Time Matters - Book 1 (Foundation to Year 3)

RIC-6122 34/5.9

Time matters: Australian Curriculum Mathematics Book 1 (Foundation to Year 3) Published by R.I.C. Publications® 2015 Copyright© Linda Marshall and Paul Swan 2015 ISBN 978-1-92501-07-9 RIC– 6122

Titles in this series: Time matters: Australian Curriculum Mathematics Book 1 (Foundation to Year 3) Time matters: Australian Curriculum Mathematics Book 2 (Years 4–6)

Also in this series: Money matters: A teachers handbook for developing money concepts (Ages 5–10+)

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Contents Introduction Issues

Introduction

4

Curriculum links

5

Issues to consider

6–10

Time equivalents

11

Likely difficulties with time

12 13–14

The language of time

Language (including children’s literature)

Daily routine

Periods of time

Telling the time (Clock reading – digital and analog)

Sequencing

Timing/Duration (including estimation)

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Language abbreviations

15

Children’s literature

16 17–18

Nursery rhymes Time-related displays

19

Daily routine

20

Days of the week

21–22

Months of the year

23–24

Seasons

25

The calendar

26

Blank calendar

27

Early understanding about time

28–29

Telling the time

30–39

What’s the time, Mr Wolf?

43

Time noughts and crosses

44–46

Round the circle game

47–49

Minute time cards

50–51

Clock bingo

52–56

Time concentration game

57–66

Time dominoes

67–74

Self-checking time cards

75–80

Race around the clock game

81–82

Sequencing familiar events

83–86

Sequencing other events

87–89

Sequencing longer events

90

Sequencing seasonal and annual events

91

Sequencing events according to duration

92–93

Sequencing shadows

94

Sequencing time lines

95–98

Timing/Duration

99–101

Adding time intervals game

102–109

Making a tocker

110

Candle clock

111

Making a sand timer

112–113

Making a water clock

114–115

Rhythm

116–117 3

Time matters Book 1 (Foundation to Year 3)

Introduction

B

ook 1

Most of us, if asked to consider the topic of time, would think about telling the time. This is a very important aspect of the topic; however, there are many other aspects of time that we need to consider. These include: time equivalents; days of the week, months of the year etc.; sequencing events; timing and duration; planetary time and so on.

Time is an interesting topic in that it is a non-tangible item. We cannot ‘see’ half an hour or ten seconds; we cannot hold it in our hands or measure it directly as we can with other measurement activities such as measuring length, area, volume, capacity or mass.

The development of understanding of the various aspects of time may be gradual. We would not, for example, consider teaching the telling of time to the nearest five minutes if the students cannot tell the time to the halfhour. We would also not consider using a stopwatch to time a particular event if the students did not have a ‘feel’ for how long one minute, five minutes, or even one second is.

In the early years, students may use arbitrary units to measure duration; for example, how many claps it will take to put some books on a shelf.

Later, students may make their own timing devices such as water clocks, candle clocks and tockers. Eventually the need for a standard unit of time, and the ability to measure this accurately, will lead to timing events using minutes, seconds, a stopwatch etc.

We have decided to produce two separate Time matters books, as the topic is more extensive than we first realised. This first book looks at teaching aspects of time for Foundation through to Year 3. The second book takes these ideas and continues them through from Year 4 to Year 6.

Because there are many aspects of time that are important for all year levels, there are sections in this book that are also in the second book.

The Australian Curriculum has expectations in the teaching of time from Foundation through to Year 6. All of these content descriptions have been addressed in the two books.

Time matters Book 1 (Foundation to Year 3)

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Curriculum Links Description Compare and order the duration of events using the everyday language of time (ACMMG007)

Foundation Connect the days of the week to familiar events and actions (ACMMG008)

Tell time to the half-hour (ACMMG020)

Year 1 Describe duration using months, weeks, days and hours (ACMMG021)

Tell time to the quarter-hour, using the language of ‘past’ and ‘to’ (ACMMG039)

Year 2

Name and order months and seasons (ACMMG040)

Use a calendar to identify the date and determine the number of days in each month (ACMMG041)

Year 3

Tell time to the minute and investigate the relationship between units of time (ACMMG062)

Convert between units of time (ACMMG085)

Year 4 Use am and pm notation and solve simple time problems (ACMMG086)

Year 5

Compare 12- and 24-hour time systems and convert between them (ACMMG110)

Year 6

Interpret and use timetables (ACMMG139)

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Time matters Book 1 (Foundation to Year 3)

Issues to Consider Time is an intangible—it can be measured, but not actually seen. We can think of it as an ‘invisible’ measure. You cannot ‘see’ ten minutes or one hour. You cannot feel it or hold it.

T

ime is not decimal

Time is one of the few measures that is not decimal. It uses many different bases: 60 (seconds in a minute; minutes in an hour), 24 (hours in a day), 7 (days in a week), 4 (weeks in a month), 52 (weeks in a year), 12 (months in a year), 365 (days in a year), 366 (days in a leap year). The only base ten units are 10 years in a decade, 10 decades in a century and 10 centuries in a millennium.

Much of the teaching about time can be incidental, especially in the early years. Teachers can refer to the time of day frequently, with such statements as, ‘It’s nearly 12 o’clock, almost lunch time’.

Students need to be aware that there is no ‘zero o’clock’. Also, there is no 60-minute place on an analog or digital clock.

Writing of time in a mathematical context should use a colon between the hours and minutes; for example, twelve o’clock should be 12:00 not 12.00. This helps emphasise the fact that time is not decimal.

The word ‘minute’ has several meanings. It can mean something that is very small. It can also be one-sixtieth of an hour or a measure of a very small angle (one-sixtieth of a degree). The first meaning is pronounced differently, but spelt the same. They are related in that the two measures are very small (i.e. they are minute).

Time matters Book 1 (Foundation to Year 3)

Although most measures of time are not decimal, timing of some sporting events can go into tenths or hundredths of a second. For example, in Olympic running or swimming events, the difference between the first and second places may be as little as 0.03 of a second.

These times are also recorded in decimal format, e.g. Australian Robert Hurley won the men’s 400 metres freestyle race at the World Shortcourse Championships in August 2010 in a time of 3:41.58; that is 3 minutes and forty-one point five eight seconds. The 0.58 is 58 hundredths of a second.

This is a strange mix of Base 60 and decimal.

U

se of fractions

There can be confusion when fractions are used for segments of time, e.g. 3.25 hours is not 3 hours and 25 minutes but 3 hours and 15 minutes, as 0.25 indicates a quarter, and one quarter of one hour is 15 minutes.

Also, we can have 0.75 of an hour, which is 45 minutes (3⁄4 of an hour); this can be confusing as there are less than 75 minutes in an hour.

T

ime is relative

Time is quite subjective. Five minutes can seem like a long time if you are waiting for something good to happen, but seems to be over in no time at all if you are engaged in something really interesting or exciting.

This makes estimation of time quite difficult, even for adults.

Time is also subjective in terms of how long a time period is compared with how long a person has lived. For example, six months is one eighth of the life of a four-year-old; but only a small portion (one seventieth) of the life of a 35-year-old.

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Issues to Consider

M

ore than reading clocks

W

hat is a clock?

