Time Matters - Book 2 (Years 4 to 6) by Teacher Superstore

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Titles in this series: Time matters: Australian Curriculum Mathematics Book 1 (Foundation to Year 3) Time matters: Australian Curriculum Mathematics Book 2 (Years 4–6)

Also in this series: Money matters: A teachers handbook for developing money concepts (Ages 5–10+)

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Date of Purchase: All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2015. For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum. Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors. Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

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Contents Introduction Issues

Introduction

Curriculum links

Issues to consider

6–10

Time equivalents

Likely difficulties with time

The language of time

Language (including children’s literature)

Language abbreviations Children’s literature Time-related displays Days of the week

Periods of time

Timing/Duration (including estimation)

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19–20

Seasons

The calendar

23–24

Organising your time

25–26 27

Telling the time

28–32

12- & 24-hour time

42–48

Clock bingo

49–53

Time concentration game

54–59

Time dominoes

60–65

Self-checking time cards

66–69

Race around the clock game

70–71

Skateboard racing game

72–79 80

Linking fractions and time

81–84

Sequencing events

85–95

Sequencing shadows

Sequencing time lines

97–101

Using timetables

102–106

Timing/ Duration

107–112

Adding time intervals game

113–120

Making a tocker

121

Candle clock

122

Making a sand timer

123–124

Making a water clock

125–126

Playing with pendulums

127–128

Rates

129–130

Time projects

131–132

Greenwich Mean Time

Applications

18 21

Close your eyes (Time problems)

Sequencing

15 16–17

Months of the year

Year planner

Telling the time (Clock reading – digital and analog)

13–14

133

Time zones

134–136

International Date Line

137–138

Lunar month: Phases of the moon

139

Sequence of the moon

140

Time on different planets

141

Time matters Book 2 (Years 4–6)

Introduction

ook 2

Most of us, if asked to consider the topic of time, would think about telling the time. This is a very important aspect of the topic; however, there are many other aspects of time that we need to consider. These include: time equivalents; days of the week, months of the year etc.; sequencing events; timing and duration; planetary time and so on. Time is an interesting topic in that it is a non-tangible item. We cannot ‘see’ half an hour or ten seconds; we cannot hold it in our hands or measure it directly as we can with other measurement activities such as measuring length, area, volume, capacity or mass. The development of understanding of the various aspects of time may be gradual. We would not, for example, consider teaching the telling of time to the nearest five minutes if the students cannot tell the time to the halfhour. We would also not consider using a stopwatch to time a particular event if the students did not have a ‘feel’ for how long one minute, five minutes, or even one second is. In the early years, students may use arbitrary units to measure duration; for example, how many claps it will take to put some books on a shelf. Later, students may make their own timing devices such as water clocks, candle clocks and tockers. Eventually the need for a standard unit of time, and the ability to measure this accurately, will lead to timing events using minutes, seconds, a stopwatch etc. We have decided to produce two separate Time matters books, as the topic is more extensive than we first realised. The first book looks at teaching aspects of time for Foundation through to Year 3. The second book takes these ideas and continues them through from Year 4 to Year 6. Because there are many aspects of time that are important for all year levels, there are sections in this book that are also in the first book. The Australian Curriculum has expectations in the teaching of time from Foundation through to Year 6. All of these content descriptions have been addressed in the two books.

Time matters Book 2 (Years 4–6)

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Curriculum Links Description Compare and order the duration of events using the everyday language of time (ACMMG007)

Foundation Connect the days of the week to familiar events and actions (ACMMG008)

Tell time to the half-hour (ACMMG020)

Year 1 Describe duration using months, weeks, days and hours (ACMMG021)

Tell time to the quarter-hour, using the language of ‘past’ and ‘to’ (ACMMG039)

Year 2

Name and order months and seasons (ACMMG040)

Use a calendar to identify the date and determine the number of days in each month (ACMMG041)

Year 3

Tell time to the minute and investigate the relationship between units of time (ACMMG062)

Convert between units of time (ACMMG085)

Year 4 Use am and pm notation and solve simple time problems (ACMMG086)

Year 5

Compare 12- and 24-hour time systems and convert between them (ACMMG110)

Year 6

Interpret and use timetables (ACMMG139)

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Time matters Book 2 (Years 4–6)

Issues to Consider Time is an intangible – it can be measured, but not actually seen. We can think of it as an ‘invisible’ measure. You cannot ‘see’ ten minutes or one hour. You cannot feel it or hold it.

T Much of the teaching about time can be incidental, especially in the early years. Teachers can refer to the time of day frequently, with such statements as, ‘It’s nearly 12 o’clock, almost lunch time’. Students need to be aware that there is no ‘zero o’clock’. Also, there is no 60-minute place on an analog or digital clock.

ime is not decimal

Time is one of the few measures that is not decimal. It uses many different bases: 60 (seconds in a minute; minutes in an hour), 24 (hours in a day), 7 (days in a week), 4 (weeks in a month), 52 (weeks in a year), 12 (months in a year), 365 (days in a year), 366 (days in a leap year). The only base ten units are 10 years in a decade, 10 decades in a century and 10 centuries in a millennium. Although most measures of time are not decimal, timing of some sporting events can go into tenths or hundredths of a second. For example, in Olympic running or swimming events, the difference between the first and second places may be as little as 0.03 of a second. These times are also recorded in decimal format, e.g. Australian Robert Hurley won the men’s 400 metres freestyle race at the World Shortcourse Championships in August 2010 in a time of 3:41.58; that is 3 minutes and forty-one point five eight seconds. The 0.58 is 58 hundredths of a second. This is a strange mix of Base 60 and decimal.

Writing of time in a mathematical context should use a colon between the hours and minutes; for example, twelve o’clock should be 12:00 not 12.00. This helps emphasise the fact that time is not decimal.

The word ‘minute’ has several meanings. It can mean something that is very small. It can also be one-sixtieth of an hour or a measure of a very small angle (one-sixtieth of a degree). The ﬁrst meaning is pronounced diﬀerently, but spelt the same. They are related in that the two measures are very small (i.e. they are minute).

There have been attempts to introduce a decimal time system. See Metric time on page 132.

Time matters Book 2 (Years 4–6)

se of fractions

There can be confusion when fractions are used for segments of time, e.g. 3.25 hours is not 3 hours and 25 minutes but 3 hours and 15 minutes, as 0.25 indicates a quarter, and one quarter of one hour is 15 minutes. Also, we can have 0.75 of an hour, which is 45 minutes (3/4 of an hour); this can be confusing as there are less than 75 minutes in an hour.

ime is relative

Time is quite subjective. Five minutes can seem like a long time if you are waiting for something good to happen, but seems to be over in no time at all if you are engaged in something really interesting or exciting. This makes estimation of time quite difficult, even for adults. Time is also subjective in terms of how long a time period is compared to how long a person has lived. For example, six months is one eighth of the life of a four-year-old; but only a small portion (one seventieth) of the life of a 35-year-old.

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Issues to Consider

ore than reading clocks

hat is a clock?

