85376190.a Time Teacher

A
Series
Student
Teacher
Time, Money
and Data
My name
Copyright © 2009 3P Learning. All rights reserved.
First edition printed 2009 in Australia.
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ISBN 978-1-921860-09-6
978-1-921860-04-1
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Series A – Time, Money and Data
Contents
Topic
Section
11– Time
– Answers
(pp. 1–17)
(pp. 1–39) Date completed
l daytime/nighttime__________________________1
time___________________________________ / /
l morning/afternoon __________________________
money_________________________________ 18 / /
l yesterday/today/tomorrow ___________________
data___________________________________ 31 / /
l before/after/next___________________________ / /
every day/special days______________________

l / /
Section 2 – Assessment with
days of the
l
answers
week (pp. 40–55)
___________________________ / /
time___________________________________
weekends
l
l and weekdays_____________________40 / /
l
l
money_________________________________
seasons __________________________________ 48 / /
l
l
data___________________________________
long 52
time/short time________________________ / /
l clocks____________________________________ / /
l o’clock times_______________________________ / /
Section 3 – Outcomes (p. 56)
Topic 2 – Money (pp. 18–30)

l value____________________________________ / /
l coins_____________________________________ / /
l counting coins_____________________________ / /
l adding coins______________________________ / /
l notes____________________________________ / /
l explore___________________________________ / /
Topic 3 – Data (pp. 31–39)

l sorting data_______________________________ / /
Series Author: l collecting and representing___________________ / /
Rachel Flenley l interpreting and analysing data_______________ / /
Copyright ©
Time – daytime/nighttime
1 Do we usually do these things in the daytime? Colour yes or no.

yes no yes no yes no
2 Do we usually do these things in the nighttime? Colour yes or no.

yes no yes no yes no
3 Draw yourself in
daytime clothes nighttime clothes
Drawings will vary.
Time, Money and Data A 1 1

Copyright © 3P Learning SERIES TOPIC
Time – morning/afternoon
You will need: scissors glue stick
a piece of paper or your maths book copy
What to do:
Fold your piece of paper in half, then unfold it. Write morning on one
side and afternoon on the other side.
Cut out the pictures below and sort them into things you do in the
morning and things you in the afternoon. If you do them at both
times, choose the time of day you do them most often.
Stick them under the right heading.
In the empty boxes draw your own morning and afternoon pictures
and stick them on too.

Drawings will vary.
2 A 1 Time, Money and Data

SERIES TOPIC Copyright © 3P Learning
Time – yesterday/today/tomorrow
1 Draw something that you did yesterday, that you are doing

today and that you might do tomorrow.
yesterday today tomorrow
Drawings
will vary.
Teacher check.

Time – before/after/next
1 Draw something you do before school and something you do

after school.
Before school I … After school I …
Drawings will vary.
2 Next means straight after. Draw what could happen next.

Drawings
will vary.
Drawings
will vary.

Time – every day/special days
1 What are 3 things you do every day? Draw them.

Every day I … Every day I … Every day I …
Drawings
will vary.
2 Special days have events that don’t happen every day.

Brainstorm with your class and think of all the special days
you can. Choose your favourite 2 and draw them. Tell
someone why they are so special to you.
Drawings will vary.

Time – days of the week
1 Say the days of the week. Join them to the right number

to show their order in the week.
Sunday 2nd
Monday 4th
Tuesday 3rd
Wednesday 7th
Thursday 5th
Friday 1st
Saturday 6th
2 Write the day that comes

before after
_________________
Sunday Monday _________________
Tuesday
_________________
Friday Saturday _________________
Sunday

You will need: a partner scissors glue stick

copy

What to do:
Cut out the days of the
week. Mix them up. Race
Sunday
against your partner
to put them in order,
starting with Sunday.
Play 3 times.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
What to do next:
Stick the days in order in your maths book.

