Year 6 Mathematics · AC9M6M03

Timetables, Itineraries and Journey Duration

Plan connected activities and account for waiting, transfer and overnight time

Ready to project and teach

Learning goalsSay it simply

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

  1. Represent
  2. Reason
  3. Calculate
  4. Interpret
  5. Verify
Curriculum focus: interpret and use timetables and itineraries to plan activities and determine the duration of events and journeys
Key conceptTeach from the board

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.

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.

Clean visual examplesOne-page board

Clean one-page examples

AC9M6M03 - Timetables, Itineraries and Journey Duration
Example 1

stage depart arrive duration / wait bus 08:35 09:12 37 min transfer 09:12 09:28 16 min train 09:28 11:05 1 h 37 min total 08:35 11:05 2 h 30 min

Example 2

identify fixed times → calculate durations → include travel/transition → check overlap → allow buffer → select feasible itinerary → communicate plan

Example 3

: planning a trip involving one or more modes of public transport

Example 4

: developing a timetable of daily activities for a planned event; for example, a sports carnival

Curriculum examplesCopied content

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.

Questions and answersWith answers

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.

Practice and reviewReady for practice
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.
Curriculum alignmentStart here

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

  1. Represent
  2. Reason
  3. Calculate
  4. Interpret
  5. Verify
Curriculum focus: interpret and use timetables and itineraries to plan activities and determine the duration of events and journeys
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