NSW Syllabuses

# Mathematics K–10 - Life Skills - Measurement and Geometry Time

## Time: Recognising Time

### Outcomes

#### A student:

• MALS-1WM

responds to and uses mathematical language to demonstrate understanding

• MALS-20MG

recognises time in familiar contexts

Related Stage 4/5 outcome: MA4-15MG

### Content

• Students:
• sequence regular daily activities
• use a pictorial, written or electronic diary or timetable to sequence activities (Communicating, Understanding, Fluency)
• demonstrate an awareness of the passage of time, eg the time to cook an egg using an egg timer is less than the lunch period in a school day
• recognise the language of time in relation to personal activities and events, eg 'It is now 12 o'clock and it's time for lunch', 'It is time to pack up because the bus will be here in 10 minutes'
• associate familiar activities with times of the day
• recognise an association between a time of the day and a range of familiar activities, eg morning and evening activities (Communicating, Understanding)
• associate familiar activities with days and weeks
• identify activities that occur on weekdays, eg school and class timetables, after-school activities (Understanding)
• identify activities that occur on the weekend, eg sport, outings (Understanding)
• identify activities that occur on specific days and at specific times, eg gym group is on Wednesday evenings during school terms, the dance is held every second Saturday in the afternoon (Understanding)
• associate activities at particular times of the day/year with temperatures and seasons, eg 'I go to swimming lessons in the summer' (Communicating, Understanding, Fluency)

## Time: Relating Time

### Outcomes

#### A student:

• MALS-1WM

responds to and uses mathematical language to demonstrate understanding

• MALS-21MG

recognises and relates time in a range of contexts

Related Stage 4/5 outcome: MA4-15MG

### Content

• Students:
• relate time to a personal context
• respond to questions related to time, eg 'What time does your bus leave?' (Communicating, Understanding)
• identify time related to personal activities, eg 'I need to catch the bus at 13 minutes past 5' (Communicating, Understanding)
• recognise the language of time in a range of everyday contexts
• respond to questions involving the language of time, eg 'Did you have your shower in the morning or evening?', 'Will you be going to training this afternoon?' (Communicating, Understanding)
• describe activities using the language of time in a range of everyday situations
• describe personal activities and events, eg 'I did my homework after dinner last night', 'I will be going to the football tomorrow afternoon', 'There was a delay of half an hour this morning on the school bus', 'I will be going to a barbecue next weekend', 'The holidays are only three weeks away' (Communicating, Understanding)
• recognise language related to representations of time on a calendar, eg a week is seven days, a weekend is two days, a fortnight is two weeks or 14 days, a month is about four weeks or a certain number of days
• recognise methods used by some cultures for representing calendar time, eg the use of animal migration patterns by Aboriginal and Torres Strait Islander peoples to indicate seasons

