Topic 1.1.6 Time – Half Past and Duration (Days, Weeks) Strand: Sub-strands: Recommended teaching time: Measurement and Geometry Using Units of Measurement 1 week Mapping to F–10 curriculum in Victoria Content descriptions Tell time to the half-hour Describe duration using months, weeks, days and hours Achievement standard (excerpt in bold) Foundation Level Level 1 Level 2 Students identify measurement Students use informal units of Students order shapes and objects, attributes in practical situations and measurement to order objects based using informal units for a range of compare lengths, masses and on length, mass and capacity. They measures. They tell time to the quarter capacities of familiar objects. They tell time to the half-hour and and use a calendar to identify the order events, explain their duration, explain time durations. Students date, days, weeks and months and match days of the week to describe two-dimensional shapes included in seasons and other events. familiar events. Students identify and three-dimensional objects. They Students draw two-dimensional simple shapes in their environment use the language of distance and shapes, specify their features and and sort shapes by their common direction to move from place to explain the effects of one-step and distinctive features. They use place. transformations. They recognise the simple statements and gestures to features of three-dimensional objects. describe location. They interpret simple maps of familiar locations. Activities Proficiencies Note that time may be covered incidentally in the classroom throughout the year. Understanding: the vertical patterns that link particular Use a calendar throughout the year, on a daily basis, to recognise the months days of the week of the year, days of the weeks and counting down days to birthdays and days since an event Fluency in recognising the months of the year, and the Match days of the week to daily events and learn days of the weeks in days of the weeks sequence Problem solving by Recognise that half past has the long hand pointing to the six and relate to matching clock faces to key significant time periods of the day, e.g. lunchtime begins and half past twelve daily activities at school Match activities to days of the weeks in a timetable, e.g. library day is on Reasoning through Friday distinguishing between the Use everyday events to count down to a date distinct actions and functions Make a clock and create short fat hand, long tall hand, labelled with hour and of each hand of a clock minutes; discuss places to put numbers and include second ring for minutes
Topic 1.1.6 Time – Half Past and Duration (Days, Weeks) Strand: Measurement and Geometry Sub-strands: Using Units of Measurement Recommended teaching time: 1 week Mapping to F–10 curriculum in Victoria Content descriptions Tell time to the half-hour Describe duration using months, weeks, days and hours Achievement standard (excerpt in bold) Foundation Level Level 1 Level 2 Students identify measurement attributes in practical situations and compare lengths, masses and capacities of familiar objects. They order events, explain their duration, and match days of the week to familiar events. Students identify simple shapes in their environment and sort shapes by their common and distinctive features. They use simple statements and gestures to describe location. Students use informal units of measurement to order objects based on length, mass and capacity. They tell time to the half-hour and explain time durations. Students describe two-dimensional shapes and three-dimensional objects. They use the language of distance and direction to move from place to place. Students order shapes and objects, using informal units for a range of measures. They tell time to the quarter and use a calendar to identify the date, days, weeks and months included in seasons and other events. Students draw two-dimensional shapes, specify their features and explain the effects of one-step transformations. They recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. Activities Proficiencies Note that time may be covered incidentally in the classroom throughout the year. Use a calendar throughout the year, on a daily basis, to recognise the months of the year, days of the weeks and counting down days to birthdays and days since an event Match days of the week to daily events and learn days of the weeks in sequence Recognise that half past has the long hand pointing to the six and relate to significant time periods of the day, e.g. lunchtime begins and half past twelve Match activities to days of the weeks in a timetable, e.g. library day is on Friday Use everyday events to count down to a date Make a clock and create short fat hand, long tall hand, labelled with hour and minutes; discuss places to put numbers and include second ring for minutes Understanding: the vertical patterns that link particular days of the week Fluency in recognising the months of the year, and the days of the weeks Problem solving by matching clock faces to key daily activities at school Reasoning through distinguishing between the distinct actions and functions of each hand of a clock