teaching resource

Time Conversion Chart - Year 5 Maths

Updated: 27 Jan 2024

Help your Year 5 Maths students learn to convert units of time with a printable Time Conversion Chart.

Editable: Google Slides
Non-Editable: PDF
Pages: 2 Pages
Years: 2 - 5

Curriculum

VC2M1M03

Describe the duration and sequence of events using years, months, weeks, days and hours <ul> <li>naming, listing and using familiar units of time, such as hours, days, weeks and years</li> <li>comparing the number of days in the months of the year and explaining how the months cycle from one year to the next</li> <li>sequencing familiar events, including representing time, on pictorial timelines</li> <li>discussing events and activities and deciding whether they would take closer to an hour, a day, a week, a month or a year; for example, it takes a day for the sun to rise and fall and rise again, but it takes less than an hour for me to walk to school</li> <li>investigating durations of time represented in Aboriginal and/or Torres Strait Islander seasonal calendars</li> </ul>
VC2M2M04

Recognise and read the time represented on an analog clock to the hour, half-hour and quarter-hour <ul> <li>creating an analog clock from a paper plate, showing the placement of the numbers and the 2 hands, and explaining how long it takes for the 2 hands to move around the clock face and what time unit each is showing</li> <li>recognising and describing the relationship between the movement of the hands on an analog clock and the duration of time it represents; for example, connecting the language of ‘half past’ to mean when the ‘big hand’ will be at half past the hour and recognising this position as being halfway around its full cycle</li> <li>dividing a clock face into halves and quarters, and connecting the subdivisions with telling the time to the half-hour and quarter-hour; and explaining the meaning of ‘quarter past’ and ‘quarter to’ referring to the hour</li> </ul>
VC2M3M03

Recognise and use the relationship between formal units of time, including days, hours, minutes and seconds, to estimate and compare the duration of events <ul> <li>estimating how long it would take to read a set passage of text, and sharing this information to demonstrate understanding of formal units of duration of time</li> <li>planning a sequence of events based on estimates of the duration of each event; for example, planning a set of activities for a class party by estimating how long each game or activity will take</li> <li>reading or setting the time on digital devices to the minute or second; for example, setting an online timing device to count down from a set time, or setting the time on a digital clock</li> <li>using sand timers and digital timers to measure and check estimates of short durations of time, such as one minute, 3 minutes and 5 minutes</li> <li>exploring how cultural accounts of Aboriginal and Torres Strait Islander Peoples explain cycles of time that involve the sun, moon and stars</li> </ul>
VC2M3M04

Describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute <ul> <li>representing and reading the time on an analog clock using the markings and the positions of the hands, to the nearest minute mark or 5-minute interval</li> <li>reading and connecting analog and digital time, interpreting times, and recognising and using the language of time, for example, 12:15 as a quarter past 12, or 15 minutes past 12; 12:45 as a quarter to one or 15 minutes before one o’clock; and 10:05 as 5 minutes past 10</li> <li>reading analog clocks throughout the day, and noticing and connecting the position of the hour hand and the distance the minute hand has travelled during the current hour</li> </ul>
VC2M4M01

Use scaled and digital instruments to interpret unmarked and partial units to measure and compare lengths, masses, capacities, durations and temperatures, using appropriate units <ul> <li>reading the mass of objects measured with digital and analog kitchen scales and explaining what unit of mass the lines on the analog scales refer to</li> <li>deciding on which attribute, unit and measuring instrument to use to compare the length and mass of various things, such as the distance travelled by an object in a science investigation; and explaining the use of units such as grams or millimetres to give accurate measures when needed</li> <li>using scaled instruments such as tape measures, measuring jugs, kitchen scales and thermometers to record measures using whole units (for example, 560 millimetres) or whole and part units (for example, 5.25 metres, 1.75 litres, 2.5 kilograms, 28.5° Celsius)</li> <li>reading and interpreting the scale of an analog clock without marked minutes to estimate the time to the nearest minute and to determine the duration of time between events</li> <li>using the timer or alarm function of a clock to alert when a specified duration has elapsed from a given starting time, for example, for the different activities of an exercise routine</li> <li>making a scaled measuring instrument such as a tape measure, ruler, sand timer, sundial or measuring cup using scaled instruments and direct comparisons</li> <li>exploring the different types of scaled instruments used by Aboriginal and/or Torres Strait Islander ranger groups and other groups to make decisions about caring for Country/Place, and modelling these in local contexts</li> </ul>
VC2M4M03

