RIC-20175 ACM Measurement and Geometry (Yr 6) Using units of measurement 5

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Sub-strand: Using units of measurement—UUM – 5 HAND-ON ACTIVITIES • When converting from the 12-hour to the 24-hour clock, for any time after 12:59 pm (that is in the afternoon), we add 12; so 5:00 pm becomes (5 + 12) which is 1700, and 11:13 pm becomes (11 + 12, and the 13 minutes) which is 2313. • Where possible, base the use of timetables on real life situations such as class timetables, television guides, excursion plans, public transport timetables, students’ holiday plans etc. • Use a clock face format to display part of a timetable. This works well for a one-hour time frame, as the five-minute timeslots make it easy to calculate. Providing the information in this format is a way for students to be introduced to circle (pie) graphs. Students could then make their own circle graph for a different one-hour period, either during the school day or after school. (See page 54.) Ensure students understand that the timetable starts at 12 and continues clockwise but the 12 does not mean 12 o’clock. Between 9:00 and 10:00 Discussion Math activities Morning routine Mental maths • Students plan a trip for a day out that involves using public transport. If possible, more than one form of public transport could be planned for, thus necessitating calculations about transit times and the viability of getting from one place to another in plenty of time. • Offer students the opportunity to construct simple personal timetables. This may be for a period of one day, a weekend, a long weekend or the duration of a two-week school holiday. 0900 1030 1200 1330 1500 Mon Tues Wed Thur Fri ©R.I.C. Publications Low Resolution Images Display Copy • Remove the class timetable from view on a Monday and ask students to fill it in as the days progress. At the end of the week, students could compare their timetables with the regular one, and discuss any differences and why they might have occurred; e.g. it was raining when we were due to have fitness on Wednesday morning, so we did it after lunch. • Look at timetables for public transport in the local area and discuss features of it. For example, What is the earliest train we could catch to the city? Is it earlier or later than the first train from the city? What time is the last train for the day? Why don’t they have any later trains? How far apart are the services? Does it vary at different times of the day? What is the longest time you would have to wait for a train? What is the shortest time between services? 50 Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 6) R.I.C. Publications ® www.ricpublications.com.au
Sub-strand: Using units of measurement—UUM – 5 LINKS TO OTHER CURRICULUM AREAS English • Use the book Tick tock by James Dunbar as a stimulus book for discussion about different time periods. • Read Just a minute! by T Slater. • Read Clocks and more clocks by Pat Hutchins. Discuss what the times in the book would be if they were shown in 24-hour format. Discuss also the time differences between each of the rooms. Information and Communication Technology • A stop-the-clock format for recording 24-hour time can be found at • Stop the Clock, with a 24-hour option, can be found at Students have to match an analogue clock with its digital time display. Languages • Students tell the time in another language, and in both 12- and 24-hour formats. ©R.I.C. Publications Low Resolution Images Display Copy Australian Curriculum Mathematics resource book: Measurement and Geometry (Year 6) R.I.C. Publications ® www.ricpublications.com.au 51
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RIC-20175 ACM Measurement and Geometry (Yr 6) Using units of measurement 5

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