‘Time’ is not just about telling the time and reading clocks, although that is important. It incorporates many other important aspects including sequencing; the duration or passage of time; time passed and time still to come; calendars, days of the week, months of the year etc.; time lines, and geographical position and its relationship to time.

There are two basic elements in any clock:

• It has a repeated, regular, constant action or process that marks off equal periods or increments of time.

• It has a way of keeping track of periods of time and displaying the result.

P

rerequisites

A

dual system

A

nalog clock issues

Early understanding of time concepts will encompass many activities that are not obviously about time. For example, children need to know concepts such as clockwise and anticlockwise (also known as counterclockwise), be able to count to twelve, have experience with the use of spinners and be exposed to rhythmic patterns. As they progress to reading clocks to the nearest 5 minutes, they will need to be able to count by 5s. In order to read a digital clock, they need to be able to count and understand numbers to 60.

Roman numerals 1 to 12

1 2 3 4 5 6 7 8 9 10 11 12

I II III IV V VI VII VIII IX X XI XII

To facilitate children’s understanding of the connections between reading analog and digital clocks, it is recommended that both types of clocks be present in every classroom.

Some analog clocks have two hands (hour and minute) and others three (hour, minute and second). There are even some that only have the hour hand, and readers have to estimate the minutes according to the position of the hand between two hour markings.

Teachers need to be careful when choosing clock faces to teach telling the time. It is better to have dials where the hour hand moves in relation to the minute hand (geared clocks). For example, if a clock is showing 7:30, the hour hand should be half way between the 7 and the 8.

Analog clocks are one of the few situations nowadays where Roman numerals may still be used. Another place students may see Roman numerals is in dates, e.g. the year a movie was made. Generally, it is better to avoid analog clocks that use Roman numerals when students first learn to tell the time.

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Time matters Book 1 (Foundation to Year 3)

Issues to Consider

S

aying/Stating the time

Children may hear various alternatives when telling the time, for example, 2:35 could be said as two thirty-five or twenty-five to three. We would recommend that teachers only use the former, but we need to be aware that children may be exposed to both forms. Our recommendation is that the only occasion where ‘something to’ is used is with ‘quarter to’, as this may be an early introduction to reading time to the nearest half-hour and quarter-hour.

1

2-hour and 24-hour time

Many digital clocks have a 24-hour display, or an option to use 12-hour or 24-hour time. For children still coming to terms with basic telling the time, the 24-hour clock is an added problem. There are many adults who may interpret, for example, 16:45 as 6:45 pm rather than as 4:45 pm.

Even in 12-hour time, there are several ways to express a particular time; see example at bottom of page. In 24-hour time we could add 0315 or 1515 depending on whether it was morning or afternoon.

V

erbalising 12-hour and 24-hour time

The spoken time reflects the written digital time, e.g. in 12-hour time format, 11:28 would be said as eleven twenty-eight, not twenty-eight minutes after/past eleven. The time 7:31 would be said as seven thirty-one, not twenty-nine minutes to eight, or thirty-one minutes after/past seven.

With times such as 11:05, whether we say oh instead of zero or whether we verbalise the zero at all depends on community practice. However, the zero must be used in the written form. When ‘am’ and ‘pm’ are used, they are simply spoken as the letters am or pm.

When using the 24-hour time format, times on the hour generally are said as ‘hundred’, e.g. 1100 would be eleven hundred and 0500 would be zero five hundred. Other times with a zero at the end would be spoken in tens, e.g. 1120 would be eleven twenty and 0530 would be zero five thirty or oh five thirty.

If telling time to the nearest second, it would be written as, for example, 0530 and 22 seconds, and said as zero five thirty and twenty-two seconds or oh five thirty and twenty-two seconds.

3:15 fifteen minutes after three

Time matters Book 1 (Foundation to Year 3)

three fifteen

8

quarter past three

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Issues to Consider

T

he calendar

The calendar we use is not the only one in current use in the world.

For example, there is an Islamic calendar in which the 12 months have different numbers of days to ‘our’ standard one. The Balinese have two parallel calendars that are both different again; one has 12 lunar months (Sasih), where each month begins on the day after the full moon; and the second (Pawukon) where there are six months in a year, 35 days in a month and 210 days in a year.

L

Reiterating the difficulties faced with the use of decimals for timing; the time of 3:41.58 would need another 0.42 of a second to become 3:42, not 0.02 of a second (i.e. hundredths of a second, not Base 60). This is another very good reason to use the colon to separate the hours and minutes, and help avoid confusion.

When doing calculations involving the time of day, the way that causes less trouble to students is to do them mentally— maybe jotting down part-calculations as you go.

ater is longer

Young children find it confusing when asked to compare the times of events, if one event begins before the other. They will often choose the ‘longer’ duration according to the finish time rather than the total time.

For example, if one train trip goes from 2:15 to 3:00 and another goes from 2:30 to 3:05, children will often believe that the second trip is longer because it finishes 5 minutes later than the first, whereas in fact the first trip is longer as it takes 45 minutes while the second trip takes only 35 minutes.

A

rbitrary measures of time

M

easuring time

We can use arbitrary or standard units of time. When timing actions we can use units such as heartbeats, claps, pendulums, the amount of time it takes to fill a jug with water etc. The standard units are seconds, minutes, hours etc.

Time can be measured using a variety of instruments, from stopwatches for small passages of time and calendars for medium passages of time, through to measures of lunar and solar motion for long durations of time.

C

alculations with time

Calculations of time difference can be quite difficult because of the non-decimal nature of time. For example, if using a timetable and calculating how long before the next bus, a calculator may actually hamper the process. If the bus arrives at 4:25 and it is currently 3:47, you cannot simply key 4.25 into a calculator and subtract 3.27; the result would be 0.78, which a child could incorrectly interpret as 78 minutes. In this case, the number of minutes until 4:00 would be calculated first (from 3:47 to 4:00 is 13 minutes), and the extra 25 minutes until the desired time (4:25) added to give a total waiting time of 38 minutes.

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Time matters Book 1 (Foundation to Year 3)

Issues to Consider Calculations of durations other than hours and minutes are also difficult due to the non-decimal nature of time. For example, when working with a calendar, if a child is asked in late February how many days until Anzac Day, the calculation needs to take into account the total number of days in February, the number of days left in February, the number of days in March, add them together and then add the 25 days into April when Anzac Day occurs.

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Time Equivalents Students need to recognise and recall time equivalents.

The generally used conversions are:

They also need to be able to convert between them.

60 seconds (s)

=

1 minute (min)

60 minutes

=

1 hour (h)

24 hours

=

1 day

7 days

=

1 week

2 weeks

=

1 fortnight

52 weeks 1 day

=

1 year

52 weeks 2 days

=

1 leap year

365 days

=

1 year

366 days

=

1 leap year

12 months

=

1 year

10 years

=

1 decade

100 years

=

1 century

1000 years

=

1 millennium

As measures of time are not generally in Base Ten (i.e. they are not decimal), conversion from one measure to another can be problematic.

For example, if we want to know how many minutes there are in 41⁄2 days, we need to undertake a number of small calculations.