Solve problems involving the duration of time including situations involving ‘am’ and ‘pm’ and conversions between units of time <ul> <li>calculating the amount of time between 2 events, such as the start and finish of a movie, a bus journey or a flight, including cases where the starting and finishing times are written using ‘am’ and ‘pm’ notation</li> <li>converting units of time using relationships between units, such as 60 minutes in an hour and 60 seconds in a minute, to solve problems; for example, creating a daily timetable for an activity such as an athletics carnival or planning an exercise routine with activities and rests</li> <li>exploring Aboriginal and/or Torres Strait Islander Peoples’ explanations of the passing of time through cultural accounts about cyclic phenomena involving the sun, moon and stars</li> </ul>
VC2M5M03

Compare 12- and 24-hour time systems and solve practical problems involving the conversion between them <ul> <li>using timetables written in 24-hour time, such as flight schedules, to plan an overseas or interstate trip, converting between 24- and 12-hour time</li> <li>converting between the digital and analog representation of 24-hour time, matching the same times represented in both systems; for example, setting the time on an analog watch from a digital alarm clock</li> </ul>

teaching resource

Time Conversion Chart - Year 5 Maths

Updated: 27 Jan 2024

Help your Year 5 Maths students learn to convert units of time with a printable Time Conversion Chart.

Editable: Google Slides
Non-Editable: PDF
Pages: 2 Pages
Years: 2 - 5

Help your Year 5 Maths students learn to convert units of time with a printable Time Conversion Chart.

The Time-Conversion Challenge: A Common Struggle in Year 5 Maths

In the Year 5 classroom, students often struggle with understanding how to convert time units such as seconds to minutes, hours to days, and understand how they are all related. It can be confusing to figure out how to do the mathematical conversions and apply them to real-life situations. It takes a lot of practice, review, and memorization to tackle this difficult maths concept, and we’re here to help!

Year 5 Maths Time Conversion Charts for Kids!

If your Year 5 maths students struggling with understanding time conversions, we have a solution for you! Our Printable Year 5 Time Conversion Charts are a great tool to help them complete and retain the skills they need in order to master time conversions. These charts are designed to be used as student reference charts that can be placed inside maths workbooks, maths notebooks, or as inserts for interactive notebooks. The following units of time are referenced on these two handy guides.

Converting Units of Time –

1 minute = 60 seconds
1 hour = 60 minutes
1 day = 24 hours
1 week = 7 days
1 year = 365 days (366 in a leap year)

📚 Get Your Time Conversion Charts for Year 5 Today!

Equip your students with the tools they need to understand time conversion! Download your Time Conversion Charts today by clicking the dropdown arrow on the download button. From there, select the editable Google Slides resource file or printable PDF file.

This resource was created by Lindsey Phillips, a Teach Starter Collaborator.

Even More Ways to Teach How to Convert Units of Time

Don’t stop there! Make sure you check out these resources to give your students even more practise with converting time.

[resource:4418966] [resource:20871] [resource:1682158]

Curriculum

VC2M1M03

Describe the duration and sequence of events using years, months, weeks, days and hours <ul> <li>naming, listing and using familiar units of time, such as hours, days, weeks and years</li> <li>comparing the number of days in the months of the year and explaining how the months cycle from one year to the next</li> <li>sequencing familiar events, including representing time, on pictorial timelines</li> <li>discussing events and activities and deciding whether they would take closer to an hour, a day, a week, a month or a year; for example, it takes a day for the sun to rise and fall and rise again, but it takes less than an hour for me to walk to school</li> <li>investigating durations of time represented in Aboriginal and/or Torres Strait Islander seasonal calendars</li> </ul>
VC2M2M04