## Time: Interpreting Time

### Outcomes

#### A student:

• MALS-1WM

responds to and uses mathematical language to demonstrate understanding

• MALS-2WM

applies mathematical strategies to solve problems

• MALS-22MG

reads and interprets time in a variety of situations

Related Stage 4/5 outcome: MA4-15MG

### Content

• Students:
• Clocks and Watches
• read and relate 'hour', 'half-hour', 'quarter-hour' and 'minutes' in analog and digital formats in a range of contexts
• interpret digital formats of time to determine which numbers represent hours and which numbers represent minutes (Understanding)
• identify minutes and hours on a clock face (Understanding)
• count around a clock face by fives to determine minutes past the hour (Communicating, Fluency)
• understand the relationship between analog and digital time, eg '12:30 is the same as half past 12'
• identify and relate am and pm on digital clocks or watches, eg set an alarm clock for 7 am
• apply an understanding of the passage of time to plan or participate in a range of activities or events
• Timetables
• read and interpret a written timetable in a range of formats and a variety of contexts, eg in coordinating travel arrangements
• read and follow an individual sequence chart, or timetable, for a range of activities (Understanding)
• read and follow a school timetable for group or class activities (Understanding)
• investigate and determine travel arrangements by using online transport timetables (Problem Solving, Fluency)
• Calendars and Planners
• identify the names or symbols for the days of the week on a calendar
• identify the months of the year on a calendar
• locate special days and events on a calendar, eg 'ANZAC Day is the 25th of April'
• locate, on a calendar, the birthdays of significant people, eg family, friends (Understanding)
• identify representations of time on a calendar, eg week, weekend, fortnight, month
• identify the number of days, weeks or months between one event and another, eg 'It's three days until the weekend', 'There are four more weeks until the end of term' (Communicating, Understanding, Fluency)
• recognise different notations for the date, eg 5 September 2012 is represented as 2012.9.5 in Asian cultures
• recognise that calendars are used to plan events and activities, eg the school term plan in the newsletter, coming events in the newspaper

## Time: Calculating and Measuring Time

### Outcomes

#### A student:

• MALS-1WM

responds to and uses mathematical language to demonstrate understanding

• MALS-2WM

applies mathematical strategies to solve problems

• MALS-3WM

uses reasoning to recognise mathematical relationships

• MALS-23MG

calculates and measures time and duration in everyday contexts

Related Stage 4/5 outcome: MA4-15MG

### Content

• Students:
• identify the duration of a range of activities and events for a variety of purposes
• select a track of music to fit a time frame, eg for a dance piece, a multimedia presentation (Problem Solving)
• identify the length of time needed to watch a movie to determine if the activity fits into a personal schedule (Problem Solving)
• measure and calculate the time taken for a variety of activities or events, eg use a stopwatch to time a race
• record starting and finishing times to calculate the duration of an activity or event (Communicating, Understanding, Fluency)
• use addition/subtraction strategies to calculate the duration of an activity or event (Fluency)
• recognise that there are different time zones around the world
• identify countries in the Asia–Pacific region that are in the same time zone as Australia (Understanding)
• compare and calculate the local times in a range of places nationally and internationally
• identify time differences between various locations, eg London is 10 hours behind Sydney (Understanding)
• use appropriate addition/subtraction strategies to calculate the local time in a particular location, eg given that London is 10 hours behind Sydney, find the time in London when it is 6 pm in Sydney (Fluency)
• solve problems about international time in everyday contexts, eg determine whether a soccer game in another country can be watched live on television in the daytime (Problem Solving)
• recognise the effect of daylight saving on local time (Reasoning, Understanding)

## Time: Managing Time

### Outcomes

#### A student:

• MALS-1WM

responds to and uses mathematical language to demonstrate understanding

• MALS-2WM

applies mathematical strategies to solve problems

• MALS-3WM

uses reasoning to recognise mathematical relationships

• MALS-24MG

organises personal time and manages scheduled activities

Related Stage 4/5 outcome: MA4-15MG

### Content

• Students:
• identify the amount of time needed for a range of activities
• recognise that specific activities require a particular amount of time, eg 'I need half an hour to have a shower and get dressed', 'It takes me 10 minutes to walk from home to the railway station' (Understanding)
• make choices and decisions about activities on the basis of time available, eg 'I can't make that movie because I have training at that time'
• schedule events over a day or week, taking into account a range of activities and personal responsibilities
• identify priorities in relation to personal time, and discriminate between essential and non-essential activities (Communicating, Reasoning, Understanding)
• plan personal time over a day or a week so that activities do not clash (Problem Solving)
• prepare and follow a personal timetable/schedule
• use electronic formats of calendars and planners (Fluency)
• use a calendar/diary to plan for regular activities, eg swimming every second Friday, PE each Tuesday (Understanding, Fluency)
• use a calendar to plan events and activities, eg camp, birthday party (Understanding, Fluency)
• use a calendar or planner to calculate the time needed for particular activities, eg block out three weeks for completion of a school project (Understanding, Fluency)