1 Draw pictures to show what you do each day. You might need

to ask your mum, dad or teacher to help you think.
On Sunday I … On Monday I …
Drawings will vary.
On Tuesday I … On Wednesday I …

Time – days of the week (continued)
On Thursday I … On Friday I …
Drawings will vary.
On Saturday I …

Time – weekends and weekdays
1 Draw red stripes on the weekdays and green stripes on the

weekend days.
G R R
Sunday Monday Tuesday
R R R
Wednesday Thursday Friday
G
Saturday
2 Do you have a favourite time or day of the week? Draw it and

explain to someone why.
Drawings will vary.

Time – seasons
1 Brainstorm with your class and then draw something that

is special to each season.
Spring is special because … Summer is special because …
Drawings will vary.
Autumn is special because … Winter is special because …

Time – long time/short time
1 Draw something that takes you a

long time to do short time to do
Drawings will vary.
2 Find a partner. Follow the instructions and for each pair,

loop the activity that takes a longer time.
1. Clap 10 times. 1. Touch your toes 5 times.

2. Clap 10 times very slowly. 2. Do it again very quickly.
1. Sing the alphabet. 1. Open a book.

2. Sing it again very quickly. 2. Open it again very slowly.
How do you know which activity takes longer? Tell someone.

Time – clocks
Clocks tell us the time.

We find clocks in many places.
1 Look around your house or classroom. How many clocks

can you find? Draw a for each one you find.
Answers will vary.
2 Some numbers seem to have fallen off this clock. Can you write

them on again? Draw the hands as well.
Position
of hands
will vary.
10

Time – o’clock times
Look at this clock.

The minute (big) hand points to the 12.
The hour (little) hand points to the 8.
This tells us the time is 8 o’clock.
1 What’s the time, Mr Wolf?

77 o’clock 5 o’clock 3 o’clock

1 Draw the hour (little) hand on these clocks to match the times.

2 Does this clock say 4 o’clock?

Tell someone why or why not.
The hour hand and minute

hand are mixed up.
3 Find a partner and a clock with movable hands.

Take turns telling each other some o’clock times to make.

This is a digital clock.

The time is 11 o’clock.
There are 11 hours and no minutes.
1 What’s the time, Mr Wolf?

2 Write the hour to match the times.

5 9 12

You will need: a partner scissors

copy
What to do:
Cut out the dominoes. Mix them up and then work with your partner
to put them back together again so that the times match.

start
finish

Money – value
1 Draw or write some times we use money.

Drawings will vary.
2 Draw or write some different ways we pay for things.

Drawings will vary.

Money – value
Cheap means we think something doesn’t cost very much money.

Expensive means we think something costs a lot of money.
You will need: catalogues scissors glue stick
A3 paper
What to do:
Fold your piece of paper in half, then unfold. Label one side Cheap and
the other side Expensive as below.
Look through the catalogues. Cut out things (and their prices) that you
think are cheap and glue them under the right heading.
Do the same for things that you think are expensive.
Cheap Expensive
What to do next:
Share your ideas with a partner. Do they agree with you? If not, can
you both be right? Is there a rule for what makes something cheap or
expensive?
Money – value
Precious and valuable are words we often use when we talk

about how much something is worth.
1 Draw 3 things you think are valuable.

Drawings
will vary.
Are valuable things worth a lot of money? Write or tell someone

what you think.
Teacher check.
2 Draw 3 things that are very precious to you.

Drawings
will vary.
Are precious things always worth a lot of money? Write or tell

someone what you think.
Teacher check.

Money – coins
1 Use plastic coins to help you work out the missing values

on these coins. Write them on.
20
10
5
50
2
1
2 Find one of each of the coins above. Make a rubbing of

each coin in the space below using a lead pencil. Join them
to the right label.
5c
10c
Answers will vary.

20c
50c
$1
$2
Money – coins
1 Circle the coin you would use to pay for these things.

10c
20c
$2
5c
$1
50c
Money – coins
You will need: a partner scissors glue stick

copy
What to do:
Cut out the toys and the coins. Spread them out face down. Take turns
turning over 2 cards – if they match, you’ve bought the toy! Play until
all the toys have been bought.
Glue your toys and the matching coins into your maths book.

5c 10c
20c 50c $1 $2
5c 10c 20c 50c

Money – counting coins
1 How much money is in each purse?

