What students learn in AC9M6M03
This unit helps students build a clear, usable understanding of Interpret and use timetables and itineraries to plan activities and.... The goal is not to memorise one answer pattern. Students should be able to explain the idea, recognise it in a new example and apply it in a short practice or worksheet task.
- Start with the main idea: interpret and use timetables and itineraries to plan activities and determine the duration of events and journeys.
- Use concrete examples, pictures, oral explanation and short written responses before moving to independent practice.
- planning a trip involving one or more modes of public transport developing a timetable of daily activities for a planned event; for example, a sports carnival
- Finish with mixed questions so students must choose the correct strategy rather than copy the last example.
Curriculum coverage and elaborations
The content description and elaborations below show the curriculum ideas taught in this unit. Items marked as teaching context support lesson planning but may not appear in the initial eight-question activity.
- Content description: interpret and use timetables and itineraries to plan activities and determine the duration of events and journeys
- E1: planning a trip involving one or more modes of public transport
- E2: developing a timetable of daily activities for a planned event; for example, a sports carnival
- E3: investigating different ways duration is represented in timetables and using different timetables to plan a journey
How to use this unit
Read the topic guide, use the teacher slide for instruction, then complete the Worksheet, Practice and Test. These three activities use the same eight-question unit bank.
Teacher resource
AC9M6M03 teacher slide
Use this one-page PDF to introduce the key idea, vocabulary and teaching sequence before students begin the activities.
Open teacher slide (PDF)Common mistakes to watch for
- Rushing to a rule before checking the concrete model, drawing or number sentence.
- Using the correct answer once but not being able to explain why it works.
- Mixing up similar vocabulary such as more/less, before/after, longer/shorter or equal groups/sharing.
International curriculum mapping
This table gives closest-topic mapping for search and planning. The Australian Curriculum code is exact; overseas entries are broad equivalents because each jurisdiction structures outcomes differently.
| Region | Curriculum | Closest mapping |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9M6M03 — interpret and use timetables and itineraries to plan activities and determine the duration of events and journeys |
| Victoria | Victorian Curriculum F-10 | Year 6 Maths: closest match in Measurement. Use this page as a VIC-aligned practice and worksheet reference. |
| NSW | NSW Curriculum | Stage 3 Maths: closest content focus for Interpret and use timetables and itineraries to plan activities and... and related outcomes. |
| United States | Common Core / NGSS | Grade 6 Common Core Mathematics/ELA closest topic match for Interpret and use timetables and itineraries to plan activities and.... |
| England / UK | National Curriculum | Key Stage 2 / Year 6: closest programme-of-study match for Interpret and use timetables and itineraries to plan activities and.... |
| Canada | Provincial and territory curricula | Grade 6 closest topic match. Canada varies by province, so use this as a broad Ontario/BC-style learning outcome reference. |
| New Zealand | New Zealand Curriculum | Level 3 Maths: closest achievement-objective topic for Interpret and use timetables and itineraries to plan activities and.... |
| India | NCERT / CBSE | Class 6 closest NCERT/CBSE topic match for Interpret and use timetables and itineraries to plan activities and.... |