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- CH 9|Overview & Teacher Resource Sheets
Student Resource Book |
Year 7 (4A)
Measurement & Geometry
Chapter 9 | Time, timetables and charts
Overview & Teacher Resource Sheets
Rich tasks
- These are problem solving open-ended questions that require students to investigate problems involving time, timetables and charts. The tasks can be given at the start of a topic and done as the students gain enough knowledge to complete them, inserted into a topic at an appropriate place or given as homework or extension.
- Jigsaw
- Day out
- Holiday time
- Room 4's timetable
- Question time
> More on "Rich tasks for this Chapter"...
1. Jigsaw
- Students will require a blank copy of the jigsaw.
- Some students may require an explanation as to how each pair of touching edges of the triangles must have one time written in am/pm time and one in 24-hour time.
- This task could be introduced by handing out copies of the example jigsaw, cutting it up and then trying to put it back together.
2. Day out
- Students need access to local transport and activity timetables.
- Students are asked to draw a timeline to illustrate when their transport and activity will occur on their planned day. If you think that students will be unsure of how to draw a timeline you could discuss ways to do this or ask students for ideas.
3. Holiday time
- You can make this task as big or small as you have time for.
- You could adapt it to a holiday destination close by.
- Before beginning this task students should be encouraged to discuss holiday destinations in New Zealand and the types of activities that they could do in each. To help them choose a destination in the correct island, the island they do not live in, plot the destinations discussed on a map of New Zealand.
Students may require a large number of timetables to plan their travel. Most timetables are available on the internet.
This task could be extended by asking the students to estimate the cost of the travel, cost of attractions, opening times. It has potential for a multidimensional project that could be presented as a poster, using a computer presentation package, or a booklet.
4. Room 4’s timetable
- If students are working in groups for this task you could suggest that they discuss possible ways of displaying Room 4’s timetable before starting. For their own class timetable they will need to have a similar set of data as that given for Room 4.
- It is best if the information is not given in any sort of tabulated format.
5. Question time
- Students will require access to the internet to find a chart. This could be set as a homework activity.
am/pm time and 24-hour time
- Convert between am/pm time and 24-hour time.
> More on "am/pm time and 24-hour time"...
Teaching ideas
Getting started (Getting started sheet 9)
This link displays the Getting started on page 156 for use as a class discussion. Just use the first two points of the Getting started at this time.- Timing
1. Ask the students to pair up.
2. Each pair chooses an activity such as “got up”, “left for school”, "ate lunch (yesterday)”, "ate dinner (last night)", "went to bed
(last night)".
3. Ask each pair the time that they started this activity. Encourage them to describe the time in as many different ways as
they can.
4. Discuss some of the ways of writing the times.
- Time examples
Use the discussion on page 160 as a class discussion. You could divide the class into groups and then ask each group to report their findings to the class. - Changing clocks
Ask the class to turn a 12-hour clock into a 24-hour clock.
(Printable Master - Rich Task 1, Jigsaw)
You could use Rich Task 1 - Jigsaw as a starter and first give out cut up copies of the jigsaw and then ask students to make their own if they manage to complete it.
- (Printable Master - Rich Task 2, Day out)
This link displays Rich Task 2 - Day out and you could use this as starter but you would need to make sure the students had access to timetables either on the internet or some that you had brought in.
Teacher notes
- Point out that we use 24-hour time to distinguish between morning and afternoon times in a very compact way.
- It is helpful to have a 24-hour clock and an analogue clock in the classroom.
- It might be helpful for students to make their own version of the am/pm scale on page 160. Two circles can sometimes be used instead of a long scale. One circle is for am to 24-hour time and the other is for pm to 24-hour time.
Time calculations
- Find the difference between times given in am/pm time, 24-hour time or a combination of both.
> More on "Time calculations"...
Teaching ideas
- Time calculations
Ask students to look at the example and the Discussion on page 162.
Ask “Which way do you think is best and why?”
Tell the students to go and stand with others who agree.
Ask someone from each group to try to convince the other group that their way is best.
Teacher notes
- Remind students that 1 hour = 60 minutes and 1 minute = 60 seconds. These are NOT base 10 units and so they behave differently when being added and subtracted.
- A timeline/number line is a good way for students to do these. When adding up minutes and seconds each group of 60 seconds should be converted to one minute and each group of 60 minutes converted to one hour. For example: 75 seconds converts to 1 minute 15 seconds.
Timetables and charts
- Read and interpret timetables and charts.
> More on "Timetables and charts"...
Teaching ideas
- (Printable Master - Rich Task 2, Day out)
- You could use Rich Task 2 - Day out to introduce/teach this section.
- In the sun (Teaching resource sheet 23)
- Use the last point of the Getting started on page 156 to start a discussion about interpreting charts. (Getting started 9)
- Teacher resource sheet 23 displays four more charts to do with sunburn and UV protection for students to discuss and compare with the Getting started chart on page 156.
Teacher notes
- Remind students to look carefully whether times are given in am/pm time or 24-hour time.
- Using timetables that are relevant to students motivates them best. Rich tasks 2, 3 and 4 could be used to give students practice at reading timetables instead of or as well as doing Activity 3.
- Encourage students to use the straight edge of a ruler to help read timetables and charts if they do not have division lines between the rows of times.
- Ask students to find any timetables and charts that they use on the internet or bring from home. Students could email them to school.
- Note: there are some good charts in some of the Connected Series booklets, which are available from Learning Media.
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