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UNDERSTANDING 24-HOUR TIMEClass 5F

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WELCOME EVERYONE

Do you know what “24-hour time” means?

Today, you will go through this presentation by yourselves and you will learn to:

• Convert 12- and 24-hour time systems.• Identify time differences between 12- and 24-hour systems.• Explain the different time systems. (Optional).

I am here to help you as always,

Mrs Fink.

Dreamstime, n.d. [Image file].

HARRY RECEIVES A TEXT FROM HIS MUM:

Fink, 2013a. [Image file].

“15:10?” He wonders. “What does that mean?”

THERE ARE 24 HOURS IN A DAY…

24-HOUR TIME SHOWS THE HOURS & MINUTES SINCE MIDNIGHT.

For instance:

At 11am, it has been 11 hours since midnight. So 11am = 11:00.

At 2pm, it has been 14 hours since midnight. So 2pm = 14:00.

24-HOUR TIME SHOWS THE HOURS & MINUTES SINCE MIDNIGHT

A “24-hour clock” identifies the time without the use of AM/PM information that is used in a “12-hour clock”.(e.g.: 11:00am = 11:00).

24-hour time is useful in military, travel and medical industries to avoid confusion.

Kahlai, 2011. [Image file].

CONVERTING 12- & 24-HOUR TIMES

LOOK AT THE TABLE →To convert 12- to 24-hour time:

• If “AM” time – edit if necessary to show four digits.

(e.g. 11am = 11:00).

• If “PM” time - add “12”.

(e.g. 2:00pm = 2 + 12 = 14:00).

To convert 24- to 12-hour time:

• If hour > 12, subtract 12 and note as “PM”.

(e.g. 15:00 (greater than 12) = 15 – 12 = 3:00pm).

• If time < 12 - edit if necessary to show four digits.

(e.g. 9:15am = 09:15). *PRINT THIS PAGE

Jobs for Teams, 2013. [Image file].

UNDERSTANDING 24-HOUR TIME

FutureSchoolVideos. 2011. [Video file.]SOLA Optical, n.d. [Image file.]

Instructions:

1. Watch the video →

2. Upon completion, return to this presentation for next steps.

http://www.youtube.com/watch?v=hBiCJt6B9Ow

TIME TO PRACTICE

• Time to practice!

• Instructions: 1. Complete the practice questions →2. Take your time & use your printed

page to guide you when necessary.3. Upon completion, “print screen”

(results) and email to Mrs Fink before returning to this presentation. (http://www.outlook.com).

More Than a Sunday Faith, 2013. [Image file].Mathopolis. (2013). [Web quiz].

http://www.outlook.com/

http://www.mathopolis.com/questions/q.php?id=3698&site=1&ref=/time.html&qs=3698_3699_3700_3701_3702_3703_3704_3705

YOUR TASK

Instructions:

1. An airline timetable is missing key information!

2. Using what you have learned today, calculate the missing pieces of information.

3. Use Word, Excel or PowerPoint to present your findings.

Present all times in 12- and 24-hour time.

4. Email to Mrs Fink. http://www.outlook.com

• The next two slides have the information you need for the task!



FLIGHT TIMETABLE – FILL IN THE MISSING PIECES!

Flight #1:

• Departure time: 11:00

• Flight duration: 3.5 hours

• Arrival time: _____

Flight #2:



• Arrival time: ______

Flight #3:



• Arrival time: ______

Flight #4:


• Flight duration: ______

• Arrival time: 00:15 (the next day)

Flight #5:

• Departure time: _____


• Arrival time: 13:30

Flight #6:

• Departure time: ______

• Flight duration: 1 hour 15 minutes


Flight #7:


• Flight duration: ______


Flight #8:

• Departure time: ______

• Flight duration: 2 hours 30 minutes


FLIGHT TIMETABLE – FILL IN THE MISSING PIECES!

IF YOU HAVE TIME…

• Harry is confused. How would you explain 24-hour time to him?

Instructions:

1. Write a short paragraph and email to Mrs Fink. http://www.outlook.com

Fink, 2013b. [Image file].


WELL DONE!

RATIONALE

WORDS 1083

Curriculum

The ‘measurement and geometry’ strand of the Australian curriculum states that grade 5 students must learn to “compare 12- and 24-

hour time systems and convert between them (ACMMG110)” (Australian Curriculum and Reporting Authority [ACARA], n.d.(a)). The resource has

been created to teach and assess this sub-strand.

Learning objectives:

Students will read, convert between, and perform calculations with 12- and 24-hour time systems.

Design and content

Students today need to be web literate (Siemon et al, 2011). Online tools (like this) bring numerous sources together, allow students to

work at their own pace, and enable individual tracking and assessment (Crowther Centre for Learning & Innovation, Victorian Council of School

Organisations, 2012).

Students learn the 12- and 24-hour time systems by independently performing some basic calculations. As such, individual work supports

the lesson goal. The resource allows students to practice the new skill and provides instant feedback. Results are then shared with the teacher.

Finally, pupils complete a summative assessment task.

