Teaching pack: Time: Clocks, am/pm and Duration (Year 4) -- a week of maths lessons

← Back to the unitTip: in the print dialog choose “Save as PDF”.

Teaching pack · Year 4 Measurementseegongsik /au

Time: Clocks, am/pm and Duration: a week of ready-to-teach maths

Five days of lessons for Year 4 Measurement. Print this pack and the week is prepared.

AC9M4M03

solve problems involving the duration of time including situations involving “am” and “pm” and conversions between units of time

Start here: five minutes to Monday

Skim the week at a glance.
Print the five days (plan + worksheet each).
Cut out the card sheet once.
Open the free interactive unit on your board.
Teach from the plan.

On the board

On-screen pictures: “Read the clock”, “Morning or afternoon?”, “24-hour time”, “How much time passed”, “Time units”.

seegongsik.com/au/y4/measurement/AC9M4M03

Aligned to Australian Curriculum V9 (AC9M4M03). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.

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	Read the clock	Practise the idea with talk, board and worksheet	Board: Read the clock
2	Morning or afternoon?	Practise the idea with talk, board and worksheet	Board: Morning or afternoon?
3	24-hour time	Practise the idea with talk, board and worksheet	Board: 24-hour time
4	How much time passed	Practise the idea with talk, board and worksheet	Board: How much time passed
5	Time units	Practise the idea with talk, board and worksheet	Board: Time units

Materials

This pack printed.
Pencils and the board or projector.
Optional counters or rulers if a day plan names them.

A note home

This week in maths we work on time: clocks, am/pm and duration. Ask: What did you practise today?

seegongsik.com/au/y4/measurement/AC9M4M03/pack

Day 1 · Teacher planDay 1 of 5

Read the clock

Children practise “Read the clock” with talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain read the clock in Year 4 words,
use the board picture to check 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 “Read the clock”,
worksheet (next sheet), one per child,

Lesson flow (about 40 minutes)

5 min	Warm-up Ask: “What might help us today?”
10 min	On the board Open “Read the clock”. Ask: “What changed on the screen?”
15 min	Worksheet Children complete the day sheet.
10 min	Share Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Read the clock” on screen for the main block.

seegongsik.com/au/y4/measurement/AC9M4M03

Watch for

Skipping the board -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Answers and look-fors

Meeting the idea sounds like a clear sentence about read the clock.

Day 1 · Worksheet

Read the clock

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

Morning or afternoon?

Children practise “Morning or afternoon?” with talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain morning or afternoon? in Year 4 words,
use the board picture to check 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 “Morning or afternoon?”,
worksheet (next sheet), one per child,

Lesson flow (about 40 minutes)

5 min	Warm-up Ask: “What might help us today?”
10 min	On the board Open “Morning or afternoon?”. Ask: “What changed on the screen?”
15 min	Worksheet Children complete the day sheet.
10 min	Share Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Morning or afternoon?” on screen for the main block.

seegongsik.com/au/y4/measurement/AC9M4M03

Watch for

Skipping the board -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Answers and look-fors

Meeting the idea sounds like a clear sentence about morning or afternoon?.

Day 2 · Worksheet

Morning or afternoon?

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

24-hour time

Children practise “24-hour time” with talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain 24-hour time in Year 4 words,
use the board picture to check 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 “24-hour time”,
worksheet (next sheet), one per child,

Lesson flow (about 40 minutes)

5 min	Warm-up Ask: “What might help us today?”
10 min	On the board Open “24-hour time”. Ask: “What changed on the screen?”
15 min	Worksheet Children complete the day sheet.
10 min	Share Ask: “In one sentence, what was today’s idea?”

On the board

Leave “24-hour time” on screen for the main block.

seegongsik.com/au/y4/measurement/AC9M4M03

Watch for

Skipping the board -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Answers and look-fors

Meeting the idea sounds like a clear sentence about 24-hour time.

Day 3 · Worksheet

24-hour time

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

How much time passed

Children practise “How much time passed” with talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain how much time passed in Year 4 words,
use the board picture to check 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 much time passed”,
worksheet (next sheet), one per child,

Lesson flow (about 40 minutes)

5 min	Warm-up Ask: “What might help us today?”
10 min	On the board Open “How much time passed”. Ask: “What changed on the screen?”
15 min	Worksheet Children complete the day sheet.
10 min	Share Ask: “In one sentence, what was today’s idea?”

On the board

Leave “How much time passed” on screen for the main block.

seegongsik.com/au/y4/measurement/AC9M4M03

Watch for

Skipping the board -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Answers and look-fors

Meeting the idea sounds like a clear sentence about how much time passed.

Day 4 · Worksheet

How much time passed

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

Time units

Children practise “Time units” with talk, the board picture, and a short worksheet. About 40 minutes.

We are learning to

explain time units in Year 4 words,
use the board picture to check 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 “Time units”,
worksheet (next sheet), one per child,

Lesson flow (about 40 minutes)

5 min	Warm-up Ask: “What might help us today?”
10 min	On the board Open “Time units”. Ask: “What changed on the screen?”
15 min	Worksheet Children complete the day sheet.
10 min	Share Ask: “In one sentence, what was today’s idea?”

On the board

Leave “Time units” on screen for the main block.

seegongsik.com/au/y4/measurement/AC9M4M03

Watch for

Skipping the board -- bring them back to the picture.
Correct answer with no explanation -- ask how do you know?

Answers and look-fors

Meeting the idea sounds like a clear sentence about time units.

Day 5 · Worksheet

Time units

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 Time: Clocks, am/pm and Duration

Cut out. Hold up a card and give an example.

Read the clock

Give an example.

Morning or afternoon?

Give an example.

24-hour time

Give an example.

How much time passed

Give an example.

Time units

Give an example.

Store in an envelope labelled AC9M4M03.

Mini-check · End of week

Show what you know: Time: Clocks, am/pm and Duration

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 (time: clocks, am/pm and duration) in child words.
Items 2-3: two different correct examples.
Item 4: a real muddle for this topic.

Use day-plan look-fors across the week.