Unit Plan

Subject: General mathematics Year: 11

Topic: Measurement Subtopic: Working with time (MS-M2)

Unit duration: 1 week, 4 days Number of lessons: 9 (50 minutes each)

Overview and rationale: The main focus of this subtopic is to enable students to
understand concepts relating to locations on the earths surface and to calculate
distances using longitude, latitude and different time zones. Students become aware of
being a global citizen and the connection between countries in terms of location,
distance and time.

Outcomes: A student:

MS11-3 solves problems involving quantity measurement, including accuracy and the
choice of relevant units
MS11-4 performs calculations in relation to two-dimensional figures
MS11-9 uses appropriate technology to investigate, organise and interpret
information in a range of contexts
MS11-10 justifies a response to a given problem using appropriate mathematical
terminology and/or calculations

Related life-skills outcomes: MALS6-3, MALS6-4, MALS6-13, MALS6-14.

Lesson Content Syllabus outcomes

1 Units of time, time intervals and the conversion between MS11-3, MS11-4.
12-hour and 24-hour clocks.
2 Points on the earths surface, latitude, longitude and MS11-3, MS11-4,
position coordinates. Travelling different directions (N, E, MS11-9.
S, W),
3 Time differences between two places on earth and MS11-3, MS11-4,
recognised international time zones. MS11-9.
4 Time zones in Australia and neighbouring nations and MS11-3, MS11-4,
daylight savings. MS11-9, MS11-10.
5 Time zones, internet and phone usage across time zones MS11-3, MS11-4,
and the timing of events broadcast live from states of MS11-10.
countries between different time zones.
6 Coordinated Universal Time (UTC) and the International MS11-3, MS11-4,
Date Line (IDL). MS11-9.
7 In-class assessment (Plan a Holiday) (35 minutes) MS11-3, MS11-4,
MS11-9, MS11-10.
8 Review of interpreting timetables, for example, ferries, MS11-3, MS11-4,
trains and buses, and use them to solve problems. MS11-10.
9 In-class assessment (examination) (40 minutes) MS11-3, MS11-4,
MS11-9, MS11-10.
Lesson Plan

Topic area: Timetables Stage of Learner: 11, Syllabus Pages: pp. 34

Standard
Date: 23.03.17 Location Booked: Classroom Lesson number: 8
Time: 50 minutes Total Number of students: Printing/preparation: Links
30 to various transport websites
ready. Print worksheets and
corresponding timetables. Need
access to a Smart Board.

Outcomes Assessment Students learn about Students learn to

Formative The interpretation of Students review how to
MS11-3, MS11-4, assessment takes different timetables interpret timetables and
MS11-9, MS11-10. place throughout and how this can be use this to solve
the lesson. used as a part of life. problems using a range
Teacher walks How public of different timetables,
around and asks transportation can be including ferries, buses
questions, and used as a means of and trains. Incorporate
ensures that promoting 12-hour and 24-hour
students are sustainability. time into understanding
staying on task. timetables.
Cross Curriculum themes & General Explicit subject specific concepts and skills
capabilities
Knowledge, understanding and skills:
- Sustainability Students:

1. Develop the ability to use mathematical

skills and techniques, aided by
appropriate technology, to organise
information and interpret practical
situations.

Values and attitudes:

Students will value and appreciate:

