Teaching pack · Year 3 Measurementseegongsik /au
Reading Clocks to the Minute: a week of ready-to-teach maths
Five days of lessons for Year 3 Measurement. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus cut-out cards, a mini-check and answers.
AC9M3M04
describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute
Start here: five minutes to Monday
- Skim the week at a glance on the next page.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once; reuse all week.
- Open the free interactive unit on your board.
- Teach from the plan: timings, talk prompts and answers are on one page.
No maths background needed
Written for the busy generalist teacher. Plain words, common muddles, and model answers are on every plan.
On the board
On-screen pictures for this unit include: “Two hands, two jobs”, “O\'clock and half past”, “Counting the minutes”, “Match the digital”, “How long did it take?”. Each day plan names which picture to show.
seegongsik.com/au/y3/measurement/AC9M3M04
Aligned to the Australian Curriculum V9 (AC9M3M04). Original material from seegongsik, not endorsed by ACARA. Descriptors (c) ACARA, CC BY 4.0. Free to print and use in class.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | Two hands, two jobs | Practise the idea with talk, board and worksheet | Board: Two hands, two jobs |
| 2 | O'clock and half past | Practise the idea with talk, board and worksheet | Board: O'clock and half past |
| 3 | Counting the minutes | Practise the idea with talk, board and worksheet | Board: Counting the minutes |
| 4 | Match the digital | Practise the idea with talk, board and worksheet | Board: Match the digital |
| 5 | How long did it take? | Practise the idea with talk, board and worksheet | Board: How long did it take? |
Materials (one trip)
- This pack printed (plans, worksheets, cards, mini-check).
- Pencils, scrap paper, and the board or projector for the interactive unit.
- Optional counters, number cards or rulers if your day plan names them.
A note home
This week in maths we work on reading clocks to the minute. Ask: What did you practise today? Can you show me with a drawing?
seegongsik.com/au/y3/measurement/AC9M3M04/pack
Day 1 · Teacher planDay 1 of 5
Two hands, two jobs
Children practise the idea behind “Two hands, two jobs” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of two hands, two jobs in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Two hands, two jobs”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “Two hands, two jobs”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Two hands, two jobs” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/measurement/AC9M3M04
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about two hands, two jobs.
- Drawings or numbers match the board story, not random decoration.
Day 1 · Worksheet
Two hands, two jobs
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
O\'clock and half past
Children practise the idea behind “O\'clock and half past” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of o\'clock and half past in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “O\'clock and half past”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “O\'clock and half past”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “O\'clock and half past” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/measurement/AC9M3M04
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about o\'clock and half past.
- Drawings or numbers match the board story, not random decoration.
Day 2 · Worksheet
O\'clock and half past
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Counting the minutes
Children practise the idea behind “Counting the minutes” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of counting the minutes in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Counting the minutes”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “Counting the minutes”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Counting the minutes” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/measurement/AC9M3M04
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about counting the minutes.
- Drawings or numbers match the board story, not random decoration.
Day 3 · Worksheet
Counting the minutes
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Match the digital
Children practise the idea behind “Match the digital” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of match the digital in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Match the digital”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “Match the digital”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Match the digital” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/measurement/AC9M3M04
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about match the digital.
- Drawings or numbers match the board story, not random decoration.
Day 4 · Worksheet
Match the digital
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
How long did it take?
Children practise the idea behind “How long did it take?” using talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the idea of how long did it take? in Year 3 words,
- use the board picture to check our thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “How long did it take?”,
- worksheet (next sheet), one per child,
- optional cut-out cards from this pack.
Lesson flow (about 40 minutes)
| 5 min | Warm-up Quick oral examples linked to yesterday if any. Ask: “What do you already know that might help today?” |
| 10 min | On the board Open “How long did it take?”. Press through the controls while children predict. Ask: “What changed on the screen? What stayed the same?” |
| 15 min | Worksheet Children complete the day sheet. Circulate for muddles listed below. |
| 10 min | Share Two children share an example. Class finishes the exit sentence. Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “How long did it take?” on screen for the main teaching block. Match button labels on the plan talk prompts to the live unit.
seegongsik.com/au/y3/measurement/AC9M3M04
Watch for
- Skipping the board and only copying answers -- bring them back to the picture.
- Correct answer with no explanation -- ask “how do you know?”.
Make it easier, make it bigger
- Easier: do the first two worksheet items together.
- Bigger: invent one new example for a partner to solve.
Answers and look-fors
- Meeting the idea sounds like a clear sentence about how long did it take?.
- Drawings or numbers match the board story, not random decoration.
Day 5 · Worksheet
How long did it take?
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Reading Clocks to the Minute
Cut out. Hold up a card and give an example. Partner checks with the board if needed.
Two hands, two jobs
Give an example.
O\'clock and half past
Give an example.
Counting the minutes
Give an example.
Match the digital
Give an example.
How long did it take?
Give an example.
Store in an envelope labelled AC9M3M04 for next year.
Mini-check · End of week
Show what you know: Reading Clocks to the Minute
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1: names the unit idea (reading clocks to the minute) in child words.
- Items 2-3: two different correct examples linked to the week’s pictures.
- Item 4: a real muddle (wrong place value, unfair compare, mixed units, etc.).
- At standard: clear example + short explanation. Beyond: teaches a partner with a new example.
Use day-plan look-fors across the week; this check is summative, not a surprise trap.
Descriptor: describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute