Teaching pack · Year 5 Measurementseegongsik /au
12- and 24-Hour Time: a week of ready-to-teach maths
Five days of lessons for Year 5 Measurement. Print this pack and the week is prepared.
AC9M5M03
compare 12- and 24-hour time systems and solve practical problems involving the conversion between them
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: “Two ways to tell the time”, “From 12-hour to 24-hour time”, “From 24-hour to 12-hour time”, “Noon, midnight, am and pm”, “Solving problems with time”.
seegongsik.com/au/y5/measurement/AC9M5M03
Aligned to Australian Curriculum V9 (AC9M5M03). 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 | Two ways to tell the time | Practise the idea with talk, board and worksheet | Board: Two ways to tell the time |
| 2 | From 12-hour to 24-hour time | Practise the idea with talk, board and worksheet | Board: From 12-hour to 24-hour time |
| 3 | From 24-hour to 12-hour time | Practise the idea with talk, board and worksheet | Board: From 24-hour to 12-hour time |
| 4 | Noon, midnight, am and pm | Practise the idea with talk, board and worksheet | Board: Noon, midnight, am and pm |
| 5 | Solving problems with time | Practise the idea with talk, board and worksheet | Board: Solving problems with time |
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 12- and 24-hour time. Ask: What did you practise today?
seegongsik.com/au/y5/measurement/AC9M5M03/pack
Day 1 · Teacher planDay 1 of 5
Two ways to tell the time
Children practise “Two ways to tell the time” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain two ways to tell the time in Year 5 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 “Two ways to tell the 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 “Two ways to tell the 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 “Two ways to tell the time” on screen for the main block.
seegongsik.com/au/y5/measurement/AC9M5M03
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 two ways to tell the time.
Day 1 · Worksheet
Two ways to tell the 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 2 · Teacher planDay 2 of 5
From 12-hour to 24-hour time
Children practise “From 12-hour to 24-hour time” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain from 12-hour to 24-hour time in Year 5 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 “From 12-hour to 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 “From 12-hour to 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 “From 12-hour to 24-hour time” on screen for the main block.
seegongsik.com/au/y5/measurement/AC9M5M03
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 from 12-hour to 24-hour time.
Day 2 · Worksheet
From 12-hour to 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 3 · Teacher planDay 3 of 5
From 24-hour to 12-hour time
Children practise “From 24-hour to 12-hour time” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain from 24-hour to 12-hour time in Year 5 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 “From 24-hour to 12-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 “From 24-hour to 12-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 “From 24-hour to 12-hour time” on screen for the main block.
seegongsik.com/au/y5/measurement/AC9M5M03
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 from 24-hour to 12-hour time.
Day 3 · Worksheet
From 24-hour to 12-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
Noon, midnight, am and pm
Children practise “Noon, midnight, am and pm” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain noon, midnight, am and pm in Year 5 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 “Noon, midnight, am and pm”,
- 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 “Noon, midnight, am and pm”. 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 “Noon, midnight, am and pm” on screen for the main block.
seegongsik.com/au/y5/measurement/AC9M5M03
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 noon, midnight, am and pm.
Day 4 · Worksheet
Noon, midnight, am and pm
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
Solving problems with time
Children practise “Solving problems with time” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain solving problems with time in Year 5 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 “Solving problems with 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 “Solving problems with 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 “Solving problems with time” on screen for the main block.
seegongsik.com/au/y5/measurement/AC9M5M03
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 solving problems with time.
Day 5 · Worksheet
Solving problems with 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 □
Cut-out cardsReuse all week
Talk cards for 12- and 24-Hour Time
Cut out. Hold up a card and give an example.
Two ways to tell the time
Give an example.
From 12-hour to 24-hour time
Give an example.
From 24-hour to 12-hour time
Give an example.
Noon, midnight, am and pm
Give an example.
Solving problems with time
Give an example.
Store in an envelope labelled AC9M5M03.
Mini-check · End of week
Show what you know: 12- and 24-Hour Time
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 (12- and 24-hour time) 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.