$22 $ 3
$5 $ 4
$ 8

Money – counting coins
1 How much money is in this purse?

$ 5
2 Draw $1 coins to give this purse more money than is in

the top purse. Write the amount.
Amounts
will vary.
Drawings will vary. $
3 Draw $1 coins to give this purse less money than is in the

top purse. Write the amount.
Amounts
will vary.
Drawings will vary. $

Money – adding coins
1 Add the dollars.

$22 and $11 is $33 altogether.

Money – notes
1 Colour the notes the right shade. Write in the values.

Pink
$5 $ 10
Blue
$ 20 $ 50
Orange Yellow
$ 100
Green
2 Loop the note that is worth more.


Money – notes
1 Draw lines to match the notes to the objects.

$10
$20
$5
$50
2 Use plastic coins to help you solve these problems.

Draw coins to show your answers.
Make using Make using

Money – explore
You will need: a partner scissors counters
a copy of this page and page 30

copy
What to do:
Cut out the cards on this page and page 30. Mix them up and put them
into a pile, face down. Ask your partner to do the same with their cards.
Both players turn over the top card on your pile. The card with the
highest value wins. The winner takes a counter. If the cards are the
same value, both players take a counter.
Play until all the cards are gone. Who has the most counters at the end
of the game?


Money – explore
copy

5c 10c
20c 50c $1
$2 $5 $10
$20 $50 $100

Data – sorting data
You will need: scissors

copy
What to do:
Cut out the pictures below.
Sort them into 2 groups. Tell someone what the groups are.
Now sort them into 2 different groups. Tell someone what the groups are.
Teacher check.


Data – collecting and representing (group activity)
We can collect information about our world.

We call this information data.
1 Look at this group of children.

What information or data could we collect about this group?

We could find out:
how many kids wear glasses
how many kids have long hair and how many have short hair
Work with your team to think of some more information we could
find out. Share your ideas with the other groups.
Teacher check.
Data – collecting and representing
You will need: cubes in 2 different colours a pencil pot
What to do:
Mix the 2 colours of cubes together.
Fill up your pencil pot with the cubes. Put the
left over cubes away.
Predict which colour cube you think you will
have the most of.
Separate the colours. Put the cubes in 2 lines.
Compare the 2 lines.
Which colour do you have the most of?
Teacher check.
What to do next:
Play again with a different set of cubes. You could also use teddy
counters, beads or popsticks.

Data – collecting and representing (group activity)
You will need: your whole class sticky notes pencils
What to do:
Work together to answer these questions.
How many children in our class are wearing shoes with laces?
How many are not?
Line up in 1 line if you have laces. Line up in another line if you do not
have laces. Count the number of children in each line.
Work with your teacher to answer these questions.
 How many people have laces in their shoes?
 How many people do not have laces?
 D
o more people have laces in their shoes or do more people have
shoes without laces?
 Do these lines tell us how many people have red shoes?
What to do next:
Draw a picture of one of your
shoes on a sticky note. Make
sure you show your laces if
you have them!
Stick your picture onto the
board in the right column.
You have now made a graph.
Drawings will vary.

1 Draw a picture of yourself and write your name

in the box below. Cut out your picture.
copy
Help to arrange the class pictures into columns of
boys and girls.

Drawings will vary.
Name ________________________________
2 Now think of other ways you could sort the class. Perhaps you could
sort yourselves into people with brothers and people without brothers
or people who like swimming and those who don’t.

When we show our data using pictures or symbols we call it a graph.
1 For each day of this week, draw one of these pictures to show

what kind of weather it is.
The weather this week
Monday Tuesday Wednesday Thursday Friday
Drawings will vary.
2 On Friday use your graph to answer:

How many days were ?

Answers
will vary.
3 Discuss with your class what other information this graph tells you.

Data – interpreting and analysing data
1 Count the fish. You can colour each type of fish a different

colour. Write how many.
4 4 2

3 3 1


You will need: sticky notes pencils
What to do:
Look at this graph.
Does Ms Smith’s class prefer cats or dogs?
cats
dogs
How many people like ? 3
How many people like ? 6
Do more people like cats or dogs? Draw the favourite.
Tell someone how you know this.