Recognise and read the time represented on an analog clock to the hour, half-hour and quarter-hour <ul> <li>creating an analog clock from a paper plate, showing the placement of the numbers and the 2 hands, and explaining how long it takes for the 2 hands to move around the clock face and what time unit each is showing</li> <li>recognising and describing the relationship between the movement of the hands on an analog clock and the duration of time it represents; for example, connecting the language of ‘half past’ to mean when the ‘big hand’ will be at half past the hour and recognising this position as being halfway around its full cycle</li> <li>dividing a clock face into halves and quarters, and connecting the subdivisions with telling the time to the half-hour and quarter-hour; and explaining the meaning of ‘quarter past’ and ‘quarter to’ referring to the hour</li> </ul>
VC2M3M03

Recognise and use the relationship between formal units of time, including days, hours, minutes and seconds, to estimate and compare the duration of events <ul> <li>estimating how long it would take to read a set passage of text, and sharing this information to demonstrate understanding of formal units of duration of time</li> <li>planning a sequence of events based on estimates of the duration of each event; for example, planning a set of activities for a class party by estimating how long each game or activity will take</li> <li>reading or setting the time on digital devices to the minute or second; for example, setting an online timing device to count down from a set time, or setting the time on a digital clock</li> <li>using sand timers and digital timers to measure and check estimates of short durations of time, such as one minute, 3 minutes and 5 minutes</li> <li>exploring how cultural accounts of Aboriginal and Torres Strait Islander Peoples explain cycles of time that involve the sun, moon and stars</li> </ul>
VC2M3M04

Describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute <ul> <li>representing and reading the time on an analog clock using the markings and the positions of the hands, to the nearest minute mark or 5-minute interval</li> <li>reading and connecting analog and digital time, interpreting times, and recognising and using the language of time, for example, 12:15 as a quarter past 12, or 15 minutes past 12; 12:45 as a quarter to one or 15 minutes before one o’clock; and 10:05 as 5 minutes past 10</li> <li>reading analog clocks throughout the day, and noticing and connecting the position of the hour hand and the distance the minute hand has travelled during the current hour</li> </ul>
VC2M4M01

Use scaled and digital instruments to interpret unmarked and partial units to measure and compare lengths, masses, capacities, durations and temperatures, using appropriate units <ul> <li>reading the mass of objects measured with digital and analog kitchen scales and explaining what unit of mass the lines on the analog scales refer to</li> <li>deciding on which attribute, unit and measuring instrument to use to compare the length and mass of various things, such as the distance travelled by an object in a science investigation; and explaining the use of units such as grams or millimetres to give accurate measures when needed</li> <li>using scaled instruments such as tape measures, measuring jugs, kitchen scales and thermometers to record measures using whole units (for example, 560 millimetres) or whole and part units (for example, 5.25 metres, 1.75 litres, 2.5 kilograms, 28.5° Celsius)</li> <li>reading and interpreting the scale of an analog clock without marked minutes to estimate the time to the nearest minute and to determine the duration of time between events</li> <li>using the timer or alarm function of a clock to alert when a specified duration has elapsed from a given starting time, for example, for the different activities of an exercise routine</li> <li>making a scaled measuring instrument such as a tape measure, ruler, sand timer, sundial or measuring cup using scaled instruments and direct comparisons</li> <li>exploring the different types of scaled instruments used by Aboriginal and/or Torres Strait Islander ranger groups and other groups to make decisions about caring for Country/Place, and modelling these in local contexts</li> </ul>
VC2M4M03

Solve problems involving the duration of time including situations involving ‘am’ and ‘pm’ and conversions between units of time <ul> <li>calculating the amount of time between 2 events, such as the start and finish of a movie, a bus journey or a flight, including cases where the starting and finishing times are written using ‘am’ and ‘pm’ notation</li> <li>converting units of time using relationships between units, such as 60 minutes in an hour and 60 seconds in a minute, to solve problems; for example, creating a daily timetable for an activity such as an athletics carnival or planning an exercise routine with activities and rests</li> <li>exploring Aboriginal and/or Torres Strait Islander Peoples’ explanations of the passing of time through cultural accounts about cyclic phenomena involving the sun, moon and stars</li> </ul>
VC2M5M03

Compare 12- and 24-hour time systems and solve practical problems involving the conversion between them <ul> <li>using timetables written in 24-hour time, such as flight schedules, to plan an overseas or interstate trip, converting between 24- and 12-hour time</li> <li>converting between the digital and analog representation of 24-hour time, matching the same times represented in both systems; for example, setting the time on an analog watch from a digital alarm clock</li> </ul>

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