1. Mathematics as an essential and relevant

part of life, recognizing that its
development and use have been largely in
response to human needs by societies all
around the globe.
2. The importance of resilience in
undertaking mathematical challenges,
taking responsibility for their own
learning and evaluating their
mathematical development.
Time Teaching and learning Organisation Centred
actions T/S
Intro Teacher greets students and Teacher: Greets students, Teacher
5 mins asks them to sit down in their outlines lesson details.
seats. Students take out their
work book and stationery Student: Takes out books
required for the lesson. and stationery
Teacher outlines what the
lesson will entail. Resources: Books,
stationery.
Revision Revision Teacher: Answers and Teacher
5 mins asks questions and
Teacher hands back results student.
from the in-class assessment Student: Responds to
from lesson 7. Teacher teachers questions, asks
outlines what was done well about assignment.
overall and what the class will
work on together, to improve Resources: Notes, results
students understanding of and questions from lesson
content, as a path to achieve 7.
syllabus outcomes.
Body Class discussion Teacher: Encourages Teacher
10 mins discussion, provides and
Teacher facilitates discussion questions that prompt student.
between students and asks thinking.
questions about when and
where you may need to use a Student: Contributes to
transportation timetable. discussions, asks
Teacher shows a transport questions.
timetable on the Smartboard
and asks: Resources: Smartboard,
1. What is the purpose of PDF of bus timetable from
this timetable? Mount Hutton to
2. What features does Newcastle. Available from:
this timetable have?
3. What would happen if http://www.newcastlebus
this timetable did not es.info/routes
exist?
Within this section, the (Route 111)
teacher briefly discusses with
students about how using
public transport can help with
sustainability, by reducing
carbon emissions and what
the impact human activity has
on ecosystems. Teacher asks
students what sustainability
means to them.
10 mins Class activity and
Smartboard interaction
Students get into pairs and
ask each other travel related
questions, based on the ferry
timetable that appears on the
Smartboard. For example,
What time do I have to leave
Old Cremorne Wharf, if I am
to arrive at Circular Quay,
Wharf 2 by 2pm? Teacher
walks around the room and
checks students are staying on
task, asking relevant
questions and helping where
necessary. Teacher ensures
that students are helping each
other, as a form of social
support.
15 mins Worksheet activity*
Teacher hands out bus
timetable worksheet activity.
Students have the option of
working on this alone, or with
another person.
Conclusion Teacher summarises the key
5 mins points of the lesson. Discusses
what the next lesson will
entail. Asks students if they
have any further questions.
Teacher: Gets students Student
into pairs, walks around,
assist where necessary,
asks questions.
Student: Works in pairs,
comes up with questions
and help each other.
Resources: Link to
timetable for ferry
between Mosman Bay
Wharf and Circular Quay:
http://www.sydneytrains.i
nfo/timetables/timetables
_by_line.htm?line=wt&dir=
1 - landingPoint
Teacher: Observes Student
students, ensures that
students are staying on
task, prompts thinking
through questioning.
Student: Completes
worksheet, asks questions
when necessary.
Resources: Bus timetable
worksheet
Teacher: Teacher
Student:
Resources: nil
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

MS11-3 Teacher and student questioning throughout lesson,
timetable worksheet.
MS11-4 Students working in pairs and helping each other
perform calculations based on time.
MS11-10 Timetable worksheet.

WHS
What are the key risk issues that may appear for and need to be
reduced/eliminated in this lesson? Using your syllabus and support documents
as well as other WHS policy- Outline the key WHS considerations that are to be
applied in this lesson?

This lesson only has a few WHS considerations to take into account for this
lesson. Firstly, it is important to ensure that any electrical cords are out of the
path of all students and the teacher. This will eliminate the likelihood of tripping.
Secondly, tables should be placed an appropriate distance apart, to encourage
movement of the teacher around the classroom without tripping or falling.
Worksheet activity*

Five trains travel from Hogwarts School of Witchcraft and Wizardry to London
Central on the same morning. The Hufflepuff Express leaves Hogwarts station 6
minutes after the Gryffindor Goods Train, but arrives 14 minutes before the
Slytherin All-Stations Train. The Gryffindor Goods Train takes 46 minutes to
reach London Central and arrives at 8:53am. The Ravenclaw Express leaves 10
minutes after the Hufflepuff Express and arrives 14 minutes before the
Gryffindor Goods Train. The Muggle-stops train is running 6 minutes late on this
particular morning, and arrives in London Central at 8:37, after leaving
Hogwarts 4 minutes before the Hufflepuff Express. The Slytherin All-Stations
Train takes 33 minutes to travel from Hogwarts to Central London, and arrives
46 minutes after the Hufflepuff Express leaves Hogwarts.