1. There are 24 hours in a day, so there are 4 × 24 hours in 4 days. This is 96 hours.

2. There are 12 hours in half a day. We need to add this to the 96 hours, giving us 108 hours.

3. There are 60 minutes in an hour, so there are 108 × 60 minutes in 41⁄2 days. This is 6480 hours.

So there are 6480 minutes in 41⁄2 days.

Generally, the bigger the time gap for the units of time being converted, the greater the number of small calculations to be done.

P

ut in order

A

pplication

Put a number of different time periods onto individual cards, and students place them in order from the shortest to the longest time period.

• Have I been alive for one million seconds?

• A dragonfly usually lives for about 2688 hours.

How many days is that? How many weeks? How many months?

Students may use the internet to create problems that involve different time periods and time conversions.

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Time matters Book 1 (Foundation to Year 3)

Likely Difficulties with Time This section is designed for students who are experiencing some difficulty with time concepts. It is not designed for students with severe learning difficulties.

One of the issues with teaching time is that there is often little consensus within a school as to the progression of how time is taught. For example, should you teach analog or digital time first, or team them together? This lack of consensus can cause issues when trying to enlist parental support for the teaching of time concepts.

In this book we have specified a sequence and language for teaching time that we believe should remove some of these issues.

Consider that time includes the idea of a point in time that may be measured and the duration of a time period (elapsed time) that may also be measured. Each may involve scale or dial reading and possibly some conversion.

We have grouped the main issues with developing time concepts into some basic groups.

T

he language of time

The language related to time concepts can be a little loose. For example, lunchtime for one person may be twelve noon, whereas someone else may not each lunch until two o’clock, so it is not a ‘fixed time’. Words such as ‘earlier’ and ‘later’ need some sort of qualifier. How much earlier? or How much later? When we say it is ‘nearly’ or ‘about’ a certain time, that involves some sort of judgement or estimation.

Some students cannot read the visual clues associated with time. An example of this is the writing of digital time without a colon to separate the parts (in a mathematical context).

N

umber skills

S

cale or dial reading

Initially, students will need to be able to count to twelve and later to sixty by ones, and then by fives. Students will require some basic fraction knowledge, particularly ‘quarter’ and ‘half’.

Reading a scale on a circle is not an easy task. Realising that the 1 on the scale may represent 5 and that 2 represents 10 is an extremely difficult concept. Digital clocks present some issues as well, including the need to read numbers to 59 and interpreting what 00 means.

Clearly there is quite a bank of knowledge that students must possess before they can tackle the intricacies of telling the time.

Some of the sidebars included in this publication are designed to alert teachers to likely difficulties and offer suggestions for overcoming these difficulties.

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The Language of Time Remember, a student might use a word but not really understand what it means. Encourage students to explain what a word or phrase means.

Where possible ask the students to write the word and use the word or phrase in a sentence.

The most common beginning for a story, particularly a fairy story, is ‘Once upon a time …’

It is important that students are ‘tuned in’ to the topic of time. One way to do this is by focusing on the language associated with time. There are several groups of words or time-related phrases that may be used.

1

Time phrases There are many phrases that are used that relate to time and timekeeping. Here are a few that include the word time: • One day at a time

• Like a ticking time bomb

• On time

• No time like the present

• Time’s up

• Double time, time and a half, half time

• Time flies when you are having fun

• Doing time

• Time drags

• A timely event

• Time flies

• (To be) time poor

• From time to time

• Wouldn’t give the time of day

• Waste time • Time’s a wasting • Killing time • Passing the time of day

• Time to kill • Marking time • Before time began

• A time of peace (or war) • Spend your time wisely • Third time lucky • I made it to the BIG time • The time of your life • Time out • Time is of the essence • Time well spent • Saving time • In the nick of time • No time to lose • Running out of time • Find the time to …

• It is just a matter of time • Time is on your side • Time is against us • Take time to smell the roses • Time after time • Time marches on

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Time matters Book 1 (Foundation to Year 3)

The Language of Time

2 3

Clock phrases Here are others that refer to clocks: • Watching the clock

• (Rock) around the clock

• Clock on; clock off

• Beat (against) the clock

• Clock-watcher

• Race against the clock

Relate to more specific times • Once upon a time

• In a jiffy

• In the blink of an eye

• On the hour

• In a minute

• The hour is nigh

• Got a minute?

• His/her finest hour

• Wait a minute

• Red letter day

• Just a minute

• From day to day

• Spare a minute

• Take it one day at a time

• It will only take a second

A proverb is a short saying (phrase) that aims to convey a particular belief.

A stitch in time saves nine refers to the act of fixing something quickly before it needs more comprehensive repairs.

So, if we don’t make a small mend in a torn garment straight away, we may have to do a lot more sewing (stitches) as the tear gets larger.

4

Proverbs Ask the students to try to explain what is meant by the following proverbs. There are several websites that you may use to search for the origins of proverbs or find more. Here are just a few: • A stitch in time saves nine • A watched pot never boils • Time heals all wounds • It is never too late • There is a time and place for everything • Only time will tell • There is always a first time (There is a first time for everything) • Procrastination is the thief of time • Strike while the iron is hot • The early bird catches the worm • Carpe Deim (seize the day) • Time and tide wait for no man (or woman)

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Language Abbreviations Conventions for abbreviations • All symbols are written in lower case, e.g. hr, min etc.

A

bbreviations and acronyms There are many abbreviations associated with time. Here is a sample:

am pm yr h (or hr) min s (or sec) BC BCE

• The plural forms (add ‘s’) are used with the unit names, but not with symbols. For example: two minutes, but 2 min; 5 seconds, but 5 sec.

• We do not use a full stop after measurement abbreviations, unless it is at the end of a sentence.

AD

• There is always a gap between the numerical value and the unit, for example 3 hr, not 3hr.

CE GMT UTC

L

ante meridiem (Latin for before noon or midday) post meridiem (Latin for after noon or midday) year hour minute second Before Christ Before our common era. Often used in preference to BC Anno Domini (Latin for year of our Lord).

This book was first published in 2015 AD Common Era. Often used in preference to AD Greenwich Mean Time Coordinated Universal Time

engths of time

Write the following lengths of time on card and ask the students to order them from the shortest to longest time period.

Second, minute, hours, day, week, fortnight, month, year, decade, century, millennium (epoch, era, aeon or eon).

Once the students have agreed on the order, ask them to suggest some other words that might fit at either end or between the words. For example, millisecond could be place before second, season between month and year.

According to Wikipedia, we are currently living in the Holocene epoch of the Quaternary period, of the Cenozoic era, of the Phanerozoic eon.

V

ery long times

Aeon (eon) means ‘an age’. In geological terms, it is generally considered to be around a billion years; the largest of the time divisions.

An epoch is a geological time span based on rock layering, usually measured in millions of years.

An era is a commonly used word for a long period of time. Geologically, it is a clearly defined length of time such as the Mesozoic era.

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Time matters Book 1 (Foundation to Year 3)

Children’s Literature There are a number of children’s storybooks that can be used as an introduction to lessons on time. Here we focus on just five of them.

Clocks and more clocks lends itself to problem solving, where the children work out why the times are different for each room, and by how much.

•

Clocks and more clocks

by Pat Hutchins (1974) This tells the story of Mr Higgins, who buys a new clock only to find that the time it shows is different to the time shown on another clock in a different room of his house. He continues to buy more clocks until the Clockmaker helps him work out why the times differ.