The approach has been guided by the work of Ralph Tyler, who states that lessons should be structured based on responses to four key

questions (Armitage et al, 2012).

Firstly, what is the relevant curriculum? This lesson fulfils the ACARA requirement for grade 5 students to understand the 12- and 24-hour

time systems (ACARA, n.d.(a)). It extends on the grade 4 sub-strand as students can use AM/PM notations and perform simple time problems

(ACARA, n.d.(b)).

Secondly, Tyler asks what learning experiences meet these objectives. The resource is student-centred. Students independently navigate

the resource, interacting with the elements and performing the tasks. This constructivist approach means students learn through their own

experience (Learning Zone Express, 2012). Students restructure their existing schemas as the new information is presented (Webb, 2012). 24-

hour time is introduced, taught and practiced; ideally removing any existing student misconceptions (Psychohawks, 2010).

The resource commences with a welcome. Students learn best when they feel safe (Dusenbury, 2012). Students are then presented with

an SMS from “Harry’s mum”. The familiar image would resonate and presents an authentic, relatable problem. Real life experiences enhance

learning (Siemon et al, 2011).

Materials used appeal to a breadth of students. A timeline explains the time systems and a table displays key conversions. A video

presentation enriches the learning experience. Students have individual learning styles and when content is delivered in various formats, it

caters for diversity (ACARA, 2013). In addition, students are at the ‘concrete operation stage’. They are engaged and assisted by concrete

materials. (Siemon et al, 2011). All components within the resource are presented visually.

Thirdly, Tyler asks how these learning experiences can be tied to the curriculum. All elements of the resource directly link to the teaching

and assessment of the curriculum. The lesson supports a guided teaching approach and the technology frees up the teacher to provide

assistance where needed (Siemon et al, 2011). Students work separately as they build an individual understanding of the time system.

Finally, Tyler suggests that assessment links directly to the learning objectives. The following section details this.

The assessment criteria

There are two assessment components of the resource. The first assessment is formative where students will receive instant feedback.

Ideally, students are always given feedback before summative assessment. (National Union of Students, n.d.). The final assessment is

summative.

After being taught the principles of 12- and 24-hour time systems, students are given the opportunity to apply the theory and practice

converting between the two time systems. A short quiz is presented and students receive instant, constructive feedback. For any errors, the

“Mathopolis” (2013) software provides constructive feedback that helps students’ future efforts and significantly aids their learning (University of

Sussex, n.d.). The teacher will receive the results via email and can then provide additional support to students whilst the summative task is

being undertaken. Teachers receive this information to gather feedback on the lesson and identify future learning needs.

Finally, the end task is summative assessment and as such, an assessment of learning. (Siemon et al, 2011). Students are presented with

a series of calculations that will evaluate whether the lesson has successfully met the curriculum requirements. The calculations, shown in the

resource, are linked to a ‘rich assessment task’ as students are asked to complete the missing elements of a flight timetable. Pupils are familiar

with travel timetables and by presenting them with authentic problems, they are given the opportunity to apply their knowledge to a real-life

situation. Students are motivated by such tasks. (Siemon et al, 2011). Furthermore, rich assessment tasks provide students with valuable skills

as they authentically “represent the way the skills will be used in the future”. (Clarke et al, 2002).

To support diverse needs, students should be provided with numerous ways to submit their work. (National Union of Students, n.d.). All

submission options are electronic and whilst this avenue may not harness each individual’s strengths, it is good for students to practice their

technology skills in a safe and supportive environment. Students must become familiar users of technology to prepare them for today’s digital

world. (Collins et al, n.d.).

Good teachers challenge all students. (Siemon et al, 2011). The resource will also extend students where required. Within the summative

assessment component, the calculations link to the grade 6 mathematics as they introduce the subject of times tables (ACMMG139). (ACARA,

n.d.(c)). Furthermore, the task touches on another grade 5 curriculum sub-strand (ACMSP120) as students are asked to “calculate timetables

using varied data representations”. (ACARA, n.d.(a)). For instance, some numbers are represented as decimals, others in hour/minute format.

The final extension is optional and students are asked to explain the 24-hour time system to “Harry”. Asking students to explain their thinking

aids cognitive development and highlights opportunities for further teaching. (Siemon et al, 2011). This task would identify any gaps in student

thinking.

Responses to the summative task are emailed to the teacher. Assessment must anticipate action (Clarke as cited in Siemon et al, 2011)

and this task will provide the teacher with an insight into individuals’ learning needs and follow-up requirements (if any). The (optional) text-

based question would also provide the teacher with information on the depth of individuals’ understanding and possible further extension.

Students should receive individual and constructive feedback for their assessment. A “mark” is not necessary as the task is short and students

will easily gain an overview of their performance. Furthermore, if a minority of students completed the extension task, it should develop as a

class discussion to enrich others’ understanding.

