## Time Mini Project – Planning a day at the movies

### Posted by lisar | Posted in Time, Time Tables | Posted on September 18, 2015

Lesson 1 Planning:

Reading and highlighting Timetables (movie times & transport – bus, train)

Students are given a timetable for the movies, bus and train and need to use these to plan which movie they want to see on a Saturday day or night and which train and bus they might need to catch from their house to get there and home. Brainstorm extra activities we do when we have a trip to the movies. Movie timetables are set on hour or half hour intervals and run for a variety of times. Students to select based on their abilities

Lesson 2 Planning:

Plan the day – Duration

Running schedule/list

Students continue their brainstorm of extra activities they do at the movies (buy popcorn, go to the toilet). Think about the duration of each of these activities. List each one in their books. Durations of events may vary based on student’s abilities

Lesson 3 Planning:

Plan the day – Timeline #1

Colour blocks of time, show am/pm

Students rule up timelines in their books, which they must input the lines to show half an hour, quarter hour and hour blocks. Students begin inputting their movie time etc in colour codes to show the duration of activities to the nearest minute. Use their list from last lesson. Create a key for colour coded times

Lesson 4 Planning:

Plan the day – Timeline #2

Students finish off their timeline from last lesson. Make sure all durations are colour coded.

Extension: Calculate costing (eg. tickets for movies & transport, food)

Calculate the cost of tickets, transport, food etc. using the computer

## Multiplication Snap!

### Posted by jrom | Posted in Addition, Multiplication, Number, Subtraction, Time Tables | Posted on December 3, 2014

Tools – deck of cards (remove coloured cards)

2 or more students

On student begins by calling “multiply”, then deals two cards face up (eg. 5 and 7). Once the second card is dealt the first student to multiply the two numbers correctly collects the two cards dealt.

The student with the most cards (because he/she has answered correctly) wins the game and becomes the dealer.

Depending on the level of students’ ability you can change from multiplation to addition or subtraction etc.

A dealer can deal more than two cards – eg. the dealer calls adding 3 cards (eg. a 5, 7 and 2 are dealt), the first student to call “Snap!”and can answer correctly, collects the cards. The dealer can alternate by calling out, multiply, add, subtract etc.).

## One or the lot!

### Posted by ldunmall | Posted in Factors, Four Operations, Time Tables | Posted on December 3, 2014

Five students are selected to stand out the front of the learning space to be challenged with a series of questions related to a specific or mixed group of table number facts.
One student is chosen by the teacher to challenge either one student or the group – their choice.
The teacher then asks a question relating to a number fact, e.g. 7 x 6.
if the student chosen by the teacher answers first the person they challenged then swaps places. If they choose the group, then the whole group sits down and the student then selects four others to join them out the front.
If one of the group responds first, then the process continues

## A Day at the Zoo

### Posted by lisar | Posted in Calendars, Projects, Time Tables | Posted on September 30, 2014

A project that involves students planning a day at the zoo by using a calendar and reading simple time tables.

A Day at the Zoo – calendars and time tables project