•

The very hungry caterpillar

by Eric Carle (1970) This very popular book tells the tale of a caterpillar who munches his way through various snacks, each on a different day of the week.

•

The bad tempered ladybird

by Eric Carle (1977) A bad-tempered ladybird takes on challenges against other animals, each taking place at different times of the day. The time of each event is shown on analog clocks.

•

Tick tock

by James Dunbar (2004) This is less a storybook, and more a book of interesting facts related to time. It provides an opportunity to talk about units of time such as seconds, minutes, hours, days, weeks, months, years, decades and seasons. It also gives examples of timing in the two forms: time passed and time still to come. It has excellent pictures that illustrate many of the unusual facts presented.

Children could be encouraged to write their own stories • A day in the life of …

•

Year on our farm

by P Matthews and A McLean (2002) This book illustrates months of the year and the four seasons in a distinctly Australian setting. So instead of January being illustrated by snowmen and sled rides, it shows a hot farmyard.

• Choose key times in the day, and write and illustrate the story.

• A group of children write a page each for a story with a set order.

• Groups of children write a serial by each group undertaking a chapter.

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Nursery Rhymes Hickory dickory dock makes use of the sound of a ticking clock. It is believed to have been a favourite poem of Sir Walter Scott. It was first published in 1744, although its origin is unknown.

•

Hickory dickory dock XI

Hickory dickory dock The mouse ran up the clock The clock struck one The mouse ran down Hickory dickory dock.

•

Sneezing

•

Play days

The rhyme Wee Willy Winkie was written by William Miller (1810–1872). It was first published in 1841. It is believed to refer to William III, but no political significance has been ascribed to it.

•

Wee Willy Winkie

The rhyme Solomon Grundy was first recorded in the 19th century.

•

Solomon Grundy

Students may like to discuss that these events did not (in fact, could not) all happen in the same week!

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XII

I II

X

III

IX IIIV

VIII VII VI

V

If you sneeze on Monday, you sneeze for danger; Sneeze on a Tuesday, kiss a stranger; Sneeze on a Wednesday, sneeze for a letter; Sneeze on a Thursday, something better; Sneeze on a Friday, sneeze for sorrow; Sneeze on a Saturday, joy tomorrow.

How many days has my baby to play?

Saturday, Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, Monday.

Wee Willy Winkie runs through the town, Upstairs and downstairs in his nightgown, Rapping at the windows, Crying through the lock, ‘Are the children all in bed, For now it’s eight o’clock’.

Solomon Grundy, Born on a Monday, Christened on Tuesday, Married on Wednesday, Took ill on Thursday, Worse on Friday, Died on Saturday, Buried on Sunday.

This is the end Of Solomon Grundy

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Time matters Book 1 (Foundation to Year 3)

Nursery Rhymes

•

A week of birthdays Monday’s child is fair of face, Tuesday’s child is full of grace, Wednesday’s child is full of woe, Thursday’s child has far to go, Friday’s child is loving and giving, Saturday’s child works hard for a living, But the child that is born on the Sabbath day, Is bonny and blithe and good and gay.

•

My shadow

by Robert Louis Stevenson I have a little shadow that goes in and out with me, And what can be the use of him is more than I can see.

He is very very like me from the heels up to the head; And I see him jump before me, when I jump into my bed.

Robert Louis Stevenson is best known as the author of Treasure island, Kidnapped and The strange case of Dr Jekyll and Mr Hyde.

The funniest thing about him is the way he likes to grow – Not at all like proper children, which is always very slow; For he sometimes shoots up taller like an india-rubber ball, And he sometimes gets so little that there’s none of him at all.

He hasn’t got a notion of how children ought to play, And can only make a fool of me in every sort of way.

He stays so close beside me, he’s a coward you can see; I’d think shame to stick to nursie as that shadow sticks to me!

One morning, very early, before the sun was up, I rose and found the shining dew on every buttercup; But my lazy little shadow, like an arrant sleepy-head, Had stayed at home behind me and was fast asleep in bed.

Source: The golden book of poetry (1947)

Time matters Book 1 (Foundation to Year 3)

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Time-related Displays These ideas are designed to ‘tune students in’ to the language and concepts to be developed in a unit of work or series of lessons on time.

To build appreciation for the topic of time, displays (teacher or student made) can be created to focus on an aspect of time. Here are some suggestions.

I

n the olden days

Choose a time period—e.g. 100 years ago—and compare and contrast different fashions, inventions etc. For example, mobile phone versus telegraph/telegram.

C

locks, clocks and more clocks

Create a display of real clocks and pictures of clocks (an image search will help). Aim to add different clock faces, shapes and types of clocks to the display.

P

ast, present, future

Drawings, photographs or objects may be placed in one of three sections. For example, transport may be horse and cart, aeroplane, and spaceship. Alternatively, use yesterday, today and tomorrow.

T

ime mobile

Use time mobiles to display connected ideas such as hour, minute, second and millisecond.

W

ord wall

B

ook/Poem display

W

orld records

Words and phrases may be added to a word wall. For example, ‘In the nick of time’, ‘save time’ and ‘waste time’. See section on words and phrases for further ideas, pages 13 and 14.

Make a book display of time related books, e.g. Pat Hutchin’s Clocks and more clocks. For a list of time related literature see page 16.

Use the Guinness book of world records or the internet to research time-related world records. Illustrate them and make a display. At the time of writing, the world record for eating a 30-centimetre pizza with a knife and fork was just over 41 seconds!

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Time matters Book 1 (Foundation to Year 3)

Daily Routine Times of the day can be written and spoken in different ways. To begin with, children work with number on the hour, and this is written as, for example, 9:00 and spoken as ‘nine o’clock’. The divider between the ‘9’ and the ‘00’ is always a colon (:) not a full stop (.) when used in a mathematical context.

In early years of schooling, informal use of language should be encouraged. The teacher will often draw attention to the time of day; for example, ‘It is nearly twelve o’clock—lunch time’. The teacher could also set up a daily calendar routine where children help fill in the day of the week, the date, month, season and weather.

When dealing with half and quarter hours, the use of fraction names is suitable; for example, 5:15 can be said as ‘a quarter past five’ or ‘five fifteen’, and 12:45 can be said as ‘a quarter to one’ or ‘twelve forty-five’. All other times are said as they would be shown on a digital clock; for example, 3:20 would be said as ‘three twenty’ and 8:37 as ‘eight thirty-seven’.

The recommended form for writing the date is 25 April 2015; this can be shortened to 25.4.15 or 25/4/15.

Many forms require the use of two digits for the date and the month, so our example would appear as 25.04.15 or 25/04/15. Note, the use of ordinal numbers is oral but not written; in our example, we would say ‘The twenty-fifth of April 2015’, but we don’t write it as ‘25th April 2015. In Australia, writing the month before the date is not encouraged, so we don’t put April 25 2015, 04.25.15 or 04/25/15.

In the early years of schooling, informal discussion can take place about duration of time; for example, ‘Do you think we have enough time to finish this before play time?’, ‘Is it quicker to tie shoelaces or use shoes with Velcro™?’, ‘Our music time is between play time and lunch time’.

