Learning intention
- sequence days of the week and times of the day including morning, lunchtime, afternoon and night time, and connect them to familiar events and actions
Foundation Mathematics · AC9MFM02
Days of the week and times of day
Put days and familiar daily events in order using everyday time language
Ready to project and teach
Learning goalsStart here
Australian CurriculumExact wording and teacher focus
Curriculum
- sequence days of the week and times of the day including morning, lunchtime, afternoon and night time, and connect them to familiar events and actions
Worked examplesWe do
Clean one-page examples
AC9MFM02 - AC9MFM02: Sequence days of the week and times of the day...
Example 1
ordering images of daily events on a string line across the room, and justifying the placement by referring to morning, lunchtime, afternoon, and night time Learning connection: Daily events can be sequenced by time of day, and the seven days of the week repeat in a fixed cycle.
Example 2
distinguishing between the days of the school week and weekends, and recognising that the days of the week form a sequence that repeats, with Monday always following on from Sunday Learning connection: Daily events can be sequenced by time of day, and the seven days of the week repeat in a fixed cycle.
Example 3
sequencing the events from a story in the order in which they occurred using language like, “This happened first” then “This happened next” Learning connection: Daily events can be sequenced by time of day, and the seven days of the week repeat in a fixed cycle.
Example 4
creating, interpreting and discussing classroom rosters; for example, a roster for watering the classroom garden and asking, “Who watered the garden yesterday?” or “Whose turn is it today?” Learning connection: Daily events can be sequenced by time of day, and the seven days of the week repeat in a fixed cycle.
More examplesBuild understanding
Elaboration expansion and examples 1
- E1: ordering images of daily events on a string line across the room, and justifying the placement by referring to morning, lunchtime, afternoon, and night time Learning connection: Daily events can be sequenced by time of day, and the seven days of the week repeat in a fixed cycle.
- E2: distinguishing between the days of the school week and weekends, and recognising that the days of the week form a sequence that repeats, with Monday always following on from Sunday Learning connection: Daily events can be sequenced by time of day, and the seven days of the week repeat in a fixed cycle.
Elaboration expansion and examples 2
- E3: sequencing the events from a story in the order in which they occurred using language like, “This happened first” then “This happened next” Learning connection: Daily events can be sequenced by time of day, and the seven days of the week repeat in a fixed cycle.
- E4: creating, interpreting and discussing classroom rosters; for example, a roster for watering the classroom garden and asking, “Who watered the garden yesterday?” or “Whose turn is it today?” Learning connection: Daily events can be sequenced by time of day, and the seven days of the week repeat in a fixed cycle.
Elaboration expansion and examples 3
- E5: creating a pictorial diary to show the important events that happen on the various days of the week Learning connection: Daily events can be sequenced by time of day, and the seven days of the week repeat in a fixed cycle.
- Build the day and week sequences: DAY morning → lunchtime → afternoon → night Place familiar events in the correct part of the day. WEEK Mon → Tue → Wed → Thu → Fri → Sat → Sun → Mon The sequence repeats. RELATIVE DAYS yesterday ← today → tomorrow Move the “today” marker each day. Think aloud: Build or point to the model first, explain what each part shows, then state the answer.
- Before and after in a repeating cycle: Sunday → Monday → Tuesday Ask: “What comes after Sunday? What comes before Tuesday?”
Teach, ask and checkTopic-aligned
AC9MFM02 · AC9MFM02: Sequence days of the week and times of the day...
Learning focus: sequence days of the week and times of the day including morning, lunchtime, afternoon and night time, and connect them to familiar events and actions
Model it: creating, interpreting and discussing classroom rosters; for example, a roster for watering the classroom garden and asking, “Who watered the garden yesterday?” or “Whose turn is it today?” Learning connection: Daily events can be sequenced by time of day, and the seven days of the week repeat in a fixed cycle.
Ask the learner: What day comes after Sunday?
Look for: The learner can sequence days of the week and times of the day including morning, lunchtime, afternoon and night time, and connect them to familiar events and actions in a fresh example and explain the evidence or reasoning without copying the model.
If they are stuck: If the learner guesses or repeats a rule without evidence, return to the concrete or visual model and ask them to explain what each part shows.
Exit ticketReview and assess
Assessment-style questions and review hints 1
Questions
- What day comes after Sunday?
- If today is Wednesday, what was yesterday?
Review hints
- Main idea: Daily events can be sequenced by time of day, and the seven days of the week repeat in a fixed cycle.
- Useful routine: Place event → Name daypart → Order → Before/After → Repeat week → Explain
Assessment-style questions and review hints 2
Questions
- Which usually comes first: breakfast or dinner? Explain.
Review hints
- sequence: an order that makes sense
- daypart: a part of the day, such as morning
Exit ticket
- Put in order: night, morning, afternoon, lunchtime.
Curriculum alignmentVictoria · NSW · International
Mapped skill: sequence days of the week and times of the day including morning, lunchtime, afternoon and night time, and connect them to familiar events and actions
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9MFM02 · Foundation |
| Victoria | Victorian Curriculum F–10 Version 2.0 — Mathematics | VC2MFM02 · Foundation |
| New South Wales | NSW Mathematics K–10 Syllabus (2022) | MAE-NSM-02 · Early Stage 1 |
| United States (USA) | Common Core State Standards for Mathematics | Kindergarten |
| Canada (Ontario) | Ontario Curriculum — Mathematics | Kindergarten |
| United Kingdom (England) | National Curriculum in England — Mathematics | Year 1, Key Stage 1 |
| India | NCERT / CBSE — Mathematics | Foundational Stage / Balvatika 3 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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