Expected level of development
Australian Curriculum Mathematics V9: AC9M2M03
Numeracy Progression: Measuring time: P2, Counting processes: P6
At this level, students identify the months in a year, and determine the number of days in each month, using a calendar. Students identify the date and determine the number of days between events using calendars.
Build on students’ knowledge of the names and order of the days of the week and their understanding that these follow a cycle. Progress from daily and weekly schedules to the use of a calendar.
Explore a calendar, explaining how it is used to measure the year, dividing it into days, weeks and months. Make explicit the cyclic nature of calendars by making links from month to month and year to year. Model how to work out days remaining in the week, month and year. Use relevant representations and worked examples to show how to use additive thinking to solve time related problems.
Look for opportunities to incorporate culturally responsive pedagogies. Identify culturally significant events using the calendar to locate specific dates.
When investigating seasons, discuss and compare the seasons used by First Nations Australians and compare with those used by non-Indigenous society.
Teaching and learning summary:
- Identify patterns in calendars.
- Model how to work out days remaining.
- Identify culturally significant events.
- Discuss and compare seasons used by First Nations and non-Indigenous Australians.
- identify and order the months of a year
- identify and describe patterns found in calendars
- work out days remaining in the week, month and year
- describe the ways non-Indigenous society organises seasons, recognising the connection to weather patterns
- describe ways that First Nations Australians mark the seasons by plant, water and animal cycles.
Some students may:
- be unfamiliar with the way a calendar is organised into weeks and months
- not yet be able to bridge across months when working out days remaining in the year
- know the names of the months, but may not be able to place these in the correct order
- not know that First Nations people have a different way of representing seasons than the commonly used Western approach.
The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.
- We are learning how to read a calendar.
Why are we learning about this?
- Calendars are a tool we use to measure time.
What to do
- Find a calendar.
- Find today’s date. What day of the week is it? What month is it?
- Count how many days until the end of the week (Friday).
- Count how many days until the end of the month.
- What is the next month?
- Think about a special day in the year.
- Find a day in the calendar that is a special day.
- What date is it? What is special about this day?
- Draw a picture about the day. Add the date.
- How many months and days until that special day?
- read a calendar and tell the date
- work out how many days are left in the week or month
- say the months in order.
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A collection of evidence-based teaching strategies applicable to this topic. Note we have not included an exhaustive list and acknowledge that some strategies such as differentiation apply to all topics. The selected teaching strategies are suggested as particularly relevant, however you may decide to include other strategies as well.
Explicit teaching is about making the learning intentions and success criteria clear, with the teacher using examples and working though problems, setting relevant learning tasks and checking student understanding and providing feedback.Go to resource
Culturally responsive pedagogies
Culturally responsive pedagogy is a form of teaching that incorporates learners’ cultural background and histories into classroom practice.Go to resource
A worked example is not just a pre-worked question that is given to the students. There are several types of worked examples and ways of using them.Go to resource
Providing students with multiple opportunities within different contexts to practise skills and apply concepts allows them to consolidate and deepen their understanding. If these multiple exposures take place across different subject areas, this also facilitates students’ knowledge transfer.Go to resource
A range of resources to support you to build your student's understanding of these concepts, their skills and procedures. The resources incorporate a variety of teaching strategies.
Use this student interactive task to sort and order months of the year.Resource details
Use this activity to engage students to find patterns in calendars.Resource details
Learn about the structures of and patterns within calendars, and integrate intercultural understanding.Resource details
Explore calendars and compare the way Aboriginal and Torres Strait Islander peoples recognise and represent different seasons.Resource details
By the end of Year 2, students are determining the number of days between events using a calendar and reading time on an analog clock to the hour, half hour and quarter hour.