Unit Plan

Understanding Time – Year 3 and Year 4 Unit Plan

Teach Starter Publishing
10 x lessons | Suitable for years: 3 - 4

This numeracy unit addresses telling time to the minute, the relationship between units of time, converting between units of time and using 'am' and 'pm' notation to solve simple time problems.

It consists of 9 lessons of approximately 60 minutes duration.

The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.

An assessment task for monitoring student understanding of the unit objectives is included and will require an additional lesson.

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Curriculum

  • 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>

  • 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>

Author

Photo of Kristian
Kristian
Teach Starter Publishing

Teach Starter Publishing

We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz!

7 Comments

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  • Kristian Wells
    ·

    Agreed!

  • Renee Atkinson
    ·

    One of the best unit of work I have found. I cover many year levels and abilities in special education years 7-10 and I can use this for all their levels. Thanks so much.

    • Paul (Teach Starter)
      ·

      You're most welcome, Renee!