‘Time’ is not just about telling the time and reading clocks, although that is important. It incorporates many other important aspects including sequencing; the duration or passage of time; time passed and time still to come; calendars, days of the week, months of the year etc.; time lines, and geographical position and its relationship to time.

There are two basic elements in any clock:

• It has a repeated, regular, constant action or process that marks off equal periods or increments of time. • It has a way of keeping track of periods of time and displaying the result.

rerequisites

dual system

nalog clock issues

Early understanding of time concepts will encompass many activities that are not obviously about time. For example, children need to know concepts such as clockwise and anticlockwise (also known as counterclockwise), be able to count to twelve, have experience with the use of spinners and be exposed to rhythmic patterns. As they progress to reading clocks to the nearest 5 minutes, they will need to be able to count by 5s. In order to read a digital clock, they need to be able to count and understand numbers to 60.

Roman numerals 1 to 12

1 2 3 4 5 6 7 8 9 10 11 12

I II III IV V VI VII VIII IX X XI XII

To facilitate children’s understanding of the connections between reading analog and digital clocks, it is recommended that both types of clocks be present in every classroom.

Some analog clocks have two hands (hour and minute) and others three (hour, minute and second). There are even some that only have the hour hand, and readers have to estimate the minutes according to the position of the hand between two hour markings. Teachers need to be careful when choosing clock faces to teach telling the time. It is better to have dials where the hour hand moves in relation to the minute hand (geared clocks). For example, if a clock is showing 7:30, the hour hand should be half way between the 7 and the 8. Analog clocks are one of the few situations nowadays where Roman numerals may still be used. Another place students may see Roman numerals is in dates, e.g. the year a movie was made. Generally, it is better to avoid analog clocks that use Roman numerals when students first learn to tell the time.

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Time matters Book 2 (Years 4–6)

Issues to Consider

aying/Stating the time

Children may hear various alternatives when telling the time, for example, 2:35 could be said as two thirty-five or twenty-five to three. We would recommend that teachers only use the former, but we need to be aware that children may be exposed to both forms. Our recommendation is that the only occasion where ‘something to’ is used is with ‘quarter to’, as this may be an early introduction to reading time to the nearest half-hour and quarter-hour.

2-hour and 24-hour time

Many digital clocks have a 24-hour display, or an option to use 12-hour or 24-hour time. For children still coming to terms with basic telling the time, the 24-hour clock is an added problem. There are many adults who may interpret, for example, 16:45 as 6:45 pm rather than as 4:45 pm. Even in 12-hour time, there are several ways to express a particular time; see example at the bottom of the page. In 24-hour time we could add 0315 or 1515 depending on whether it was morning or afternoon.

erbalising 12-hour and 24-hour time

The spoken time reflects the written digital time, e.g. in 12-hour time format, 11:28 would be said as eleven twenty-eight, not twenty-eight minutes after/past eleven. The time 7:31 would be said as seven thirty-one, not twenty-nine minutes to eight, or thirty-one minutes after/past seven. With times such as 11:05, whether we say oh instead of zero or whether we verbalise the zero at all depends on community practice. However, the zero must be used in the written form. When ‘am’ and ‘pm’ are used, they are simply spoken as the letters am or pm. When using the 24-hour time format, times on the hour generally are said as ‘hundred’, e.g. 1100 would be eleven hundred and 0500 would be zero five hundred. Other times with a zero at the end would be spoken in tens, e.g. 1120 would be eleven twenty and 0530 would be zero five thirty or oh five thirty. If telling time to the nearest second, it would be written as, for example, 0530 and 22 seconds, and said as zero five thirty and twenty-two seconds or oh five thirty and twenty-two seconds.

3:15 fifteen minutes after three

Time matters Book 2 (Years 4–6)

three fifteen

quarter past three

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Issues to Consider

he calendar

The calendar we use is not the only one in current use in the world. For example, there is an Islamic calendar in which the 12 months have different numbers of days to ‘our’ standard one. The Balinese have two parallel calendars that are both different again; one has 12 lunar months (Sasih), where each month begins on the day after the full moon; and the second (Pawukon) where there are six months in a year, 35 days in a month and 210 days in a year.

Reiterating the diﬃculties faced with the use of decimals for timing; the time of 3:41.58 would need another 0.42 of a second to become 3:42, not 0.02 of a second (i.e. hundredths of a second, not Base 60). This is another very good reason to use the colon to separate the hours and minutes, and help avoid confusion. When doing calculations involving the time of day, the way that causes less trouble to students is to do them mentally— maybe jotting down part-calculations as you go.

ater is longer

Young children find it confusing when asked to compare the times of events, if one event begins before the other. They will often choose the ‘longer’ duration according to the finish time rather than the total time. For example, if one train trip goes from 2:15 to 3:00 and another goes from 2:30 to 3:05, children will often believe that the second trip is longer because it finishes 5 minutes later than the first, whereas in fact the first trip is longer as it takes 45 minutes while the second trip takes only 35 minutes.

rbitrary measures of time

easuring time

We can use arbitrary or standard units of time. When timing actions we can use units such as heartbeats, claps, pendulums, the amount of time it takes to fill a jug with water etc. The standard units are seconds, minutes, hours etc.

Time can be measured using a variety of instruments, from stopwatches for small passages of time and calendars for medium passages of time, through to measures of lunar and solar motion for long durations of time.

alculations with time

Calculations of time difference can be quite difficult because of the non-decimal nature of time. For example, if using a timetable and calculating how long before the next bus, a calculator may actually hamper the process. If the bus arrives at 4:25 and it is currently 3:47, you cannot simply key 4.25 into a calculator and subtract 3.27; the result would be 0.78, which a child could incorrectly interpret as 78 minutes. In this case, the number of minutes until 4:00 would be calculated first (from 3:47 to 4:00 is 13 minutes), and the extra 25 minutes until the desired time (4:25) added to give a total waiting time of 38 minutes.

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Time matters Book 2 (Years 4–6)

Issues to Consider Calculations of durations other than hours and minutes are also difficult due to the non-decimal nature of time. For example, when working with a calendar, if a child is asked in late February how many days until Anzac Day, the calculation needs to take into account the total number of days in February, the number of days left in February, the number of days in March, add them together and then add the 25 days into April when Anzac Day occurs. Events linked to the sun and moon will vary according to the time of year. For example, the times for sunrise and sunset will vary day-to-day and month-to-month. They will also vary according to the geographical position; for example, sunrise in Broome will be quite different to sunrise in Albany on the same day. Also, sunrise will be a different time for places in different states, according to where they sit in the World Time Zones. The date for Easter each year is determined by phases of the moon. Easter Sunday occurs on the first Sunday after the Paschal Full Moon (PFM) following the Northern Hemisphere’s Vernal Equinox for the year. It is always one of the 35 dates from 22 March to 25 April. In Australia, most states switch to Daylight Saving Time in summer, but not in Western Australia, Northern Territory or Queensland. This means that a city such as in Tweed Heads in northern New South Wales can have the same time as another city in southern Queensland, such as Coolangatta, for some of the year, but be one hour different when NSW moves into Daylight Saving Time and Queensland doesn’t.

