Teaching pack · Year 6 Measurementseegongsik /au
Timetables and Itineraries: a week of ready-to-teach maths
Five days of lessons for Year 6 Measurement. Print this pack and the week is prepared.
AC9M6M03
interpret and use timetables and itineraries to plan activities and determine the duration of events and journeys
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: “Reading a timetable”, “Working out duration”, “Computing a duration”, “Following an itinerary”, “Catching a connection”.
seegongsik.com/au/y6/measurement/AC9M6M03
Aligned to Australian Curriculum V9 (AC9M6M03). 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 | Reading a timetable | Practise the idea with talk, board and worksheet | Board: Reading a timetable |
| 2 | Working out duration | Practise the idea with talk, board and worksheet | Board: Working out duration |
| 3 | Computing a duration | Practise the idea with talk, board and worksheet | Board: Computing a duration |
| 4 | Following an itinerary | Practise the idea with talk, board and worksheet | Board: Following an itinerary |
| 5 | Catching a connection | Practise the idea with talk, board and worksheet | Board: Catching a connection |
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 timetables and itineraries. Ask: What did you practise today?
seegongsik.com/au/y6/measurement/AC9M6M03/pack
Day 1 · Teacher planDay 1 of 5
Reading a timetable
Children practise “Reading a timetable” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain reading a timetable in Year 6 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 “Reading a timetable”,
- 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 “Reading a timetable”. 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 “Reading a timetable” on screen for the main block.
seegongsik.com/au/y6/measurement/AC9M6M03
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 reading a timetable.
Day 1 · Worksheet
Reading a timetable
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
Working out duration
Children practise “Working out duration” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain working out duration in Year 6 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 “Working out duration”,
- 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 “Working out duration”. 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 “Working out duration” on screen for the main block.
seegongsik.com/au/y6/measurement/AC9M6M03
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 working out duration.
Day 2 · Worksheet
Working out duration
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
Computing a duration
Children practise “Computing a duration” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain computing a duration in Year 6 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 “Computing a duration”,
- 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 “Computing a duration”. 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 “Computing a duration” on screen for the main block.
seegongsik.com/au/y6/measurement/AC9M6M03
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 computing a duration.
Day 3 · Worksheet
Computing a duration
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
Following an itinerary
Children practise “Following an itinerary” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain following an itinerary in Year 6 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 “Following an itinerary”,
- 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 “Following an itinerary”. 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 “Following an itinerary” on screen for the main block.
seegongsik.com/au/y6/measurement/AC9M6M03
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 following an itinerary.
Day 4 · Worksheet
Following an itinerary
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
Catching a connection
Children practise “Catching a connection” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain catching a connection in Year 6 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 “Catching a connection”,
- 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 “Catching a connection”. 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 “Catching a connection” on screen for the main block.
seegongsik.com/au/y6/measurement/AC9M6M03
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 catching a connection.
Day 5 · Worksheet
Catching a connection
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 Timetables and Itineraries
Cut out. Hold up a card and give an example.
Reading a timetable
Give an example.
Working out duration
Give an example.
Computing a duration
Give an example.
Following an itinerary
Give an example.
Catching a connection
Give an example.
Store in an envelope labelled AC9M6M03.
Mini-check · End of week
Show what you know: Timetables and Itineraries
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 (timetables and itineraries) 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.