NSW Syllabuses

# Mathematics K–10 - Stage 3 - Measurement and Geometry Time

## Time 1

### Outcomes

#### A student:

• MA3-1WM

describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions

• MA3-13MG

uses 24-hour time and am and pm notation in real-life situations, and constructs timelines

• Students:
• Compare 12- and 24-hour time systems and convert between them (ACMMG110)
• tell the time accurately using 24-hour time, eg '2330 is the same as 11:30 pm'
• describe circumstances in which 24-hour time is used, eg transport, armed forces, digital technologies (Communicating)
• convert between 24-hour time and time given using am or pm notation
• compare the local times in various time zones in Australia, including during daylight saving
• Determine and compare the duration of events
• select an appropriate unit to measure a particular period of time
• use a stopwatch to measure and compare the duration of events
• order a series of events according to the time taken to complete each one
• use start and finish times to calculate the elapsed time of events, eg the time taken to travel from home to school

### Background Information

Australia is divided into three time zones. In non-daylight saving periods, time in Queensland, New South Wales, Victoria and Tasmania is Eastern Standard Time (EST), time in South Australia and the Northern Territory is half an hour behind EST, and time in Western Australia is two hours behind EST.

Typically, 24-hour time is recorded without the use of the colon (:), eg 3:45 pm is written as 1545 or 1545 h and read as 'fifteen forty-five hours'.

### Language

Students should be able to communicate using the following language: 12-hour time, 24-hour time, time zone, daylight saving, local time, hour, minute, second, am (notation), pm (notation).

### National Numeracy Learning Progression links to this Mathematics outcome

When working towards the outcome MA3‑13MG the sub-elements (and levels) of Measuring time (MeT4-MeT5) describe observable behaviours that can aid teachers in making evidence-based decisions about student development and future learning.

The progression sub-elements and indicators can be viewed by accessing the National Numeracy Learning Progression.

## Time 2

### Outcomes

#### A student:

• MA3-1WM

describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions

• MA3-2WM

selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations

• MA3-13MG

uses 24-hour time and am and pm notation in real-life situations, and constructs timelines

• Students:
• Interpret and use timetables (ACMMG139)
• read, interpret and use timetables from real-life situations, including those involving 24-hour time
• use bus, train, ferry and airline timetables, including those accessed on the internet, to prepare simple travel itineraries
• interpret timetable information to solve unfamiliar problems using a variety of strategies (Problem Solving)
• Draw and interpret timelines using a given scale
• determine a suitable scale and draw an accurate timeline using the scale, eg represent events using a many-to-one scale of 1 cm = 10 years
• interpret a given timeline using the given scale

### Background Information

Refer to background information in Time 1.

### Language

Students should be able to communicate using the following language: timetable, timeline, scale, 12-hour time, 24-hour time, hour, minute, second, am (notation), pm (notation).

### National Numeracy Learning Progression links to this Mathematics outcome

When working towards the outcome MA3‑13MG the sub-elements (and levels) of Measuring time (MeT4-MeT5) describe observable behaviours that can aid teachers in making evidence-based decisions about student development and future learning.

The progression sub-elements and indicators can be viewed by accessing the National Numeracy Learning Progression.