Work out the train timetable for the 5 trains.

Hogwarts London Central

Hufflepuff Express
Slytherin All-Stations
Gryffindor Goods Train
Ravenclaw Express
Muggle-stops

1. What is the latest time train you could catch from Hogwarts to arrive at
London Central before 8:40am? What train is this?
2. Explain what would happen if the Ravenclaw Express train was running 7
minutes late.
3. Hannah misses the Hufflepuff Express train by 2 minutes. She needs to be
in London Central by 8:45am. What may be a possible solution for her?
Justify reasons for your answer.
Assessment Task 1: Plan a Holiday (35 minutes)**

Assessment Task 1 requires students to work in pairs during lesson seven and
answer questions related to a holiday they are organising. In the two lessons
leading prior to this assessment task, the teacher has organised the pairs of
students that are working together for the assessment, and is aware of the
details of the assessment, such as the holiday destination. It is assumed that for
each pair, the starting point is Sydney, NSW, Australia. The teacher will organise
individual assessment tasks for each pair, prior to the lesson.

Students use the interactive map, on a tablet or device, shared between the
partners, from the following website:

https://www.timeanddate.com/time/map/

The pairs of students are required to undertake research together in order to

answer the questions.

An example of the assessment task is on the following page. This is just one
example, and in this case students have chosen a trip to Paris, France.

**This idea was adapted from an Inclusive Education: Theory, Policy and
Practice tutor named Sam Cowie, from Western Sydney University. It was
discussed during a tutorial.
Plan a Holiday Topic: Working with Time

1. Look up a flight from Sydney, Australia to Paris, France using

http://www.skyscanner.com.au. Choose a flight and write down your stop over
point. If you are unsure of where your stopover point is, do a quick Google
search. Assume that you have a three-hour stopover.

a) Locate the stopover point on the map 1

 b) What is the length of the first flight? 1

c) What is the length of the second flight? 1

2. Use https://www.timeanddate.com/time/map/ for the following questions:

What is the Coordinated Universal Time (UTC) at Sydney and your stopover
point? If you cannot find the exact stopover point on the online map, use a point
close by. 2

3. If you leave Sydney at 6:30 on a Monday, what time will you arrive at your
stopover point (local time)? (Answer in 12-hour time). 2

4. When you arrive in Paris, what time and day will it be in Sydney? 2

5. When looking at the map, locate Sydney and Paris. What direction have you
travelled and how many time zones have you crossed over? Have you gone
backwards or forwards in time? 3
6. While you are overseas in Paris, the election results are being broadcast live at
21:00 Sydney time. Use the map to determine what time it will be in Paris so that
you can watch it live. 1

7. Your flight leaves Paris on Friday at 8:15. Justify why you will not make it
home for your cousins birthday, which is on Saturday at 20:00. 2
Marking Rubric
Question 1 (a)
Criteria Marks
Stopover destination is marked correctly on the map 1

Sample answer:
Typical stopover points for this trip include Doha, Abu Dhabi and Qatar.

Question 1 (b)

Criteria Marks
Uses technology to come up with a solution 1

Sample answer:
15 hours

Question 1 (c)

Criteria Marks
Uses technology to come up with a solution 1

Sample answer:
10 hours

Question 2

Criteria Marks
Finds both solutions using technology 2
Finds one solution using technology 1

Sample answer:
Dubai: UTC+4.00
Sydney: UTC+11.00
Question 3

Criteria Marks
Uses 12-hour time correctly 2
Provides correct solution 1

Sample answer:
2:30 in the afternoon in Dubai.
Question 4

Criteria Marks
Provides both correct day and time 2
Provides either correct day or time 1

Sample answer:
10:30 on Tuesday.

Question 5

Criteria Marks
Determines whether you have travelled back or forward in time 3
Identifies number of time zones 2
Identifies direction travelled 1

Sample answer:
Northwest, 10 time zones and you have travelled backwards in time.