Time matters Book 2 (Years 4–6)

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Time Equivalents Students need to recognise and recall time equivalents.

The generally used conversions are:

They also need to be able to convert between them.

60 seconds (s)

1 minute (min)

60 minutes

1 hour (h)

24 hours

1 day

7 days

1 week

2 weeks

1 fortnight

52 weeks 1 day

1 year

52 weeks 2 days

1 leap year

365 days

1 year

366 days

1 leap year

12 months

1 year

10 years

1 decade

100 years

1 century

1000 years

1 millennium

As measures of time are not generally in Base Ten (i.e. they are not decimal), conversion from one measure to another can be problematic. For example, if we want to know how many minutes there are in 41⁄2 days, we need to undertake a number of small calculations. 1. There are 24 hours in a day, so there are 4 × 24 hours in 4 days. This is 96 hours. 2. There are 12 hours in half a day. We need to add this to the 96 hours, giving us 108 hours. 3. There are 60 minutes in an hour, so there are 108 × 60 minutes in 4½ days. This is 6480 hours. So there are 6480 minutes in 41⁄2 days. Generally, the bigger the time gap for the units of time being converted, the greater the number of small calculations to be done.

ut in order

pplication

Put a number of different time periods onto individual cards, and students place them in order from the shortest to the longest time period.

• Have I been alive for one million seconds?

• A dragonfly usually lives for about 2688 hours. How many days is that? How many weeks? How many months? Students may use the internet to create problems that involve different time periods and time conversions.

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Time matters Book 2 (Years 4–6)

Likely Difficulties with Time This section is designed for students who are experiencing some diﬃculty with time concepts. It is not designed for students with severe learning diﬃculties.

One of the issues with teaching time is that there is often little consensus within a school as to the progression of how time is taught. For example, should you teach analog or digital time first, or team them together? This lack of consensus can cause issues when trying to enlist parental support for the teaching of time concepts. In this book we have specified a sequence and language for teaching time that we believe should remove some of these issues. Consider that time includes the idea of a point in time that may be measured and the duration of a time period (elapsed time) that may also be measured. Each may involve scale or dial reading and possibly some conversion. We have grouped the main issues with developing time concepts into some basic groups.

he language of time

The language related to time concepts can be a little loose. For example, lunchtime for one person may be twelve noon, whereas someone else may not each lunch until two o’clock, so it is not a ‘fixed time’. Words such as ‘earlier’ and ‘later’ need some sort of qualifier. How much earlier? or How much later? When we say it is ‘nearly’ or ‘about’ a certain time, that involves some sort of judgement or estimation. Some students cannot read the visual clues associated with time. An example of this is the writing of digital time without a colon to separate the parts (in a mathematical context).

umber skills

cale or dial reading

Initially, students will need to be able to count to twelve and later to sixty by ones, and then by fives. Students will require some basic fraction knowledge, particularly ‘quarter’ and ‘half’.

Reading a scale on a circle is not an easy task. Realising that the 1 on the scale may represent 5 and that 2 represents 10 is an extremely difficult concept. Digital clocks present some issues as well, including the need to read numbers to 59 and interpreting what 00 means. Clearly there is quite a bank of knowledge that students must possess before they can tackle the intricacies of telling the time. Some of the sidebars included in this publication are designed to alert teachers to likely difficulties and offer suggestions for overcoming these difficulties.

Time matters Book 2 (Years 4–6)

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The Language of Time Remember, a student might use a word but not really understand what it means. Encourage students to explain what a word or phrase means. Where possible ask the students to write the word and use the word or phrase in a sentence. The most common beginning for a story, particularly a fairy story, is ‘Once upon a time …’

It is important that students are ‘tuned in’ to the topic of time. One way to do this is by focusing on the language associated with time. There are several groups of words or time-related phrases that may be used.

Time phrases There are many phrases that are used that relate to time and timekeeping. Here are a few that include the word time: • One day at a time

• Like a ticking time bomb

• On time

• No time like the present

• Time’s up

• Double time, time and a half, half time

• Time flies when you are having fun

• Doing time

• Time drags

• A timely event

• Time flies

• (To be) time poor

• From time to time

• Wouldn’t give the time of day

• Waste time • Time’s a wasting • Killing time • Passing the time of day

• Time to kill • Marking time • Before time began

• A time of peace (or war) • Spend your time wisely • Third time lucky • I made it to the BIG time • The time of your life • Time out • Time is of the essence • Time well spent • Saving time • In the nick of time • No time to lose • Running out of time • Find the time to … • It is just a matter of time • Time is on your side • Time is against us • Take time to smell the roses • Time after time • Time marches on

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Time matters Book 2 (Years 4–6)

The Language of Time

2 3

Clock phrases Here are others that refer to clocks: • Watching the clock

• (Rock) around the clock

• Clock on; clock off

• Beat (against) the clock

• Clock-watcher

• Race against the clock

Relate to more specific times • Once upon a time

• In a jiffy

• In the blink of an eye

• On the hour

• In a minute

• The hour is nigh

• Got a minute?

• His/her finest hour

• Wait a minute

• Red letter day

• Just a minute

• From day to day

• Spare a minute

• Take it one day at a time

• It will only take a second

A proverb is a short saying (phrase) that aims to convey a particular belief. A stitch in time saves nine refers to the act of fixing something quickly before it needs more comprehensive repairs. So, if we don’t make a small mend in a torn garment straight away, we may have to do a lot more sewing (stitches) as the tear gets larger.

Proverbs Ask the students to try to explain what is meant by the following proverbs. There are several websites that you may use to search for the origins of proverbs or find more. Here are just a few: • A stitch in time saves nine • A watched pot never boils • Time heals all wounds • It is never too late • There is a time and place for everything • Only time will tell • There is always a first time (There is a first time for everything) • Procrastination is the thief of time • Strike while the iron is hot • The early bird catches the worm • Carpe Deim (seize the day) • Time and tide wait for no man (or woman)

Time matters Book 2 (Years 4–6)

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Language Abbreviations For interest Some time spans are so long that they are referred to as periods. For example, scientists refer to the Jurassic Period when dinosaurs roamed the earth.

• All symbols are written in lower case, e.g. hr, min etc. • The plural forms (add ‘s’) are used with the unit names, but not with symbols. For example: two minutes, but 2 min; 5 seconds, but 5 sec.

• There is always a gap between the numerical value and the unit, for example 3 hr, not 3hr.

There are many abbreviations associated with time. Here is a sample:

am pm yr h (or hr) min s (or sec) BC BCE

Conventions for abbreviations

• We do not use a full stop after measurement abbreviations, unless it is at the end of a sentence.

bbreviations and acronyms

AD CE GMT UTC

ante meridiem (Latin for before noon or midday) post meridiem (Latin for after noon or midday) year hour minute second Before Christ Before our common era. Often used in preference to BC Anno Domini (Latin for year of our Lord). This book was first published in 2015 AD Common Era. Often used in preference to AD Greenwich Mean Time Coordinated Universal Time

engths of time

Write the following lengths of time on card and ask the students to order them from the shortest to longest time period. Second, minute, hours, day, week, fortnight, month, year, decade, century, millennium (epoch, era, aeon or eon). Once the students have agreed on the order, ask them to suggest some other words that might fit at either end or between the words. For example, millisecond could be place before second, season between month and year.