There are more dogs than cats.
What to do next:
Do you prefer or ? Draw your choice on a sticky note and

make a class graph of the information.

What to do:
Look at this graph.
Favourite fruits
apples
bananas
How many people prefer ? 6


Which is the favourite fruit? bananas
Was it easy to tell this? Tell someone why or why not.
No, because the apple line is longer.
What to do next:
Draw the apples and bananas onto the graph below to make it easier to
understand the information.
apples
bananas

Time Name____________________
1 Colour the time of day you usually do these things.

daytime daytime daytime
nighttime nighttime nighttime

morning morning morning
afternoon afternoon afternoon
3 Draw something that happens

every day on special days
40 Series A Topic 1 Assessment Copyright © 3P Learning

Time Name____________________
4 Draw or write something you do

before school at school after school
5 Draw what could have happened before.

6 Draw what could happen next.

Skills and understandings Not yet Kind of Got it

l ses and understands everyday time terms such as
U
daytime, nighttime, morning, afternoon, every day,
special days, before, after, next
l equences events in time and relates events to
S
particular times
Copyright © 3P Learning Series A Topic 1 Assessment 41

Time Name____________________

daytime daytime daytime
nighttime nighttime nighttime

morning morning morning
afternoon afternoon afternoon
3 Draw something that happens

every day on special days
Drawings will vary.

Time Name____________________
4 Draw or write something you do

before school at school after school
Drawings
will vary.
5 Draw what could have happened before.

Drawings will vary.
6 Draw what could happen next.

Drawings will vary.

l ses and understands everyday time terms such as
U
daytime, nighttime, morning, afternoon, every day,
special days, before, after, next
l equences events in time and relates events to
S
particular times

Time Name____________________
1 Number the days of the week to show their order.

Colour the weekend days.

Friday
Monday
Wednesday
Sunday 1
Thursday
Saturday 7
Tuesday
2 Finish the sentences. Write or tell your teacher.

Today is_________________________________________________.
Tomorrow will be_________________________________________.
Yesterday was___________________________________________.

l ses and understands the time terms yesterday,
U
today and tomorrow
l ames and orders the days of the week, recognises
N
weekdays and weekend days

Time Name____________________
1 Number the days of the week to show their order.

Colour the weekend days.

Friday 6
Monday 2
Wednesday 4
Sunday 11
Thursday 5
Saturday 77
Tuesday 3
2 Finish the sentences. Write or tell your teacher.

Today is_________________________________________________.
Answers will vary. Teacher check.

Tomorrow will be_________________________________________.
Yesterday was___________________________________________.

l ses and understands the time terms yesterday,
U
today and tomorrow
l ames and orders the days of the week, recognises
N
weekdays and weekend days

Time Name____________________

2 What’s the time?

o’clock o’clock o’clock
o’clock o’clock o’clock

l Classifies events as taking a long time and a short time
l Reads o’clock times on analogue and digital clocks

Time Name____________________

Drawings will vary.
2 What’s the time?


l Classifies events as taking a long time and a short time
l Reads o’clock times on analogue and digital clocks

Money Name____________________
1 Draw or write something that you think is

cheap expensive
valuable precious
2 Loop the coin you would use to pay for

10c
20c
$2

Money Name____________________

$ $
4 Add the dollars.

$ and $ is $ altogether.

l Uses the language of money in everyday contexts
l Recognises and names coins and notes
l Counts by 1s to add $1 amounts

Money Name____________________
1 Draw or write something that you think is

cheap expensive
Drawings will vary.
valuable precious
2 Loop the coin you would use to pay for

10c
20c
$2

Money Name____________________

$ 3 $ 5
4 Add the dollars.

$ 3 and $ 2 is $ 5 altogether.

l Uses the language of money in everyday contexts
l Recognises and names coins and notes
l Counts by 1s to add $1 amounts

Data Name____________________
1 Look and answer.

How many boys? How many girls?
How many dogs? How many birds?
Are there more boys or girls ? Loop your answer.
Are there more dogs or birds ? Loop your answer.