Question 6

Criteria Marks
Provides correct solution using technology 1
Sample answer:
11:00 Paris time.

Question 7

Criteria Marks
Justifies answer using UTC calculations and time differences 2
Provides correct solution 1

Sample answer:

If the flight leaves Paris at 8:15 on Friday morning, we will arrive in Doha at
18:15 Friday (Paris time). Our flight to Sydney will leave at 21:15 (Paris time)
and we will then arrive back in Sydney 12:15 Saturday (Paris Time). According
to the UTC map, Sydney is 10 hours in front of Paris, which means the plane will
land at 22:15 Sydney time, meaning we have missed our cousins birthday.
Assessment Task 2: In-class examination

Assessment Task 2 is an in-class examination that includes questions from

lessons 1 8. Students are allocated 5 minutes reading time and have 35 minutes
writing time (40 minutes total).
In-class examination Topic: Working With Time

1. What is 18:42 in 12-hour time? 1

2. Adam takes a conference call from 11:40 to 13:25. How long was the call? 1

3. Use the table to answer question 3.

http://www.burnham-on-sea.com/news/2012/vintage-bus-service-3.jpg
3. a) What time will the 10:12 service from Lympsham, Copse Corner, arrive at
WSM, Grand Pier? 1

b) Mark needs to be at Brean, Leisure Park, by 11:40. He claims that he can take
the service that arrives at Uphill, opposite the hospital, at 12:17. Is this correct?
Justify your answer. 2

4. Stuart travels from Amsterdam, Netherlands (5222N, 453E) to Guayaquil,

Ecuador (210S, 7956W). How far has he travelled and in which direction? 2

5. Winnipeg, Canada has a standard time of UTC-5.00 and Moscow, Russia has a
standard time of UTC+3.00. Tickets go on sale for a concert in Canada at 18:30.
What time will it be in Moscow when they go on sale? Explain your answer. 2
6. Terry travels from Queensland to New South Wales during Daylight Saving
Time (DST), meaning that NSW is an hour ahead of Queensland time. She leaves
at 13:25 and the flight is three hours long. What time will it be in NSW when she
arrives? 1

7. Cambodia is a country North-West of Australia. Phnom Penh has a standard

time of UTC+7.00 and Canberra, Australia has a standard time of UTC+11.00.
Ethan calls his mum, who is in Canberra, from Phnom Penh at 22:45 on a Friday.
What time and day is it in Canberra when he calls? 2

8. Explain what time zones are. 3

9. Phil crosses the International Date Line (IDL) from West to East on a Sunday.
What day will it now be? Justify reasons for your answer. 2

10. Distinguish between Universal Coordinated Time (UTC) and the International
Date Line (IDL). Describe features where possible. 3
Marking Guidelines
Question 1

Criteria Marks
Provides correct solution 1

Sample answer:
6:42pm

Question 2

Criteria Marks
Provides correct solution 1

Sample answer:
105 minutes or 1 hour 45 minutes

Question 3 (a)

Criteria Marks
Provides correct solution by interpreting timetable 1

Sample answer:
10:22am (will also accept just 10:22)

Question 3 (b)

Criteria Marks
Explains reasoning by interpreting the timetable 2
Provides correct answer 1

Sample answer:
No, this is not correct. Mark could not take the service that arrives at 12:17 at
Uphill, as this would get him to Brean by 11:55. He would need to take the earlier
service, at the latest, which arrives at Brean at 10:55.

Question 4

Criteria Marks
Provides correct solution for both directions 2
Provides correct solution for one direction 1

Sample answer:
Stuart travels 5410 South and 833 West.

Question 5

Criteria Marks
Explains the difference in time referring to UTC and time zones 2
Provides correct solution 1

Sample answer:

When it is 18:30 in Winnipeg, Canada, it is 02:30 in Moscow Russia. This is based

on UTC and the fact that Moscow is 8 hours ahead of time in Winnipeg.