The teacher can mention significant times as the occasion arises. For example, ‘It’s nearly home time’, ‘We do art on Tuesday afternoons’ or ’It’s ten thirty, playtime’.

Make regular use of the language of time: o’clock, half past, morning, afternoon, evening, lunch time, playtime, home time, bed time, today, tomorrow, yesterday, before, after, now, hours, minutes.

Note: there is an international standard

Ask questions related to time of day:

The ISO 8601 date order with fourdigit years: YYYY-MM-DD (introduced in ISO 2014), is specifically chosen to be unambiguous. The ISO 8601 standard also has the advantage of being language independent and is therefore useful when there may be no language context and a universal application is desired (for example, expiration dating on export products).

Many Internet sites use YYYY-MM-DD, and those using other conventions often use -MMM- for the month to further clarify and avoid ambiguity (2015-MAY-09, 9-MAY-2015, MAY 09 2015 etc.).

• When do we have sport?

Time matters Book 1 (Foundation to Year 3)

• What do we do on Tuesday mornings?

• What day comes after Wednesday?

• What will be the day after tomorrow?

• What day was it yesterday?

• It is July; who has a birthday this month?

• What month comes after October?

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Days of the Week Students need to be aware that there are 7 days in a week. They should know the names of each of them, and the order in which they occur.

Students need to be aware that a week is a period of 7 days, and it may be, for example, from a Wednesday to the following Tuesday. So we can talk about ‘a week from Wednesday’.

They should also be aware that there are about 4 weeks in a month.

Students need to be fluent in reciting the days of the week, and know what day comes before or after a named day.

It is useful for students to know the common abbreviations for each of the days:

Sun. Mon. Tues.

Wed. Thurs.

Fri. Sat.

Much of the teaching for the days of the week would be incidental. For example, as part of a morning routine, the date would be recorded, and this would be a good time to discuss what day of the week it is, what day it will be next, and what it will be tomorrow, etc. It also offers the opportunity to record it in the abbreviated form.

Discuss what happens on particular days of the week.

• We have music on Wednesdays.

• On what day do we have library?

• We do sports practice on Tuesdays and Thursdays.

Students need to know that there are two special days of the week, the weekend; Saturday and Sunday.

Discuss the types of things that students do during and after school on different days of the week. A week’s chart could be set up. Regular events that happen for students on weekends could also be included. This could lead to a discussion about the fact that there are some activities that happen on a regular basis, and others that vary from week to week.

Mon.

Tues.

Wed. Science

Thurs.

Fri.

Sat.

Sun.

Tim: swimming lessons

Nat: netball

Assembly Sport

Music

Library

Phys Ed

Emma: dancing class

John: piano Jean: Bella: lessons picked up swimming after school lessons by granny

Barry: football

Jane: T-ball Ron & Josh: Little athletics

Students could make and illustrate a poster of what they did the previous weekend.

What I/we did last Saturday

W

What I/we did last Sunday

hich day is missing?

Students are given cards (or make their own) with the names of the days of the week on them. One student removes and hides one card, then shuffles the other 6. The partner has to determine the missing day.

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Time matters Book 1 (Foundation to Year 3)

Days of the Week

S

pecial days

Students could be encouraged to look for special days that always fall on the same day of the week, e.g. Good Friday, Easter Sunday, Queen’s Birthday (always a Monday long weekend) etc. Other holidays are taken on the day they fall, e.g. Christmas Day, Anzac Day etc. In many instances, if they fall on a weekend, the holiday is taken on the following Monday.

Students could investigate what day of the week these events occur for the particular year, and discuss what day they might be next year or what day it was the year before. This may be affected by the occurrence or otherwise of a leap year.

Origins of the names of the days of the week

Sun. Mon. Tues.

Wed. Thurs.

Fri. Sat.

Sun’s Day

I

nvestigation

Students could investigate where the names of the days of the week are derived. Note that they are taken from Norse mythology.

Moon’s day Norse god Tyr Norse god Wodan Norse god Thor Norse god Frig Saturn’s Day

Saturday was originally the start of the week, but was changed to Sunday.

The Greeks also named their days of the week after the sun, moon and the five known planets.

Time matters Book 1 (Foundation to Year 3)

O

f interest • Different countries have experimented with weeks of different lengths. The Republican Calendar in France (1793) had a ten-day week. The seven-day week was re-established in 1801.

• From 1929–1931, the Soviet Union tried a five-day workweek. There were 72 weeks in a year, plus 5 additional national holidays; making 365 days in a year. In 1931, they changed to a 6-day week. Every 6th day was a state rest day. They kept the 5 national holidays; but to retain the 365 days in a year, there were some weeks that had 7 days and some with 5. A seven-day week was re-introduced in 1940.

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Months of the Year Students need to be aware that there are 12 months in a year. They should know the names of each of them, as well as the order in which they occur.

They should also be aware that there are about 4 weeks in each month, and that the number of days in a month may be 28, 29, 30 or 31.

Students need to be fluent in reciting the months of the year, and know what month comes before or after a named month.

It is useful for students to know the common abbreviations for each of the months:

Jan. Feb. Mar. Apr. Aug. Sep. Oct. Nov. Dec. It is best to avoid abbreviations for the months that have four or fewer letters (May, June and July).

Much of the teaching of the names of the months of the year would be incidental. For example, as part of a morning routine, the date would be recorded, and this would be a good time to discuss what month it is, what month it will be next, what month it was previously etc. It also offers the opportunity to record it as a digit (e.g. 11.10.15) or in the abbreviated form (11 Oct 2015), as well as using the full word (11 October 2015).

Sort class birthdays into months.

• Which month has the most birthdays?

• Which has the least?

• How many months are there?

W

hat month is missing?

October

Students are given cards (or make their own) with the names of the months on them.

One student removes and hides one card, then shuffles the other 11. The partner has to determine the missing month.

B

January December

Marc

February

May

h

Novem

ber

April

July

August

Room 2’s Birthday months

irthday months

A pictogram wall chart could be made by placing cake pictures into boxes representing each month. Older students could construct a bar graph or dot plot with the same data.

June

January

July Discussion can take place about special days that occur in certain months:

Febuary

August

March

April

September October

May

June

November December

• In which month does Christmas fall?

• In which month is Anzac Day? • Australia Day is in …?

Students could be encouraged to work out how many more months there are until a certain event, or how many there have been since a particular event: • How many more months is it until Easter?

• How many months ago was the sports carnival?

• Ben’s birthday is in April. How many months away is that?

Students investigate the origin of the names of the months. Ask questions such as: Why is it that September is the 9th month when ‘sept’ indicates the number 7? What about October (‘oct’ for 8); November (‘nov’ for nine) and December (‘dec’ for 10)?

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Time matters Book 1 (Foundation to Year 3)

Months of the Year

H

ow many days in each month?

The verses below can be used to recall the days in each month.

Thirty days have September,

Thirty days hath September,

April, June and November.

April, June and November.

February has twenty-eight;

All the rest have thirty-one;

And thirty-one the others date.

Excepting February alone,

But if a leap year to assign,

Which has twenty-eight days clear,

Then February twenty-nine.

And twenty-nine in each leap year.

