teaching resource

How Long Does It Take? – Sorting Activity

Updated: 30 Apr 2024

Identify activities that take about an hour, minute, or second with a sorting activity.

Non-Editable: PDF
Pages: 1 Page
Years: F - 1

Curriculum

VC2MFM01

Identify and compare attributes of objects and events, including length, capacity, mass and duration, use direct comparisons and communicate reasoning <ul> <li>using language to describe the measurement attributes of length, mass, capacity and duration, and connecting the words with the appropriate attribute; for example, using words like ‘tall’, ‘short’, ‘wide’, ‘long’ and ‘high’ to describe the attribute of length</li> <li>directly comparing pairs of objects to say which is longer/shorter, and explaining or demonstrating how they know; for example, standing back-to-back to determine who is taller or choosing to line up the bases of a spoon and fork to decide which is longer and explaining why</li> <li>starting 2 events at the same time to decide which takes longer; for example, putting on a pair of sandals with buckles or Velcro, describing the duration using familiar terms and reasoning, ‘I took a longer time because I’m still learning to do up my buckles’</li> <li>directly comparing pairs of everyday objects from the kitchen pantry to say which is heavier/lighter; for example, hefting a tin of baked beans and a packet of marshmallows or comparing the same pair of objects to say which is longer/shorter and discussing comparisons</li> </ul>
VC2MFM02

Sequence days of the week and times of the day, including morning, lunchtime, afternoon and night-time, and connect them to familiar events and actions <ul> <li>ordering images of daily events on a string line across the room, and justifying the placement by referring to morning, lunchtime, afternoon and night-time</li> <li>distinguishing between the days of the school week and weekends, and recognising that the days of the week form a sequence that repeats, with Monday always following on from Sunday</li> <li>sequencing the events from a story in the order in which they occurred, using language like ‘this happened first’ then ‘this happened next’</li> <li>creating, interpreting and discussing classroom rosters, for example, a roster for watering the classroom garden, and asking, ‘Who watered the garden yesterday?’ or ‘Whose turn is it today?’</li> <li>creating a pictorial diary to show the important events that happen on the various days of the week</li> </ul>
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>

teaching resource

How Long Does It Take? – Sorting Activity

Updated: 30 Apr 2024

Identify activities that take about an hour, minute, or second with a sorting activity.

Non-Editable: PDF
Pages: 1 Page
Years: F - 1

Identify activities that take about an hour, minute, or second with a sorting activity.

Use this teaching resource as an interactive activity for students to demonstrate their understanding of seconds, minutes and hours.

Print and cut the time cards and event cards, then adhere them to cardboard for increased durability. Allow the students to sort the events depending on how long they take (seconds, minutes or hours).

Note that there is no one “correct” answer as to how these events should be sorted. It is more important that students justify their thinking when sharing their groupings, e.g. one child might say that it takes seconds to eat a snack, while another child might say that it takes minutes.

Curriculum

VC2MFM01

Identify and compare attributes of objects and events, including length, capacity, mass and duration, use direct comparisons and communicate reasoning <ul> <li>using language to describe the measurement attributes of length, mass, capacity and duration, and connecting the words with the appropriate attribute; for example, using words like ‘tall’, ‘short’, ‘wide’, ‘long’ and ‘high’ to describe the attribute of length</li> <li>directly comparing pairs of objects to say which is longer/shorter, and explaining or demonstrating how they know; for example, standing back-to-back to determine who is taller or choosing to line up the bases of a spoon and fork to decide which is longer and explaining why</li> <li>starting 2 events at the same time to decide which takes longer; for example, putting on a pair of sandals with buckles or Velcro, describing the duration using familiar terms and reasoning, ‘I took a longer time because I’m still learning to do up my buckles’</li> <li>directly comparing pairs of everyday objects from the kitchen pantry to say which is heavier/lighter; for example, hefting a tin of baked beans and a packet of marshmallows or comparing the same pair of objects to say which is longer/shorter and discussing comparisons</li> </ul>
VC2MFM02

Sequence days of the week and times of the day, including morning, lunchtime, afternoon and night-time, and connect them to familiar events and actions <ul> <li>ordering images of daily events on a string line across the room, and justifying the placement by referring to morning, lunchtime, afternoon and night-time</li> <li>distinguishing between the days of the school week and weekends, and recognising that the days of the week form a sequence that repeats, with Monday always following on from Sunday</li> <li>sequencing the events from a story in the order in which they occurred, using language like ‘this happened first’ then ‘this happened next’</li> <li>creating, interpreting and discussing classroom rosters, for example, a roster for watering the classroom garden, and asking, ‘Who watered the garden yesterday?’ or ‘Whose turn is it today?’</li> <li>creating a pictorial diary to show the important events that happen on the various days of the week</li> </ul>
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>

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