Question 6

Criteria Marks
Provides correct solution 1

Sample answer:
17:25
Question 7
 Criteria Marks
Provides correct solutions (day and time) 2
Provides one correct solution (day or time) 1

Sample answer:
2:45 on Saturday morning.

Question 8

Criteria Marks
Explains that time zones are divided up by lines of longitude 3
Demonstrates understanding that time zones are based on UTC 2
Identifies that time zones of the earth have the same standard time 1

Sample answer:
A time zone is a region of Earth that has the same standard time. These regions
are divided up by the lines of longitude and are based on Coordinated Universal
Time (UTC).

Question 9

Criteria Marks
Explains answer based on movements across the IDL 2
Provides correct solution 1

Sample answer:
It will now be a Saturday. This is because when you move across the IDL from
West to East you subtract a day, whereas if you move from East to West, you add
a day.
Question 10

Criteria Marks
Distinguishes between the IDL and UTC 3
Provides one correct feature 2
Provides one correct description 1

Sample answer:

The International Date Line (IDL) is an uneven, black vertical line in the time
zone map, which marks the point where the date changes by one day.
Coordinated Universal Time (UTC) is the basis for civil time today. It is the
worlds time standard. The difference between IDL and UTC is that the IDL is
used to determine differences in days, whereas the UTC is used to determine the
difference in time between places.
Justification

Knowing how to teach mathematical concepts and ideas is problematic,

especially with the growing stigma that math is difficult, obscure and of little
interest to certain people (Ganal & Guiab, 2014, pp.26). Many researches believe
that incorporating real-world examples, encouraging social support, positive
classroom pedagogy and interesting classroom tasks is imperative to ensure that
students gain the most out of their learning experience (Attard, 2013; Ganal &
Guiab, 2014; Yoon, Dreyfus & Thomas, 2010). The Working With Time unit
outline, lesson plan and assessment tasks, were formulated and sequenced in a
way as to ensure high engagement from students in order to achieve syllabus
outcomes. This justification outlines the reasons for the sequencing and choices
of the lesson, as well as the assessment tasks and lesson plans, in order to
achieve the syllabus outcomes.

Many researchers argue that the use of real-world examples and contexts within
the mathematics classroom is crucial to engage student learning and achieve
learning outcomes (Attard, 2013; Yoon, Dreyfus & Thomas, 2010). The common
negative view of mathematics, according to some researches, can be
counteracted by the use of real-world contexts within the classroom.
Consequently, the Working With Time unit outline, lessons and assessment
tasks, incorporated activities that students can relate to day-to-day activities. For
example, the use of transportation timetables and planning a holiday was
incorporated to ensure that mathematical concepts can grow out of real-world
problems to assist with student engagement and learning outcomes (Yoon,
Dreyfus & Thomas, 2010). Harvey & Averill (2012) outline the importance of
real-world examples within the mathematics classroom, accompanied with
teacher commentary about the lesson, and how this can lead to a greater
understanding of mathematical concepts and student engagement.

Further, good peer relationships within the mathematics classroom can have a
positive influence on students learning and level of engagement (Attard, 2013).
According to OToole & Plummer (2004, as cited in Attard, 2013), social
interaction within the classroom is one of the main contributors to positive
learning outcomes and learning experiences. Many mathematics classrooms
promote individualised learning, and often this way of teaching and learning
discourages meaning, engagement and understanding (Attard, 2013, pp. 571).
According to Sullivan (2011), teaching is about interacting with students while
they engage in mathematical ideas for themselves, rather than students listening
and believing every word the teacher says. Subsequently, throughout the lesson,
students were encouraged to ask each other questions that they had formulated
themselves, which is crucial to ensure that they establish deep knowledge and
understanding about a particular concept or topic. Further, the first assessment
task is undertaken in pairs, further promoting this social support that can tap
into a level of student engagement and understanding that was previously not
there.