According to Wikipedia, we are currently living in the Holocene epoch of the Quaternary period, of the Cenozoic era, of the Phanerozoic eon.

ery long times

Aeon (eon) means ‘an age’. In geological terms, it is generally considered to be around a billion years; the largest of the time divisions. An epoch is a geological time span based on rock layering, usually measured in millions of years. An era is a commonly used word for a long period of time. Geologically it is a clearly defined length of time such as the Mesozoic era.

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Time matters Book 2 (Years 4–6)

Children’s Literature There are a number of children’s storybooks that can be used as an introduction to lessons on time. Here we focus on just five of them.

Clocks and more clocks lends itself to problem solving, where the children work out why the times are diﬀerent for each room, and by how much.

•

Clocks and more clocks by Pat Hutchins (1974) This tells the story of Mr Higgins, who buys a new clock only to find that the time it shows is different to the time shown on another clock in a different room of his house. He continues to buy more clocks until the Clockmaker helps him work out why the times differ.

•

The very hungry caterpillar by Eric Carle (1970) This very popular book tells the tale of a caterpillar who munches his way through various snacks, each on a different day of the week.

•

The bad tempered ladybird by Eric Carle (1977) A bad-tempered ladybird takes on challenges against other animals, each taking place at different times of the day. The time of each event is shown on analog clocks.

•

Tick tock by James Dunbar (2004) This is less a storybook, and more a book of interesting facts related to time. It provides an opportunity to talk about units of time such as seconds, minutes, hours, days, weeks, months, years, decades and seasons. It also gives examples of timing in the two forms: time passed and time still to come. It has excellent pictures that illustrate many of the unusual facts presented.

Children could be encouraged to write their own stories • A day in the life of …

•

Year on our farm by P Matthews and A McLean (2002) This book illustrates months of the year and the four seasons in a distinctly Australian setting. So instead of January being illustrated by snowmen and sled rides, it shows a hot farmyard.

• Choose key times in the day, and write and illustrate the story. • A group of children write a page each for a story with a set order. • Groups of children write a serial by each group undertaking a chapter.

Time matters Book 2 (Years 4–6)

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Children’s Literature

•

A week of birthdays Monday’s child is fair of face, Tuesday’s child is full of grace, Wednesday’s child is full of woe, Thursday’s child has far to go, Friday’s child is loving and giving, Saturday’s child works hard for a living, But the child that is born on the Sabbath day, Is bonny and blithe and good and gay.

•

My shadow by Robert Louis Stevenson I have a little shadow that goes in and out with me, And what can be the use of him is more than I can see. He is very very like me from the heels up to the head; And I see him jump before me, when I jump into my bed.

Robert Louis Stevenson is best known as the author of Treasure island, Kidnapped and The strange case of Dr Jekyll and Mr Hyde.

The funniest thing about him is the way he likes to grow – Not at all like proper children, which is always very slow; For he sometimes shoots up taller like an india-rubber ball, And he sometimes gets so little that there’s none of him at all. He hasn’t got a notion of how children ought to play, And can only make a fool of me in every sort of way. He stays so close beside me, he’s a coward you can see; I’d think shame to stick to nursie as that shadow sticks to me! One morning, very early, before the sun was up, I rose and found the shining dew on every buttercup; But my lazy little shadow, like an arrant sleepy-head, Had stayed at home behind me and was fast asleep in bed. Source: The golden book of poetry (1947)

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Time matters Book 2 (Years 4–6)

Time Related Displays These ideas are designed to ‘tune students in’ to the language and concepts to be developed in a unit of work or series of lessons on time.

To build appreciation for the topic of time, displays (teacher or student made) can be created to focus on an aspect of time. Here are some suggestions.

n the olden days

Choose a time period—e.g. 100 years ago—and compare and contrast different fashions, inventions etc. For example, mobile phone versus telegraph/telegram.

locks, clocks and more clocks

Create a display of real clocks and pictures of clocks (an image search will help). Aim to add different clock faces, shapes and types of clocks to the display.

ast, present, future

Drawings, photographs or objects may be placed in one of three sections. For example, transport may be horse and cart, aeroplane, and spaceship. Alternatively, use yesterday, today and tomorrow.

ime mobile

Use time mobiles to display connected ideas such as hour, minute, second and millisecond.

ord wall

ook/Poem display

orld records

Words and phrases may be added to a word wall. For example, ‘In the nick of time’, ‘save time’ and ‘waste time’. See section on words and phrases for further ideas, pages 13 and 14.

Make a book display of time related books, e.g. Pat Hutchin’s Clocks and more clocks. For a list of time related literature see page 16.

Use the Guinness book of world records or the internet to research time-related world records. Illustrate them and make a display. At the time of writing, the world record for eating a 30-centimetre pizza with a knife and fork was just over 41 seconds!

Time matters Book 2 (Years 4–6)

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Days of the Week Students need to be aware that there are 7 days in a week. They should know the names of each of them, and the order in which they occur. Students need to be aware that a week is a period of 7 days, and it may be, for example, from a Wednesday to the following Tuesday. So we can talk about ‘a week from Wednesday’. They should also be aware that there are about 4 weeks in a month. Students need to be fluent in reciting the days of the week, and know what day comes before or after a named day. It is useful for students to know the common abbreviations for each of the days:

Sun. Mon. Tues. Wed. Thurs. Fri. Sat.

Discuss the types of things that students do during and after school on different days of the week. A one-week chart could be set up. Regular events that happen for students on weekends could also be included. This could lead to a discussion about the fact that there are some activities that happen on a regular basis, and others that vary from week to week.

Mon.

Tues.

Wed. Science

Thurs.

Music

Library

Phys Ed

Emma: dancing class

John: piano Jean: Bella: lessons picked up swimming after school lessons by granny

Fri.

Sat.

Sun.

Tim: swimming lessons

Nat: netball

Assembly Sport

Barry: football

Jane: T-ball Ron & Josh: Little athletics

Students could make and illustrate a poster of what they did the previous weekend.

What I/we did last Saturday

What I/we did last Sunday

Note: a third column could be added for ‘what I plan to do next Saturday/ Sunday.

pecial days

Students could be encouraged to look for special days that always fall on the same day of the week, e.g. Good Friday, Easter Sunday, Queen’s Birthday (always a Monday long weekend) etc. Other holidays are taken on the day they fall, e.g. Christmas Day, Anzac Day etc. In many instances, if they fall on a weekend, the holiday is taken on the following Monday. Students could investigate what day of the week these events occur for the particular year, and discuss what day they might be next year or what day it was the year before. This may be affected by the occurrence or otherwise of a leap year.

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Time matters Book 2 (Years 4–6)

Days of the Week Origins of the names of the days of the week

Sun. Mon. Tues. Wed. Thurs. Fri. Sat.

nvestigation • Students could investigate where the names of the days of the week are derived. Note: that they are taken from Norse mythology.