By clenching both fists alongside each other, the days in all the months can also be recalled by checking the knuckles and the gaps as shown in the diagram.

Time matters Book 1 (Foundation to Year 3)

J MMJ

AO D

F A J

S N

24

31 days 30 days or less

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Seasons A mobile showing the seasons of the year can be made using a strip of card, staples and fishing line or string. Fold the paper strip into 4 equal pieces.

The children can label each of the segments, and illustrate each season on the mobile. The card can then be stapled to make a loop, and suspended using the fishing line or string.

Generally it is accepted that there are 4 seasons in a year: summer, autumn, winter and spring. However, some tropical areas have only 2 distinct seasons: a wet or rainy season; and a dry season. Teachers need to adjust the activities on seasons according to their local situation.

Many Aboriginal cultures have different ways of breaking up a year into seasons. For example:

ING

• The Yolngu people of the Northcoast identify six seasons • The Anangu Pitjantjajara people of central Australia identify five seasons

Sort class birthdays into seasons.

• The Noongar people of the Southwest coast identify six seasons

• Which has the least?

• Which season has the most birthdays?

• How many seasons are there?

Discussion can take place about the type of weather we can expect in each season: • In which season do we get the most rain?

• Which season is the driest?

• Our hottest days are usually in …?

Many sports are seasonal. For example, football and hockey are usually winter sports, and cricket and baseball are usually summer sports. There are other sports that are played all year round, e.g. tennis, golf, basketball etc.

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Time matters Book 1 (Foundation to Year 3)

The Calendar Children need to be aware that different calendars have different ways of showing each month, or the whole year.

Su M Tu W Th F Sa 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 31

Su M Tu W Th F Sa

1 2 8 9 15 16 22 23 29 30

Understanding of the use of calendars can occur before children are formally introduced to telling the time using clocks. Many children commence school with some sense of durations of time such as months, and of special days such as birthdays or Easter.

A number track can be constructed for each month. This may precede a formal monthly calendar.

September 1

2

11

18

25

6

12

19

26

6

13

20

27

7

14

21

28

1

8

15

22

29

2

9

16

23

30

3

10

17

24

For reasons of space, some calendars show the final days in the month at the beginning of the month. This can be very confusing for young children, and may need to be explained. See example below:

Su M Tu W Th F Sa 31 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Two other forms of calendars students may encounter are desk calendars, where a page for each day is turned over, and electronic diaries (e.g. on smart phones or tablets).

Research: finding out about the origins of the names of the days of the week and the months in a year are interesting projects (see page 22).

Time matters Book 1 (Foundation to Year 3)

4

5

6

7

8

9

29

30

A classroom calendar can be set up, and all the children’s birthdays written in. This can take the form of a frieze along the wall.

Jan. July

4

3

Feb.

Mar.

Kim

Roy

Aug.

Sept.

Apr.

May

June

Oct.

Nov.

Dec.

Other events can be added to the calendar as they arise; for example, national holidays such as Anzac Day, Easter and Christmas, school holidays and excursions etc.

Discussion can take place about the abbreviations for the months of the year.

Investigate the variation in the number of days in each month. Ask questions such as: • How many Sundays are in this month?

• On what day of the week does Anzac Day fall this year?

• What will be the date two weeks from now?

• The interschool carnival is on 17 April. What day of the week is that?

P

roblem

A

blank calendar

If you have a tea towel with this year’s calendar on it, how many years will it be before it is relevant again?

It is useful for students to consider how the dates/days are arranged on a calendar for each month. Looking at the different ways this is done is useful, but so is having a blank calendar and asking students to fill in the relevant details. This activity can also be used as an assessment tool to find out the level of understanding they have about the layout of a calendar. See the following page.

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Blank Calendar The teacher will let you know what month the calendar below is to represent.

Put the name of the month at the top, and fill in the days of the week along the first row.

Put the 1 for the first of the month in the correct place, and then fill in the rest of the days of the week. You need to make sure your month has the correct number of days.

You can now ask each other questions about the days in your particular month.

The month is Tues.

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Time matters Book 1 (Foundation to Year 3)

Early Understanding About Time Purpose Recognise the cyclical nature of events in time.

Before starting school, most students have an intuitive understanding that time is cyclic. They know that day follows night, and then it is daytime again. They know that it is dark at night, and during the day it is light. They know about morning, afternoon and evening. They know that other events also are cyclic, such as getting up, followed by breakfast, lunch, dinner and bedtime. This could be shown diagrammatically.

O

ne day

midnight

NIGHT dark

bedtime SUNSET

SUNRISE

dinner afternoon

DAY light

breakfast

morning lunch

As with most other topics, students will start school with different understandings of these aspects of time.

Discussion could arise about the days of the week. Again, there is a cycle of days, as shown below. See also pages 21–22 for more on the days of the week.

O

ne week

Sunday Saturday

Monday Weekend

Friday

Weekdays

Thursday

Time matters Book 1 (Foundation to Year 3)

28

Tuesday

Wednesday

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Early Understanding About Time The months of the year and the cycle of the seasons can also be shown in a similar way.

O

ne year

Other information may be added to these; for example, special events such as Easter, Christmas, Anzac Day etc. Illustrations could also be added of the types of weather that might be expected in each of the seasons.

See also pages 23–25 for more on the months of the year and seasons.

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Time matters Book 1 (Foundation to Year 3)

Telling the Time The term o’clock literally means ‘of the clock’.

Prior to commencing formal clock-reading lessons incidental reference to specific times of the day can be made. For example, ‘It is nine o’clock, time for …’, ‘It is nearly twelve o’clock—time for lunch’, ‘At one o’clock we will be going to the library’; ‘It is just past three o’clock and we need to pack up to go home’. In this way the children will start to be tuned in to key times in the day and some of the clock-reading language such as o’clock, and later half past, quarter to and quarter past.

P

rerequisite knowledge

Before starting formal clock-reading sessions, children will need to know: • The sequence of numbers from 1 to 12 • The correct placement of those numbers on a circle.

Later children will need to be able to count in fives and, eventually, by ones to 60.

It is recommended that the hands on a clock are always called the ‘minute hand’ and ‘hour hand’. This is preferable to calling them the ‘big hand’ and ‘little hand’, as this does not assist with students’ understanding of the function of the two hands. Later the ‘second hand’ may be introduced.

Writing the time A colon should be used to separate the hour from the minutes when writing the time in digital form in a mathematical context, e.g. 2:00, 3:45 etc. This highlights the fact that time is not decimal.

Of interest

A

ssessing prerequisite knowledge

Ask the children to draw a clock face, including the circle itself, and note the two points above. This initial sample of work may be kept and used as a benchmark, so put the current date on it. Later a second clock may be drawn and comparison made between the first and second clock.

T

uning in activity

Provide the children with a variety of catalogues, especially those for jewellery that feature clocks and watches. Alternatively a search of internet images will soon provide a variety of clock and watch faces.

Encourage the children to cut out pictures of clocks and watches and then sort them. Once sorted, ask the children to explain the criteria (reasons) for sorting them a particular way. There are several things they might notice. For example, some watches are round, other not; some have numbers all the way around some only 3, 6, 9 and 12; others might not have numbers at all, while still others might have Roman numerals.

Ask: ‘What features are the same? What features are different?’

