Students work in pairs with
stopwatches and create a class list on the
board.
Students work in pairs to complete the stop-
watch investigation.
Lesson 1 Determining Prior Knowledge
Pre-Test: Time Match Up - Students
complete time match-up activity sheet.
Encourage students to find as many
matches as possible by giving them a
range of scores to work towards.
Show students the Time and Date video
(link below). Brainstorm students
knowledge of the concept of time. Time
and date video:
http:/\/www.bbc.co.uk/skillswise/topic/ti
me-and-date (there are some other good
things on this link)
Draw up a circle on the board with a
couple of parts already filled out and then
put it over to the kids to come up and fill
out what they know (sorry picture is stolen
and not very clear!!!) Revise concepts of
time - length of a minute, length of an
hour, a day etc.
Lesson 2 Converting between 12 and 24
hour Time
Warm Up: Counting by 6s & Counting by 3s.
Show how to use this to count by 60s and 30s
link to time by counting by hours, seconds
etc.
Discuss 24 hour time Where do you see it,
why do we use it, who uses it, how do we read
it, what would happen if we didnt use it? Use
this link
http://splash.abc.net.au/home#!/media/1566174/lat
e-again-
Or (Introducing 24 Hour time attachment is a
little story to start the discussion).
Give each student a paper plate or have
them draw a circle. Ask them to draw a clock
using 1 12. Then, together put the 24 hour,
hours on 13 24/00.
Students use their drawn clocks as a reference
to convert given times to 24- hour time.
Ext: Time-Open Ended Problems or
http://splash.abc.net.au/res/i/L9642/index.html - for
converting between digital 12 hour and 24 hour
clocks
 Lesson 3 Converting between 12 and
24 hour Time
Warm-Up: Give each student a sticky note
some of them have a 12hr time, some
have a 24 hour time, some an analogue
face etc. Tell them they need to go and
find any people who have the same time
as them and make a pair / group. Repeat
a few times.
Students continue to use their drawn
clocks as a reference to convert given
times to 24- hour time.
Ext: Time-Open Ended Problems
Lesson 4 Analogue clock problem Lesson 5 Elapsed Time
solving
Warm-up: Estimate time and test
how many times can you touch your
toes in 20 secs, how many sit-ups can
you do in 30 secs, measure your pulse
for 20 secs etc. etc.
Two clocks problem solving - Sams
bedroom clock as a whole class
example / Julies hall clock
independently.
Introduce finding elapsed time using a
number line use benchmark numbers:
hours, then 30min, 10 min, 5min blocks to
move between times.
Presented students with a series of problems
to work through. Examples:
Tim goes for a run at 3pm. He runs for
30mins. What time does he finish?
Mike watched a movie from 12:00 to
1:30. How long did the movie go for?
Sally had soccer practice from 2:30 to
4:45. How long did it go for?
The time was 1:00 when dance class
started. It finished at 3:50. How long
was the class?
Sarah goes for a 1hr 30min bike ride.
She started at 11am. What time did
she finish?
Cindy works in her garden 2 hrs 40mins.
When she finished her watch read
4:30. What time did she start?
 Lesson 6 Elapsed time
Using a current timetable of the
Hurstbridge line, model calculating the
duration of trips between two stations.
Record times in analogue and digital
form.
Student use Planning an Excursion
template to calculate the duration of
travel between two stations.
(*Note: Using timetables is a Year 6 skill
keep in mind for progression points!).
Lesson 7- Calendars
Look at a current yearly calendar
and discuss the features does the
calendar show a Mon-Sun week or
a Sun-Sat week; How do we know
what day the next month begins
on? What day does the year
begin/end on? etc. Review the
number of days in each month.
Provide students with a jumbled up
calendar with only January
labelled -they work to place the
months in the correct order
Early finishers can work to find out
what day of the week events fall on
in this year: Anzac Day, Christmas
Day, New Years Day, their birthday,
a friends birthday etc.
Spare session to use as needed
You might find after Session 1 you
need to do some explicit teaching of
reading clocks so Ive added a spare
session in here to accommodate for
that!!
Time Match Up - Students repeat time
match-up activity sheet can they
improve on their score from the first
session?
timeline of gold rush events;
timetabling activity using school
timetable or extra calendar work; extra
work on converting between 12 and
24-
https://mathspace.co/learn/world-
of-maths/time/time-in-cultural-
settings-investigation-
33755/investigation-australian-
aboriginal-astronomy-1114/hour
time.