Expected level of development
Australian Curriculum Mathematics V9: AC9M5M03
Numeracy Progression: Measuring time: P4
At this level, students focus on reading time in 12-hour and
24-hour time and converting between them. They build on their knowledge of am and pm notation and solve time-related problems.
When working with 12-hour time, students will come to recognise that the hour hand on an analogue clock goes around twice because there are 24 hours in a day. Support students to link 24-hour time (midnight to midnight) and the Latin terms ante meridiem am (before midday) and post meridiem pm (after midday).
Use timetables and pose relevant questions. Students retrieve information from a timetable and convert between different units of time in order to solve problems.
Make explicit how to calculate elapsed time using digital times. Show how adding on can be less confusing that subtracting. For example: ‘How long do we do maths for on a Monday?’ The session starts at 10:45 am and finishes at 11:30 am. Model how to solve by adding 15 minutes to 11:00, next add a further 30 minutes to 11:30, to show that 15 minutes + 30 minutes = 45 minutes. Compare that to subtracting using the decomposition method, which can be potentially confusing.
Teaching and learning summary
- Convert between 12-hour and 24-hour time.
- Use timetables to present start and end times of events for investigation.
- Make explicit how to calculate the duration of events.
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Teaching strategies
A collection of evidence-based teaching strategies applicable to this topic. Note we have not included an exhaustive list and acknowledge that some strategies such as differentiation apply to all topics. The selected teaching strategies are suggested as particularly relevant, however you may decide to include other strategies as well.
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Explicit teaching
Explicit teaching is about making the learning intentions and success criteria clear, with the teacher using examples and working though problems, setting relevant learning tasks and checking student understanding and providing feedback.
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Questioning
A culture of questioning should be encouraged and students should be comfortable to ask for clarification when they do not understand.
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Classroom talks
Classroom talks enable students to develop language, build mathematical thinking skills and create mathematical meaning through collaborative conversations.
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Teaching resources
A range of resources to support you to build your student's understanding of these concepts, their skills and procedures. The resources incorporate a variety of teaching strategies.
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Time tools: 24-hour to the minute – time challenge
An interactive tool where students can adjust the time on an analogue and digital clock to match the time on the master clock.
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Time: Years F–8
This document contains information and classroom activities related to time.
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Measurement: Foundation to Year 9
This comprehensive book contains an overview of time attributes, as well as lesson ideas and a teaching sequence for time. Section 5 (pp 86–93) is most relevant.
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Time to the Nearest Minute
Time to the Nearest Minute Use these series of lessons to read time to the nearest minute.
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Queenstown extravaganza
In this activity students focus on using information to design a timetable.
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