Encourage answers that highlight that the fact that the numbers are in the same place and they are equally spaced around the dial.

In the Northern hemisphere, shadows cast by the sun move in a clockwise direction. Because of this, the hands on an analog clock were made to move in the same direction— clockwise.

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Telling the Time There is a ‘hierarchy’ of types of analog clocks to be read.

• A circular clock with all 12 digits shown.

• A circular clock with only 3, 6, 9 and 12 shown.

• A circular clock with no digits, but all 12 places shown.

• A circular clock with no digits, and only marks for the 3, 6, 9 and 12.

A

hierarchy of ‘telling the time’ skills When learning to tell the time, students pass through many stages.

These will include:

• Identifying the two hands on an analog clock: the hour hand and the minute hand.

• Counting to 12.

• Knowing the terms hour and minute; and later, seconds.

• Reading the time on the hour, and being able to place the hour and minute hands on a clock correctly to show the o’clock times.

• Other shaped clocks; e.g. square, rectangular etc.

• Recognising that the o’clock times on an analog clock appear as ##:00 on a digital clock; e.g. three o’clock on an analog clock is the same as 3:00 on a digital clock.

• Clocks using Roman numerals.

• Distributing the digits 1–12 evenly around a blank clock face.

• Understanding the concept of clockwise.

• Understanding about the fraction ‘one half’.

• Reading the ‘half-past’ times, and being able to place the hour and minute hands on a clock correctly to show the half-past times.

• Understand that, as the minute hand passes around the clock, the hour hand moves only a small distance. Being able to judge the distances the hour hand moves for times other than o’clock.

• Recognising that half-past times on an analog clock appear as ##:30 on a digital clock; e.g. half past five on an analog clock is the same as 5:30 on a digital clock.

• Distinguishing between morning (am) and afternoon (pm).

• Understanding about the fraction ‘one quarter’.

• Counting multiples of fives to 60.

• Reading the quarter past and quarter to times, and being able to place the hour and minute hands on a clock correctly to show these times.

• Recognising that when the minute hand moves from one digit to the next, five minutes have passed. Counting by 5s around the digits on the clock; thus understanding, for example that when the minute hand is on the 7, the time is ##:35, or 35 minutes after the hour.

• Counting by ones to 60.

• Recognising that quarter-past times on an analog clock appear as ##:15 on a digital clock; e.g. quarter past eleven on an analog clock is the same as 11:15 on a digital clock.

• Recognise that quarter-to times on an analog clock appear as ##:45 on a digital clock; e.g. quarter to eight on an analog clock is the same as 7:45 on a digital clock.

• Recognising that the hour shown on quarter to times is one more than that shown on a digital clock—quarter to seven is 6:45—and understand why this is the case.

• Reading time to the nearest five minutes, and being able to place the hour and minute hands on a clock correctly to show these times.

• Reading time to the nearest minute, and being able to place the hour and minute hands on a clock correctly to show these times.

• Understanding 24-hour time, and converting between 12- and 24-hour time.

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Time matters Book 1 (Foundation to Year 3)

Telling the Time Identifying time related data and producing a graph using that data.

A discussion could take place about the types of clocks and watches we see. Where do we find digital time displays, especially in the home? For example, they are used on ovens, microwaves, DVD players, mobile phones, iPads™ and electronic tablets, cameras, computers etc. Where do we find analog clocks? These may be more difficult to identify, although clocks on buildings and many wall clocks are analog.

A couple of generations ago, watches were expensive items and rarely worn by children. The clockwork mechanisms were generally hand made, hence the expense. They were often given as a present on a special occasion, e.g. 21st birthday or retirement. With the electronic age, digital watches became more affordable.

W

atch graph

Students could be classified according to whether they wear a watch to school, and if so, whether it has a digital or analog time display. A class graph could be constructed with the data collected. The teacher provides a large sheet of light card, with three columns each divided into rectangles, and intervals up the y-axis. Using one colour, students who wear an analog watch each colour one rectangle in the first column, then students with a digital watch each colour one rectangle in the next column (using a different colour). Finally, students who are not wearing a watch colour one rectangle in the third column in a different colour. Label the graph and discuss the results.

Types of watches in our class 17 16 15 14 13 12 Number of students

Purpose

11 10 9 8 7 6 5 4 3 2 1 Analog

Digital Type of watch

None

The idea of time being cyclic develops quite early for most students.

Also the idea of sequence will appear, e.g. playtime is before lunchtime.

Later the idea of a quantity of time will come, e.g. playtime is shorter than lunchtime, and lunchtime is one hour. It is the relationship between sequence and duration that comes together when learning to tell the time. There is a necessary relationship between students’ understandings of number and time that enables them to be able to tell the time successfully.

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Telling the Time We recommend that an analog and a digital clock be on display at the front of the classroom at all times so that students become familiar with both, and see different times in both formats.

There are several teaching aids and manipulatives designed to help teach time concepts.

Geared clocks The hands on a geared clock move in the same way that a real clock does; that is if the time is four thirty, the hour hand points half way between 4 and 5, while the minute hand points to 6.

T

elling the time to the hour (o’clock times)

Prior to introducing the hands on a clock, a different form of paper clock (or paper plate clock) could be used. These clocks help students understand about time on the hour as they take away the distraction of the minute hand.

Making the overlapping hour clock: 1. Put two different coloured pieces of paper one on top of the other, draw around a circle template and cut them out.

2. Fold each circle in half, then in half again, and cut once from the edge to the middle. On one of the circles, draw a short, thick arrow along the edge of the cut (to represent the hour hand).

3. Put the digits 1–12 in the correct places around the other circle; but with the 12 just to the right of the cut.

Small clocks with independently movable hands are available. When students use these make sure they position the hands in a similar way to a regular clock.

Write-on wipe-off clocks These generally include a clock face printed onto plastic. Students may then use whiteboard markers to draw in the hands.

4. Slide the two circles together.

5. Rotate to show different o’clock times.

Some of these clocks include a place to write the digital time.

Of course, students could make their own analog clocks; either on a paper plate, or on paper or light card that could be laminated.

U

sing an analog clock for o’clock times

Once the students are able to identify the layout of an analog clock the focus can shift to the hour and minute hands. When first learning to tell the time we suggest using a clock with only two hands. The ‘seconds’ hand may be introduced later.

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33

Time matters Book 1 (Foundation to Year 3)

Telling the Time Remember, use the terms ‘hour hand’ and ‘minute hand’ rather than ‘big’ and ‘little’; though these can be added as clarification.

Students need to be able to identify the hands on the clock. Ask questions such as: • In what direction do the hands turn?

• How are the hands different/the same?

te

• Which hand tells us the number of hours? m in u

• Which hand tells us the number of minutes?

HOU R

Move the minute hand so it points straight up toward the 12. Explain that when the minute hands points directly at the twelve, the hour hand will point directly at a number. If the hour hand points to 2, we would say that it is ‘two o’clock’. Alongside, show the same time using a digital clock, so that students realise the two o’clock on the analog clock is the same as 2:00 on the digital clock.

Repeat for several other o’clock times. Note: students sometimes have trouble differentiating between six o’clock and twelve o’clock on an analog clock; but not on a digital one.