Sun’s Day Moon’s day Norse god Tyr Norse god Wodan Norse god Thor

Norse god Frig Saturn’s Day

Saturday was originally the start of the week, but was changed to Sunday. The Greeks also named their days of the week after the sun, moon and the five known planets. The recommended form for writing the date is 25 April 2015; this can be shortened to 25.4.15 or 25/4/15. Many forms require the use of two digits for the date and the month, so our example would appear as 25.04.15 or 25/04/15. Note, the use of ordinal numbers is oral but not written; in our example, we would say ‘The twenty-fifth of April 2015’, but we don’t write it as ‘25th April 2015’. In Australia, writing the month before the date is not encouraged, so we don’t put April 25, 2015, 04.25.15 or 04/25/15.

f interest • Different countries have experimented with weeks of different lengths. The Republican Calendar in France (1793) had a ten-day week. The seven-day week was re-established in 1801.

• From 1929–1931, the Soviet Union tried a five-day workweek. There were 72 weeks in a year, plus 5 additional national holidays; making 365 days in a year. In 1931, they changed to a 6-day week. Every 6th day was a state rest day. They kept the 5 national holidays; but to retain the 365 days in a year, there were some weeks that had 7 days and some with 5. A seven-day week was re-introduced in 1940.

arlier calendars

Students could investigate early calendars used in the Baltic region (9-day week); also Celtic calendars (number of days varied); and Chinese, Japanese and Korean (10-day weeks).

Note: there is an international standard The ISO 8601 date order with fourdigit years: YYYY-MM-DD (introduced in ISO 2015), is specifically chosen to be unambiguous. The ISO 8601 standard also has the advantage of being language independent and is therefore useful when there may be no language context and a universal application is desired (for example, expiration dating on export products). Many Internet sites use YYYY-MM-DD, and those using other conventions often use -MMM- for the month to further clarify and avoid ambiguity (2015-MAY-09, 9-MAY2015, MAY 09 2015 etc.). Time matters Book 2 (Years 4–6)

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Months of the Year Students need to be aware that there are 12 months in a year. They should know the names of each of them, as well as the order in which they occur. They should also be aware that there are about 4 weeks in each month, and that the number of days in a month may be 28, 29, 30 or 31. Students need to be fluent in reciting the months of the year, and know what month comes before or after a named month. It is useful for students to know the common abbreviations for each of the months:

Jan. Feb. Mar. Apr. Aug. Sep. Oct. Nov. Dec. It is best to avoid abbreviations for the months that have four or fewer letters (May, June and July).

Much of the teaching of the names of the months of the year would be incidental. For example, as part of a morning routine, the date would be recorded, and this would be a good time to discuss what month it is, what month it will be next, what month it was previously etc. It also offers the opportunity to record it as a digit (e.g. 11.10.15) or in the abbreviated form (11 Oct 2015), as well as using the full word (11 October 2015). Discussion can take place about special days that occur in certain months: • In which month does Christmas fall? • In which month is Anzac Day? • Australia Day is in …? Students could be encouraged to work out how many more months there are until a certain event, or how many there have been since a particular event: • How many more months is it until Easter? • How many months ago was the sports carnival? • Ben’s birthday is in April. How many months away is that?

rigin of names of months

ow many days in each month?

Students investigate the origin of the names of the months. Ask questions such as: Why is it that September is the 9th month when ‘sept’ indicates the number 7? What about October (‘oct’ for 8); November (‘nov’ for nine) and December (‘dec’ for 10)?

The verses below can be used to recall the days in each month.

Thirty days have September,

Thirty days hath September,

April, June and November.

February has twenty-eight;

All the rest have thirty-one;

And thirty-one the others date.

Excepting February alone,

But if a leap year to assign,

Which has twenty-eight days clear,

Then February twenty-nine.

And twenty-nine in each leap year.

By clenching both fists alongside each other, the days in all the months can also be recalled by checking the knuckles and the gaps as shown in the diagram.

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J MMJ

AO D

F A J

S N

31 days 30 days or less

Time matters Book 2 (Years 4–6)

Seasons A mobile showing the seasons of the year can be made using a strip of card, staples and fishing line or string. Fold the paper strip into 4 equal pieces.

The children can label each of the segments, and illustrate each season on the mobile. The card can then be stapled to make a loop, and suspended using the fishing line or string.

Generally it is accepted that there are 4 seasons in a year: summer, autumn, winter and spring. However, some tropical areas have only 2 distinct seasons: a wet or rainy season; and a dry season. Teachers need to adjust the activities on seasons according to their local situation. Many Aboriginal cultures have diﬀerent ways of breaking up a year into seasons. For example:

ING

• The Yolngu people of the Northcoast identify six seasons • The Anangu Pitjantjajara people of central Australia identify ﬁve seasons

Sort class birthdays into seasons.

• The Noongar people of the Southwest coast identify six seasons

• Which has the least?

• Which season has the most birthdays? • How many seasons are there? Discussion can take place about the type of weather we can expect in each season: • In which season do we get the most rain? • Which season is the driest? • Our hottest days are usually in …? Many sports are seasonal. For example, football and hockey are usually winter sports, and cricket and baseball are usually summer sports. There are other sports that are played all year round, e.g. tennis, golf, basketball etc. Students could collect data on the above and graph the results.

Time matters Book 2 (Years 4–6)

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The Calendar A number track can be constructed for each month. This may precede a formal monthly calendar. Children need to be aware that diﬀerent calendars have diﬀerent ways of showing each month, or the whole year.

September 1

3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 31

Su M Tu W Th F Sa

Jan. July

Feb.

Mar.

Kim

Roy

Aug.

Sept.

Apr.

May

June

Oct.

Nov.

Dec.

Other events can be added to the calendar as they arise; for example, national holidays such as Anzac Day, Easter and Christmas, school holidays and excursions etc.

• How many Sundays are in this month?

• On what day of the week does Anzac Day fall this year?

For reasons of space, some calendars show the ﬁnal days in the month at the beginning of the month. This can be very confusing for young children, and may need to be explained. See example below:

A classroom calendar can be set up, and all the children’s birthdays written in. This can take the form of a frieze along the wall.

Su M Tu W Th F Sa 1 2 8 9 15 16 22 23 29 30

Discussion can take place about the abbreviations for the months of the year. Investigate the variation in the number of days in each month. Ask questions such as:

• What will be the date two weeks from now? • The interschool carnival is on 17 April. What day of the week is that?

roblem

blank calendar

If you have a tea towel with this year’s calendar on it, how many years will it be before it is relevant again?

Su M Tu W Th F Sa 31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Two other forms of calendars students may encounter are desk calendars, where a page for each day is turned over, and electronic diaries (e.g. on smart phones or tablets).

It is useful for students to consider how the dates/days are arranged on a calendar for each month. Looking at the different ways this is done is useful, but so is having a blank calendar and asking students to fill in the relevant details. This activity can also be used as an assessment tool to find out the level of understanding they have about the layout of a calendar. See the following page.

Research: ﬁnding out about the origins of the names of the days of the week and the months in a year are interesting projects (see page 20).