REFERENCESArmitage, A., Evershed, J., & Hayes, D. (2012). Teaching and Training in Lifelong Learning. Retrieved 27 December 2013, from

http://reader.eblib.com.au.ezproxy.lib.swin.edu.au/(S(0mgxa4htibtcsadlwxmh0k14))/Reader.aspx?p=879704&o=132&u=Fh7%2fZAtohe9yzuAh70YtnQ

%3d%3d&t=1388137765&h=604D067B89F5AACCC4CFF3B4054518F18CD7DCFB&s=10920094&ut=405&pg=211&r=img&c=-1&pat=n

Australian Curriculum and Reporting Authority (ACARA). (n.d.(a)). Mathematics: Year 5. Retrieved 19 December 2013, from

http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10#level5

Australian Curriculum and Reporting Authority (ACARA). (n.d.(b)). Mathematics: Year 4. Retrieved 19 December 2013, from

http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10#level4

Australian Curriculum and Reporting Authority (ACARA). (n.d.(c)). Mathematics: Year 6. Retrieved 26 December 2013, from

http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10#cdcode=ACMSP120&level=5

Australian Curriculum and Reporting Authority (ACARA). (2013). Student diversity and the Australian Curriculum: Advice for principals, schools

and teachers. Retrieved 26 December 2013, from http://www.australiancurriculum.edu.au/StudentDiversity/Pdf/StudentDiversity

Clarke, D., & Clarke, B. (2002). Using rich assessment tasks in mathematics to engage students and inform teaching. Background paper for

Seminar for Upper Secondary Teachers, Stockhold, 2002. Retrieved 26 December 2013, from

http://www.arm.catholic.edu.au/educational-resources/curriculum/pd-items/assessment_paper_rich%20tasks.pdf

REFERENCESCollins, A., & Halverson, R. (n.d.). Rethinking Education in the Age of Technology: The Digital Revolution & the Schools. Retrieved 26 December

2013, from http://llk.media.mit.edu/courses/readings/Collins-Rethinking-Education.pdf

Crowther Centre for Learning & Innovation, Victorian Council of School Organisations. (2012). Personalised Learning Summary Report. Retrieved

27 December 2013, from http://www.viccso.org.au/userfiles/files/Personalised_Learning_Report_2011_FINAL_April_2012.pdf

Dreamstime. (n.d.). Stock images: Happy smiley cartoon face. [Image file]. Retrieved 29 December 2013, from

http://www.dreamstime.com/stock-images-happy-cartoon-smiley-face-image2268974

Dusenbury, L. (2012). Creating a Safe Classroom Environment. Retrieved 29 December 2013, from

http://www.educationworld.com/a_curr/creating-safe-classroom-environment-climate.shtml

Fink, V. (2013a). iPhone message. [Image file]. Received via email, 24 December, 2013.

Fink, V. (2013b). iPhone message. [Image file]. Received via email, 24 December, 2013.

FutureSchoolVideos. (2011). 24-hour time. [Video file]. Retrieved 26 December 2013, from http://www.youtube.com/watch?v=hBiCJt6B9Ow

Jobs for Teams. (2013). How to tell the time like a soldier. [Image file]. Retrieved 28 December 2013, from

http://www.jobsforteams.com/2013/04/01/how-to-tell-time-like-a-soldier/

REFERENCESKahlai, T. (2011, 1 December). Time – AM/PM v 24-hour clock. [Image file]. Retrieved 24 December 2013, from

http://thoikahlai.blogspot.com.au/2011/12/time-ampm-vs-24-hour-clock.html

Learning Zone Express. (2012). Child development theorists: Freud to Erikson to Spock and beyond. [Video file]. Retrieved from

http://swinburne.kanopystreaming.com.ezproxy.lib.swin.edu.au/video/child-development-theorists-freud-erikson-spock%E2%80%A6and-beyond.

Mathopolis. (2013). Question 1. Retrieved 24 December 2013, from

http://www.mathopolis.com/questions/q.php?id=3698&site=1&ref=/time.html&qs=3698_3699_3700_3701_3702_3703_3704_3705

More Than a Sunday Faith. (2013). Practice = preparation. [Image file]. Retrieved 26 December 2013, from

http://www.morethanasundayfaith.com/2013/09/practice-preparation/

National Union of Students. (n.d.). Charter on feedback and assessment. Retrieved 26 December 2013, from

http://www.nusconnect.org.uk/asset/news/6010/FeedbackCharter-toview.pdf

Psychohawks. (2010). Theories of cognitive development: Jean Piaget. Retrieved 26 December 2013, from

http://psychohawks.wordpress.com/2010/09/05/theories-of-cognitive-development-jean-piaget/.

Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2011). Teaching mathematics: foundation to middle years. Australia:

Oxford.

REFERENCES

SOLA Optical. (n.d.). Summary. [Image file]. Retrieved 26 December 2013, from http://www.solahistory.com/contents.html

University of Sussex. (n.d.). Teaching and Learning Development Unit – Effective Feedback. Retrieved 27 December 2013, from

http://www.sussex.ac.uk/tldu/ideas/assessment/efffb

Webb, P. K. (2012). Piaget: implications for teaching. Theory into practice. 19(2). 93-97. Retrieved from

http://calteach.ucsc.edu/aboutus/documents/Webb-Piaget.pdf

.

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