Build and annotate the model
Represent timetables, itineraries and journey duration and label the important parts, quantities or choices.
Learning goals
Learning goal
Students read 12- and 24-hour schedules, connect services, calculate elapsed time across noon or midnight and test whether an itinerary meets transfer, opening-time and duration constraints.
Success criteria
- I can represent or identify the concept.
- I can explain the underlying relationship.
- I can select an appropriate strategy or feature.
- I can apply it in a new context.
- I can justify and verify the response.
Teaching routine
- Represent
- Reason
- Calculate
- Interpret
- Verify
Curriculum focus: interpret and use timetables and itineraries to plan activities and determine the duration of events and journeys
Key concept
Build a connected journey itinerary
Use the visual model first. Ask students to identify the quantities, structure or conditions before calculating or explaining.
stagedepartarriveduration / waitbus08:3509:1237 mintransfer09:1209:2816 mintrain09:2811:051 h 37 mintotal08:3511:052 h 30 min
Total journey duration includes waiting and transfer time, not only travel stages. Confirm that the connection is achievable.
Worked examples
Plan activities under timetable constraints
Connect the central relationship to a new context, then verify the conclusion with a second representation, estimate, inverse operation or reasonableness check.
identify fixed times→calculate durations→include travel/transition→check overlap→allow buffer→select feasible itinerary→communicate plan
A plan may be mathematically possible but impractical without preparation or delay allowance. State assumptions about time zones and dates where relevant.
Curriculum elaborations explicitly taught
AC9M6M03: 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
Use the central and application models above to connect each elaboration to the same underlying concept.
Common misconceptions
Travel times added but waits omittedInclude every interval from start to finish.
Clock digits subtracted as decimalsUse 60-minute hours and timelines.
Arrival before departure ignoredCheck date, midnight and time zone.
Minimum transfer assumed safeConsider practical buffer when planning.
Classroom activities
Compare and reason
Use the application model to compare two cases, explain the relationship and identify a likely error.
Transfer and verify
Apply the idea in an unfamiliar context and use a second method, evidence source or text feature to check it.
Revision Notes and quick mastery check
Check understanding
- Find 08:35–11:05.
- Calculate a transfer wait.
- Check overlap.
- Cross midnight.
- Add a practical buffer.
Evidence of mastery
- Represent or identify the concept
- Explain the underlying relationship
- Select an appropriate strategy or feature
- Apply it in a new context
- Justify and verify the response
Decision: continue when students can explain the model, apply it to a new example and justify their check. Otherwise return to the central model and reduce the numerical or representational load.
Curriculum wording and references
Australian Curriculum v9.0
AC9M6M03: interpret and use timetables and itineraries to plan activities and determine the duration of events and journeys
The Australian Curriculum code and wording are exact. International teachers can use the underlying mathematical concept while matching the lesson to their local grade or year outcomes.
Resources and next steps
Teacher Slides
Project the fixed, branded four-page teaching sequence.
Open Classroom ViewHomework
Use the printable activity for written practice.
Open HomeworkPractice and Test
Use supported Practice first, then the separate Test when ready.
Open PracticeOpen Test
🎥 Optional Video Lesson
The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.
Before you watch:
- Pause after each worked example.
- Try the examples yourself.
- Return to the SkillrHub lesson before continuing.
Recommended: How Do You Read Timetables?
Twinkl Educational Publishing — Read a timetable and connect departure and arrival times to a journey.
As you watch: Which row and column do you need to find the next suitable service?
Load video player Loads YouTube in this lesson. See the video notice below.
Try it: Create a three-stop bus timetable. Plan a journey arriving before 10:30 and calculate both travel time and any waiting time.
Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.
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Curriculum equivalents: Victoria, NSW and international
Curriculum equivalents for Interpret and use timetables and itineraries to plan activities and...
Mapped skill: interpret and use timetables and itineraries to plan activities and determine the duration of events and journeys
These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9M6M03 · Year 6 |
| Victoria | Victorian Curriculum F–10 Version 2.0 — Mathematics | VC2M6M03 · Level 6 |
| New South Wales | NSW Mathematics K–10 Syllabus (2022) | MA3-NSM-02 · Stage 3 |
| United States (USA) | Common Core State Standards for Mathematics | Grade 6 |
| Canada (Ontario) | Ontario Curriculum — Mathematics | Grade 6 |
| United Kingdom (England) | National Curriculum in England — Mathematics | Year 7, Key Stage 3 |
| India | NCERT / CBSE — Mathematics | Class 6 |
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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Topic reference: AC9M6M03 — Timetables, Itineraries and Journey Duration
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