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Time matters Book 2 (Years 4–6)

Blank Calendar The teacher will let you know what month the calendar below is to represent. Put the name of the month at the top, and fill in the days of the week along the first row. Put the 1 for the first of the month in the correct place, and then fill in the rest of the days of the week. You need to make sure your month has the correct number of days. You can now ask each other questions about the days in your particular month.

The month is Tues.

Time matters Book 2 (Years 4â&#x20AC;&#x201C;6)

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Organising Your Time People use a variety of paper and electronic means to keep track of appointments and special events. Some events such as birthdays and anniversaries occur on the same date but different days each year. National holidays occur on a specific date, whereas the date for Easter will vary from year to year. While the date for Easter may change, Good Friday will always fall on a Friday. To manage time effectively involves planning. Students will be familiar with the typical classroom timetable so it makes sense to begin by reconstructing a school timetable. The timetable may then be extended to include after school activities and weekend activities. (See template on page 26.)

Time

Mon.

Expose students to electronic diary programs on computers, tablets and phones. Discuss the idea of ‘syncing’ to make sure that appointments are not missed or two appointments are not set for the same day and time.

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Wed.

Thurs.

Fri.

Sat.

Sun.

MORNING TEA

LUNCH

Discuss the need for ‘down time’ when planning how to allocate time to complete tasks and for recreation. Issues such as allowing ‘lead time’ for certain events and allowing enough time between ‘back-to-back’ appointments need to be discussed when planning a weekly/monthly diary. Students will need a standard calendar to look up the dates for certain events. They should note that some dates such as Christmas Day are fixed, whereas others such as Easter move from year to year.

Tues.

AFTER SCHOOL

AFTER DINNER

After completing a weekly timetable, show how some events will repeat on a regular basis during the week (generally events that occur during the week), whereas some events will vary, e.g. weekend events such as attending parties. A year planner will have a bearing on events that vary from week to week. Students can use a perpetual year planner to help sort out key events in a year (see over). A standard calendar can be used to fill in weekends, special holidays and birthdays. Family holidays can be marked on the calendar and any other significant events such as weddings may be added.

Time matters Book 2 (Years 4–6)

Time

Monday

Time Tuesday

Time matters Book 2 (Years 4–6)

Lunch Break

Morning Break

Wednesday

After School

Afternoon Break

Time

Time Thursday

Time Friday

Weekly Timetable

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June

July

Aug.

Sept.

Oct.

Nov.

Dec.

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May

Apr.

Mar.

Feb.

Jan.

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

A year planner can be handy when looking at events that happen within a particular year, or it may be used as a perpetual calendar. The days of the week are not specified, but when the planner is updated for a particular year, you would generally shade in the Saturdays and Sundays so they stand out. As the number of days in each month varies, the planner has a possible 31 days, but the ‘impossible’ days are blanked out. These ‘impossible’ dates are 30 and 31 February and 31 April, June, September and November. February usually has 28 days, but in a leap year it has 29 days, so the 29 February is lightly shaded to allow for either possibility.

Year Planner

Time matters Book 2 (Years 4–6)

Telling the Time The term o’clock literally means ‘of the clock’.

ome basics

Students need to recognise the difference between clockwise and anticlockwise (also referred to as counter-clockwise). The hands on an analog clock turn in a clockwise direction. They need to know what clockwise means before they can tell the time accurately on an analog clock. Students should be aware that the hour hand on an analog clock travels slowly and its movement cannot be seen; the minute hand travels more quickly and can sometimes be seen moving. Students may use the term ‘quarter past’ and ‘quarter to’, and know that this is the same as the digital time of ##:15 and ##:45; e.g. quarter past ten is the same as 10:15, and quarter to two is the same 1:45. It is important that students become aware that when it is quarter past or quarter to a particular hour, the minute hand is will be on the 3 (for quarter past) or 9 (for quarter to), and the hour hand will be a quarter of the way between two numbers on the dial for quarter past, and threequarters of the way between two numbers on the dial for quarter to.

It is recommended that the hands on a clock are always called the ‘minute hand’ and ‘hour hand’. This is preferable to calling them the ‘big hand’ and ‘little hand’, as this does not assist with students’ understanding of the function of the two hands. Later the ‘second hand’ may be introduced.

Writing the time

Also look for students who do not make the connections between ‘quarter past’ (e.g. quarter past 3) and ##:15 (e.g. 3:15); and not making the connections between ‘quarter to’ (e.g. quarter to 5) and ##:45 (e.g. 4:45). Note: the hour given is different for digital and analog times for ‘quarter to’. In the example above, quarter to 5 is giving a different ‘hour’ time to 4:45. We suggest that the use of ‘quarter to’ is the only time that students have the option of reading times as ‘to the hour’. When they learn to read the time to the nearest 5 minutes, or nearest minute, we recommend using the digital method; e.g. for 5:35, saying ‘five thirty-five’, not ‘twenty-five to six’.

A colon should be used to separate the hour from the minutes when writing the time in digital form in mathematical context, e.g. 2:00, 3:45 etc. This highlights the fact that time is not decimal. We recommend that an analog and a digital clock be on display at the front of the classroom at all times so that students become familiar with both, and see diﬀerent times in both formats.

Of interest In the Northern hemisphere, shadows cast by the sun move in a clockwise direction. Because of this, the hands on an analog clock were made to move in the same direction— clockwise.

Time matters Book 2 (Years 4–6)

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Telling the Time There is a ‘hierarchy’ of types of analog clocks to be read. • A circular clock with all 12 digits shown. • A circular clock with only 3, 6, 9 and 12 shown. • A circular clock with no digits, but all 12 places shown. • A circular clock with no digits, and only marks for the 3, 6, 9 and 12.

hierarchy of ‘telling the time’ skills When learning to tell the time, students pass through many stages. These will include:

• Identifying the two hands on an analog clock: the hour hand and the minute hand. • Counting to 12. • Knowing the terms hour and minute; and later, seconds. • Reading the time on the hour, and being able to place the hour and minute hands on a clock correctly to show the o’clock times.

• Other shaped clocks; e.g. square, rectangular etc.

• Recognising that the o’clock times on an analog clock appear as ##:00 on a digital clock; e.g. three o’clock on an analog clock is the same as 3:00 on a digital clock.

• Clocks using Roman numerals.

