## A day in my life

Grade | Work Samples |
---|---|

End of Stage 3 (end of Year 6) | |

Grade A | Lee |

Grade B | Jamie Morgan Riley |

Grade C | Bailey Lindsay |

Grade D | Terry Cameron |

Grade E | Kerry |

## Foundation Statement strands

*The following strands are covered in this activity:*

## Description of activity

Students list activities they do in a week and record these in analog, digital and 24-hour time. They then create a timeline of events.

- Students list in order at least eight things they do on a particular day of the week, indicating the starting time for each activity.
- They record these times on the set of clock faces and digital displays.
- Students convert the times to 24-hour time.
- They use the times to draw a timeline on a blank strip of paper to represent the day. Students are asked to use scale on their timeline.

Adapted from *Mathematics Work Samples, *Curriculum Corporation, p 97

The suggested time allocation for this activity is 50 minutes.

## Suggested materials

Blank paper, rulers, pens, Clock Worksheet

## Prior learning

Students have had practice recording both analog and digital time. They have converted analog and digital time into 24-hour time. Students have had experience in reading, interpreting and constructing timelines.

Board of Studies NSW, *Mathematics K–6 Syllabus, *p 115

Board of Studies NSW, *Mathematics K–6 Sample Units of Work, *p 141

## Outcomes

**Time (MS3.5)**

Uses twenty-four hour time and am and pm notation in real-life situations and constructs timelines

**Applying Strategies (WMS3.2)**

Selects and applies appropriate problem-solving strategies, including technological applications, in undertaking investigations

**Communicating (WMS3.3)**

Describes and represents a mathematical situation in a variety of ways using mathematical terminology and some conventions

## Criteria for assessing learning

Students will be assessed on their ability to:

- record and convert between time in analog, digital and 24-hour time format
- draw a timeline using a suitable scale
- use problem-solving strategies and communicate mathematical ideas