Data Name____________________
Favourite games in Mr Walker’s class
Duck, duck,
goose
Sleeping logs
Red elbow
Buzz
2 Answer.

How many people prefer ?
How many people prefer ?
What is the favourite game? Loop it.
How do you know this? Tell your teacher.
What is the least favourite game? Loop it.

l Compares groups by counting
l Interprets information in a data display to answer
questions
l Makes reasonable explanations of data interpretation

Data Name____________________
1 Look and answer.

How many boys? 8 How many girls? 5
How many dogs? 3 How many birds? 7
Are there more boys or girls ? Loop your answer.
Are there more dogs or birds ? Loop your answer.

Data Name____________________
Favourite games in Mr Walker’s class
Duck, duck,
goose
Sleeping logs
Red elbow
Buzz
2 Answer.

What is the favourite game? Loop it.
How do you know this? Tell your teacher.

It has the most pictures in the graph.
What is the least favourite game? Loop it.

l Compares groups by counting
l Interprets information in a data display to answer
questions
l Makes reasonable explanations of data interpretation

Series A – Time, Money and Data
Curriculum Outcomes
Compare and order the duration of events using the everyday
ACMMG007
language of time
National
Curriculum ACMMG008 Connect days of the week to familiar events and actions
ACMSP011 Answer yes/no questions to collect information
Sequences events, uses everyday language to describe the durations

MAe-13MG
of events, and reads hour time on clock
MAe-17SP Represents data and interprets data displays made from objects
NSW Describes mathematical situations using everyday language, actions,
MAe-1WM
materials and informal recordings
Uses concrete materials and/or pictorial representations to

MAe-3WM
support conclusions
Compare and order the duration of events using the everyday

ACMMG007
language of time
AusVELS
ACMMG008 Connect days of the week to familiar events and actions
ACMSP011 Answer yes/no questions to collect information
56 Series A Outcomes Copyright © 3P Learning

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every day/special days______________________

Topic 2 – Money (pp. 18–30)

Topic 3 – Data (pp. 31–39)

Series Author: l collecting and representing___________________ / /

Rachel Flenley l interpreting and analysing data_______________ / /

yes no yes no yes no

2 Do we usually do these things in the nighttime? Colour yes or no.

yes no yes no yes no

daytime clothes nighttime clothes

Drawings will vary.

Time, Money and Data A 1 1

You will need: scissors glue stick

a piece of paper or your maths book copy

Drawings will vary.

2 A 1 Time, Money and Data

yesterday today tomorrow

Time, Money and Data A 1 3

Before school I … After school I …

Drawings will vary.

2 Next means straight after. Draw what could happen next.

4 A 1 Time, Money and Data

Every day I … Every day I … Every day I …

2 Special days have events that don’t happen every day.

Drawings will vary.

Time, Money and Data A 1 5

2 Write the day that comes

6 A 1 Time, Money and Data

You will need: a partner scissors glue stick

Time, Money and Data A 1 7

Drawings will vary.

8 A 1 Time, Money and Data

Drawings will vary.

Time, Money and Data A 1 9

2 Do you have a favourite time or day of the week? Draw it and

Drawings will vary.

10 A 1 Time, Money and Data

Spring is special because … Summer is special because …

Drawings will vary.

Autumn is special because … Winter is special because …

Time, Money and Data A 1 11

long time to do short time to do

Drawings will vary.

2 Find a partner. Follow the instructions and for each pair,

1. Clap 10 times. 1. Touch your toes 5 times.

1. Sing the alphabet. 1. Open a book.

How do you know which activity takes longer? Tell someone.

12 A 1 Time, Money and Data

Clocks tell us the time.

1 Look around your house or classroom. How many clocks

Answers will vary.

Time, Money and Data A 1 13

Look at this clock.

1 What’s the time, Mr Wolf?

77 o’clock 5 o’clock 3 o’clock

9 o’clock 6 o’clock 11 o’clock

8 o’clock 4 o’clock 1 o’clock

14 A 1 Time, Money and Data

4 o’clock 2 o’clock 8 o’clock

6 o’clock 11 o’clock 5 o’clock

2 Does this clock say 4 o’clock?

The hour hand and minute

How many days were ?