• Distributing the digits 1–12 evenly around a blank clock face. • Understanding the concept of clockwise. • Understanding about the fraction ‘one half’. • Reading the ‘half-past’ times, and being able to place the hour and minute hands on a clock correctly to show the half-past times. • Understand that, as the minute hand passes around the clock, the hour hand moves only a small distance. Being able to judge the distances the hour hand moves for times other than o’clock. • Recognising that half-past times on an analog clock appear as ##:30 on a digital clock; e.g. half past five on an analog clock is the same as 5:30 on a digital clock. • Distinguishing between morning (am) and afternoon (pm). • Understanding about the fraction ‘one quarter’. • Counting multiples of fives to 60. • Reading the quarter past and quarter to times, and being able to place the hour and minute hands on a clock correctly to show these times. • Recognising that when the minute hand moves from one digit to the next, five minutes have passed. Counting by 5s around the digits on the clock; thus understanding, for example that when the minute hand is on the 7, the time is ##:35, or 35 minutes after the hour. • Counting by ones to 60. • Recognising that quarter-past times on an analog clock appear as ##:15 on a digital clock; e.g. quarter past eleven on an analog clock is the same as 11:15 on a digital clock. • Recognise that quarter-to times on an analog clock appear as ##:45 on a digital clock; e.g. quarter to eight on an analog clock is the same as 7:45 on a digital clock. • Recognising that the hour shown on quarter to times is one more than that shown on a digital clock—quarter to seven is 6:45—and understand why this is the case. • Reading time to the nearest five minutes, and being able to place the hour and minute hands on a clock correctly to show these times. • Reading time to the nearest minute, and being able to place the hour and minute hands on a clock correctly to show these times. • Understanding 24-hour time, and converting between 12- and 24-hour time.

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Time matters Book 2 (Years 4–6)

Telling the Time Identifying time related data and producing a graph using that data.

A discussion could take place about the types of clocks and watches we see. Where do we find digital time displays, especially in the home? For example, they are used on ovens, microwaves, DVD players, mobile phones, iPads™ and electronic tablets, cameras, computers etc. Where do we find analog clocks? These may be more difficult to identify, although clocks on buildings and many wall clocks are analog. A couple of generations ago, watches were expensive items and rarely worn by children. The clockwork mechanisms were generally hand made, hence the expense. They were often given as a present on a special occasion, e.g. 21st birthday or retirement. With the electronic age, digital watches became more affordable.

atch graph

Students could be classified according to whether they wear a watch to school, and if so, whether it has a digital or analog time display. A class graph could be constructed with the data collected. The teacher provides a large sheet of light card, with three columns each divided into rectangles, and intervals up the y-axis. Using one colour, students who wear an analog watch each colour one rectangle in the first column, then students with a digital watch each colour one rectangle in the next column (using a different colour). Finally, students who are not wearing a watch colour one rectangle in the third column in a different colour. Label the graph and discuss the results.

Types of watches in our class 17 16 15 14 13 12 Number of students

Purpose

11 10 9 8 7 6 5 4 3 2 1 Analog

Digital Type of watch

None

Discuss the issue of watches that have both analog and digital displays • Do we add an extra column? • Do we include it in both ‘analog’ and ‘digital’ columns (i.e. twice)?

Time matters Book 2 (Years 4–6)

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Telling the Time The one-handed clock can be used alongside a geared two-handed clock to show the movement of the hour hand as the minute hand travels a full circle around the clock.

ne–handed clock

This can be a useful device to help students understand that the hour hand does not remain static from one hour to the next. With a one-handed clock, students look at the hour hand and judge how far it has travelled between two digits, and can approximate the time to the nearest quarter hour or to the nearest 5 minute.

Geared clocks The hands on a geared clock move in the same way that a real clock does; that is if the time is four thirty, the hour hand points half way between 4 and 5, while the minute hand points to 6. Small clocks with independently movable hands are available. When students use these make sure they position the hands in a similar way to a regular clock.

Write-on wipe-off clocks These generally include a clock face printed onto plastic. Students may then use whiteboard markers to draw in the hands. Some of these clocks include a place to write the digital time.

About 4 o’clock.

Halfway between 10 o’clock and 11 o’clock.

A little bit past 2 o’clock.

elling the time to five minutes; then to the minute

Once the students are able to tell time to the quarter hour, they can proceed to telling the time to five minutes; and then to the minute. They need to be able to connect the analog and digital representations of all of these times. A ‘five-minute clock’ can be introduced to help students make the connections between the digits on a clock face and five-minute intervals. They could begin with counting by 5s around the clock as the teacher points to the hour digits. This is probably best used as an oral activity; asking students to tell the time at varying 5-minutes intervals.

Of course, students could make their own analog clocks; either on a paper plate, or on paper or light card that could be laminated.

Students practise writing and drawing times to the five minutes, then to the minute in both analog and digital form, converting between the two.

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Time matters Book 2 (Years 4–6)

Telling the Time With times such as 10:05, whether we say the oh instead of zero depends on community practice. However, the zero must be used in the written form. The time 10:05 makes sense—10:5 does not.

ive-minute time cards and one-minute time cards

On pages 33 and 34 there are time cards that the students can put in order; and then write the digital time under each of them.

2 3

Rounding the time

In most instances, we do not need to know the exact time, and we round it to the nearest 5 minutes. This is a skill that should be encouraged in students. When using an analog clock with a second hand, students will be aware that is easy to see this hand moving around the clock, unlike the hour hand or even the minute hand.

am pm

2 3

4 7

2 3

11 3

4 7

3 5

2 4 6

1 3

9 7

11 2

4 7

2 4

9 7

4 7

8 7

4 7

2 4 7

4 7

10 9

4 7

1 3

2 4 7

4 7

10 9

4 7

10 9 8

4 7

o the nearest second

It is rare that we need to tell time to the second; but if needed, students need to be aware that the second hand is used for this. One example where we use the second hand on an analog clock is when timing an event that needs a high level of accuracy. See page 6.

ante meridiem post meridiem

From the Latin words meaning before and after noon (or midday). When using am or pm, to avoid confusion, it is recommended that ‘noon’ (or ‘12 noon’) or ‘midnight’ (or ’12 midnight’) be used instead of 12:00. The use of ‘am’ and ‘pm’ pertain to the digital form of time, and are generally not used with the o’clock form. For example, we would not say ‘quarter past two pm’, but ‘quarter past two in the afternoon’.

m and pm

Up until now, students have not formally distinguished between morning and afternoon using the am or pm notation, although they will realise that 11:00 in the morning is quite different to 11:00 in the evening. Familiarity with the am and pm notation is an important prerequisite to reading 24-hour times. Discussion could centre on what activities we do at certain times of day, and then decide if the times would be am or pm. Much of this could be treated informally.

lank clocks templates

For a sheet of blank clocks for practising drawing hands on an analog clock, see pages 35, 37 and 39. For a sheet of blank clocks for practising writing times on digital clocks, see pages 36, 38 and 40. For a sheet of blank clocks for practising writing analog and digital times, see page 41. Another way to practise the skill of telling time to the five or one minute, both on analog and digital clocks, is to extend the games Clock bingo, Time concentration and Time dominoes to include appropriate times. This should be in analog (using variations of pictures of analog clocks, and using words, e.g. six fifty) and in digital form (e.g. 6:50). See pages 49, 54 and 60 for these instructions for these games. Also see pages 53 and 65 for blanks for these games where the teacher or students can write in their own times. In doing this, you need to make sure that there are matching cards for each of the times used.

Time matters Book 2 (Years 4–6)

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Five-minute Time Cards Cut out the time cards below and place them in the correct order. Write the times on each card to help you.

2 3

11 2

4 6

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2 3

3 4

4 5

3 7

11 2

4 7

11 3

4 7

Time matters Book 2 (Years 4â&#x20AC;&#x201C;6)

One-minute Time Cards Cut out the time cards below and place them in the correct order. Write the times on each card to help you.