Further, while there are many significant issues affecting the teaching and
learning of mathematics, one that is of particular significance is mathematics
anxiety (Wilson, 2014). Mathematics anxiety is more than just a dislike of math,
rather it is characterised by feeling helpless, that math can never make sense,
and ultimately losing control over ones learning in the mathematics classroom.
There are a number of factors that can help or hinder ones mathematical anxiety
within the classroom, such as hostility from the teacher, a belief that success in
mathematics is linked to ability rather than effort as well as math anxiety being
transferred to students from their parents. Subsequently, within the lesson plan
Working With Time, the teacher constantly asks questions, encourages
thoughtful processes and questions from the students, in order to encourage
students and counteract the belief that success in math is determined by ability
and not effort (Wilson, 2014). Further, the unit of work Working With Time
encompasses pedagogical strategies that promote hard work, engagement, deep
thinking and peer and teacher support. This was done in an attempt to ensure
syllabus outcomes could be met, while promoting the learning of each individual
student.
Finally, one of the most important teaching strategies covered within the unit
Working With Time was ensuring that the students did not learn procedurally,
rather, that they learned the topic conceptually (Ley, 2015). Throughout the unit
outline, lesson plan and assessment tasks, students were encouraged to think on
their own in order to gain a deep understanding of the topic. While many
mathematics classrooms see learning take place through formulas without
encouraging thinking about an idea or concept, this particular lesson sought to
encourage deep understanding and thought. Not only does this lead to
achievement of the syllabus outcomes, it also teachers students to think on their
own to gain their own knowledge and understanding. In addition, the unit
outline was sequenced in a way as to work the students up to harder ideas and
thinking. According to Herbert & Pierce (2011), this is crucial to gain deep
understanding and to link mathematical ideas and concepts.

In conclusion, the unit of work Working With Time encompassed teaching and
learning strategies that were based on research in order to achieve syllabus
outcomes. It consciously encouraged student engagement, conceptual learning,
social support, real-world application and teacher encouragement, in order to
promote learning, deep understanding of the topic and achievement of the
syllabus outcomes.
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Attard, C. (2013). If I had to pick any subject, it wouldnt be maths: Foundations

for Engagement with Mathematics during the Middle Years. Mathematics
Education Research Journal, 25(4), 569 587.

Ganal, N.N. & Guiab, M.R. (2014). Problems and Difficulties Encountered by
Students Towards Mastering Learning Competencies in Mathematics.
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Google Images. (2017). World Political Map. Viewed 20th March, 2017. Retrieved
from: http://www.mapsofworld.com/world-political-map-2000px.jpg.

Google Images. (2017). Burnham on Sea. Viewed, 20th March, 2017. Retrieved
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Harvey, R. & Averill, R. (2012). A Lesson Based on the Use of Contexts: An

Example of Effective Practice in Secondary School Mathematics. Mathematics
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Herbert, S. & Pierce, R. (2011). What is Rate? Does context or representation

matter? Mathematics Education Research Journal, 23(4), 455 477.

Ley, J. (2015) A Five-Question Approach to Teaching Mathematics. Reflections,

40(4), 1 6.

Newcastle Buses. (2017). Timetables and Maps. Viewed 19th March, 2017.
Retrieved from: http://www.newcastlebuses.info/routes

Skyscanner. (2017). Skyscanner. Viewed 21st March, 2017. Retrieved from:

https://www.skyscanner.com.au

Sullivan, P. (2011). Teaching Mathematics: Using research-informed strategies.

Australian Council for Educational Research (ACER). Camberwell, Victoria.

Sydney Trains. (2017). T1 Western Line. Viewed 21st March, 2017. Retrieved
from:
http://www.sydneytrains.info/timetables/timetables_by_line.htm?line=wt&dir=
1%20-%20landingPoint#landingPoint

Time and Date. (2017). Time Zone Map. Viewed 21st March, 2017. Retrieved
from: https://www.timeanddate.com/time/map/.

Wilson, S.A. (2014). Fail at maths and you fail at life: Learned barriers to equal
opportunites. International Public Health Journal, 6(2), 147 160.
Yoon, C, Dreyfus, T. & Thomas, M. (2010). How High is the Tramping Track?
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