4 5

Time matters Book 2 (Years 4â&#x20AC;&#x201C;6)

4 6

2 3 7

3 4

4 5

1 2

11 2

11 3

1 2

4 5

3 7

11 2

1 2

9 7

4 5

1 2

4 6

11 2

1 2

4 6

11 3

4 7

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Draw the Times Set 1: analog

(b)

(g)

1 2 3 4

quarter to nine

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4 6

3 7

quarter to five

2:15

(c)

quarter past eight

4 6

3 7

(d)

(f)

3 7

half past ten

4 7

6:45

(e)

4 7

10:30

(a)

4 7

(h) 35

1:45 Time matters Book 2 (Years 4–6)

Draw the Times Set 2: digital

(a)

half past six

(e)

quarter past five

(b)

quarter to eight

(f)

quarter past six

(c)

quarter to one

(g)

quarter past two

(d)

quarter past eleven

(h)

quarter to four

Time matters Book 2 (Years 4â&#x20AC;&#x201C;6)

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Draw the Times Set 3: analog – five minutes

(a)

(b)

(g)

(d)

twenty past one

1 2 3

4 7

eight forty

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4 6

4 5

3 7

11 2

11:55

(c)

4 6

2:10

3 7

11 2

(f)

3 7

twelve thirty-five

4 6

3 7

6:05

(e)

4 7

three twenty-five

4 7

(h) 37

10:50 Time matters Book 2 (Years 4–6)

Draw the Times Set 4: digital – five minutes

(a)

twenty past seven

(e)

nine forty

(b)

five past two

(f)

five thirty-five

(c)

twelve twenty-five

(g)

four fifty-five

(d)

ten past one

(h)

six fifty

Time matters Book 2 (Years 4–6)

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Draw the Times Set 5: analog – one minute

(a)

(c)

(d)

8:02

1 2 3

4 7

three eighteen

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4 6

3 7

(g)

1 2

twelve thirty-three

4 6

3 7

11 2

(f) seventeen minutes past one

six forty-seven

4 6

3 7

twenty-six past nine

(b)

(e)

4 7

four fifty-two

4 7

(h) 39

5:59 Time matters Book 2 (Years 4–6)

Draw the Times Set 6: digital – one minute

(a)

nine forty-eight

(e)

nine past four

(b)

twelve thirty-seven

(f)

two fifty-one

(c)

twelve past seven

(g)

six twenty-four

(d)

one minute to two

(h)

one minute past five

Time matters Book 2 (Years 4–6)

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Blanks for Matching Times Draw the hands on the analog clocks and write the numerals in the digital clocks for each time. 11

11 2

4 6

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2 3 4 6

3 4

4 5

3 7

11 2

4 6

4 5

11 2

1 2

4 6

11 3

4 7

Time matters Book 2 (Years 4â&#x20AC;&#x201C;6)

12- and 24-Hour Time The use of 24-hour time has become more prevalent as more people travel overseas and interstate. It is often used in airline, train and bus timetables to avoid confusion between morning and afternoon times. For example, 7 am is clearly diﬀerent from 7 pm in 24-hour time (0700 and 1900).

2- and 24-hour comparisons

There are two graphics that can help students to compare or convert times from 12 to 24-hour formats. Both of these formats show the hours from 12 midnight (0000 in 24-hour time) to 11 pm (2300). For times that are not on the hour, the two digits for the minutes would replace the ‘00’ in the times, e.g. for 5:34 pm we would change 5 pm to 1700, then ‘add’ the 34 minutes, getting 1734 in 24-hour time. 1. Day/night comparisons

Converting between 12-hour and 24hour times can be diﬃcult because of the non-metric nature of time. So 1630 is not 6:30 pm, but 4:30 pm. To convert 12-hour times past 12 noon to 24-hour time, we add 12 to the hour. So 6:15 pm + 12 hours gives us 1815. To convert 24-hour times past 12 noon to 12-hour time, we subtract 1200. So 1630–1200 gives us 4:30 pm. When writing 12-hour time, we use a colon between the hours and minutes; for example, ﬁve o’clock should be 5:00 not 5.00. When writing 24-hour time, we generally do not use a colon, but use four digits; for example, 10:54 pm would be written as 2254. For times before 10 am, there is a zero at the start in 24-hour time in the written form; e.g. 0245 for 2:45 in the morning. Whether we say ‘oh’ or ‘zero’ depends on community practice. Note: some sources do use a colon in 24-hour time.

See page 44 for a full-page BLM of this. 2. Clock face format

When using the 24-hour format, times on the hour generally are said as ‘hundred’; e.g. 1300 would be thirteen hundred, and 0400 would be zero/oh four hundred. Other times with a zero at the end would be spoken in tens; e.g. 1540 would be fifteen forty and 0330 would be zero/ oh three thirty.

See page 45 for a full-page BLM of this, with a few exercises for students to complete. Time matters Book 2 (Years 4–6)

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12- and 24-Hour Time Memory Game Purpose

A game for 2–4 players

Students will be able to practise matching times in analog and digital formats.

Use the two sets of cards on pages 46 and 47. Photocopy, enlarge and laminate the cards on two different coloured pages. Students shuffle each set of cards, and then place each set facedown on the table. Students take turns to flip over a card of each colour. If the 12-hour and 24-hour times on the two cards match, the student keeps the cards and has another turn. If they do not match, the cards are placed facedown again, but not shuffled. It then becomes the next student’s turn to flip one card of each colour and try to match them. The winner is the student who has the most cards when all have been matched. To extend the game, two sets of cards could be used for each group. A further extension would be for the teacher and/or the students to write their own matching sets of cards. A blank set is included on page 48, but remember that you will need two sets (one 12-hour and the other with matching 24-hour times), preferably copied onto 2 different coloured pages.

Zulu time The military use a version of 24-hour time called ‘zulu time’. Zulu is the NATO phonetic alphabet name for the letter z. Zulu time is also used in aviation. This is to ensure that pilots are all using the same 24-hour clock; thus saving confusion when flying across time zones. It is the same as Greenwich Mean Time (GMT), or Coordinated Universal Time (UTC), but not necessarily the same as the time in the United Kingdom because of daylight saving.

0059

9 :5

12 am

Of interest Reykjavik always uses UTC and does not have daylight saving. So zulu time is also always the same as the time there. See page 133 for more on GMT and UTC.

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Time matters Book 2 (Years 4–6)

12- and 24-Hour Comparisons 12-hour clock

24-hour clock

12 am

0000

1 am

0100

2 am

0200

3 am

0300

4 am

0400

5 am

0500

6 am

0600

7 am

0700

8 am

0800

9 am

0900

10 am

1000

11 am

1100

12 pm

1200

1 pm

1300

2 pm

1400

3 pm

1500

4 pm

1600

5 pm

1700

6 pm

Time matters Book 2 (Years 4–6)

1800

7 pm

1900

8 pm

2000

9 pm

2100

10 pm

2200

11 pm

2300 44

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The 24-Hour Clock The am hours are shown in the inner ring and the pm hours are shown in the outer ring. 12:01 am

0001