P

ersonal clocks

If small clocks are available with adjustable hands, pass them out and ask the students to set their clocks to show various o’clock times. Watch for students who use the wrong hands to point. For example, a child may show the hour hand pointing to 12 and the minute hand pointing to 4 to show four o’clock.

Making their own clocks (analog) Students can make their own clocks using a paper circle or paper plate. Have the students fold the circle in half and then in half again.

This helps position the 3, 6, 9 and 12 on the clock face. Place in the other digits, and cut out suitable hour and minute hands. These can be attached using a split pin or similar.

Time matters Book 1 (Foundation to Year 3)

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Telling the Time Making their own clocks (digital)

Students need to recognise the difference between clockwise and anticlockwise (also referred to as counter-clockwise). The hands on an analog clock turn in a clockwise direction. They need to know what ‘clockwise’ means before they can move beyond telling the time to the hour (o’clock times).

Individually or in groups, students make their own digital clocks using a tissue box laid on its side. A slot can be cut on either side by the teacher (or assistant); then students have a strip of cardboard of the same width with the times 1:00, 2:00, 3:00 etc. through to 11:00, 12:00; or if telling time to the half-hour, 1:00, 1:30, 2:00, 2:30 etc. through to 12:00 and 12:30, to represent times on the hour and halfhour. There needs to be space on either side of the 1:00 at the top and the 12:00 or 12:30 at the bottom to allow these times to be displayed without the strip coming out of the slots. This strip is passed through slots so that a time can be displayed in the box opening. The top and bottom of the strip could be stapled or glued to make a loop. Students then decorate their digital clocks.

I

magine a clock

Ask the students to close their eyes and then state, ‘I have set the clock to show seven o’clock; what numbers would the hour hand and the minute hand point to?’ Make sure the students clearly state which hand points to which number.

D

ifferent orientations

Some students experience difficulty reading the time if the orientation changes. When wearing a watch often the orientation changes.

Ask the students to close their eyes. Turn the clock slightly and ask them to read the time.

B

ecoming a clock

W

hat’s the time, Mr Wolf?

A large circle can be roped out in the playground or oval. Four students are chosen to represent 3, 6, 9 and 12. Once they are in place, eight more students stand to represent the other numbers (1, 2, 4, 5, 7, 8, 10 and 11). One student can stand in the middle and use his/her arms to show various clock times.

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See page 43.

lock noughts and crosses See pages 44–46.

35

Time matters Book 1 (Foundation to Year 3)

Telling the Time Students may use the term ‘half past’, and know that this is the same as the digital time of ##:30; e.g. half past seven is the same as 7:30.

T

elling the time to the half hour

Once the students are able to tell time to the hour, they can move on to telling the time to the half hour. To do this, the movement of the two hands on an analog clock becomes important. Students need to be aware that clock hands move in a clockwise direction.

Purpose To familiarise students with the concept of clockwise.

Students could use the overlapping hour clock from page 32, where they can demonstrate that the hour hand sits halfway between two digits on a clock when the time is ‘half past’, as in half past three, below.

R

ound the circle game

S

how my time

A

bout me

Use a circular board with six divisions (page 47), later move to eight divisions (page 48) and finally 12 divisions (page 49). Have a drawstring bag with four counters with the numbers 1–4 on them; or use a foursided dice. (For the 12-division board, six counters or a six-sided dice may be used.) Each student has their own coloured counter that they place on the Start segment of the board. Students take turns to pick out a numbered counter, or roll the dice; and move in a clockwise direction for that number of places. If using the numbered counters, the one taken out of the bag must be replaced after each student’s turn. There doesn’t have to be a winner; however the winner could be the first to go around the board four times.

Teacher holds up a time card (pages 103–104, enlarged), or calls out a time without showing a card. Students stand up and mime that time using their arms as clock hands to show the relative position.

It is important that students become aware that when it is half past a particular hour, the minute hand is on the 6, but the hour hand is half way between two numbers on the dial. For example, at half past four (4:30), the minute hand points to 6, and the hour hand would be half way between the 4 and the 5.

Students should be aware that the hour hand on an analog clock travels slowly and its movement cannot be seen; the minute hand travels more quickly and can sometimes be seen moving.

Teacher gives times of the day, and students write what they do at those times.

At 12:00

I have lunch.

At 3:30

I go home.

At half past six

I have dinner.

Alternatively, the teacher can give the activities, and the students write or draw the times they occur.

On weekends I get up at On weekdays I go to bed at Playtime at school is at

C T

lock bingo See pages 52–55 for instructions and clock faces.

ime concentration

See pages 57–66 for instructions and cards. At this stage, use only Sets 1 and 2 (time to the hour and half hour).

Time matters Book 1 (Foundation to Year 3)

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Telling the Time Students may use the terms ‘quarter past’ and ‘quarter to’, and know that this is the same as the digital time of ##:15 and ##:45; e.g. quarter past ten is the same as 10:15, and quarter to two is the same 1:45.

It is important that students become aware that when it is quarter past or quarter to a particular hour, the minute hand is will be on the 3 (for quarter past) or 9 (for quarter to), and the hour hand will be a quarter of the way between two numbers on the dial for quarter past, and threequarters of the way between two numbers on the dial for quarter to.

Look out for students who confuse ‘quarter past’ and ‘quarter to’.

Also look for students who do not make the connections between ‘quarter past’ (e.g. quarter past three) and ##:15 (e.g. 3:15); and not making the connections between ‘quarter to’ (e.g. quarter to five) and ##:45 (e.g.

4:45).

T

ime dominoes

T

elling the time to the quarter hour

See pages 67–74 for instructions and dominoes. At this stage, use only Sets 1 and 2 (time to the hour and half hour).

Once the students are able to tell time to the half hour, they can proceed to telling the time to the quarter hour. They need to be able to connect the analog and digital representations of the ‘quarter past’ and ‘quarter to’ times.

• Quarter past four is the same as 4:15 • Quarter to four is the same as 3:45

To be able to make this connection between digital and analog time, students need to know that there are 60 minutes in one hour; so half an hour is 30 minutes; a quarter of an hour is 15 minutes; and three-quarters of an hour is 45 minutes.

Students practise writing and drawing times to the quarter hour in both analog and digital form, converting between the two.

Note: the hour given is different for digital and analog times for ‘quarter to’. In the example above, quarter to five is giving a different ‘hour’ time to 4:45.

We suggest that the use of ‘quarter to’ is the only time that students have the option of reading times as ‘to the hour’. When they learn to read the time to the nearest 5 minutes, or nearest minute, we recommend using the digital method; e.g. for 5:35, saying five thirty-five, not twenty-five to six.

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Another way to practise the skill of telling time to the quarter hour, both on analog and digital clocks, is to extend the games Clock bingo, Time concentration and Time dominoes to include ‘quarter past’ and ‘quarter to’ times. This should be in analog form (using variations of pictures of analog clocks, and using words, e.g. quarter to three) and in digital form (e.g. 2:45). See pages 52–74 for these games.

37

Time matters Book 1 (Foundation to Year 3)

Telling the Time The one-handed clock can be used alongside a geared two-handed clock to show the movement of the hour hand as the minute hand travels a full circle around the clock.

Remember that we suggest that the use of ‘quarter to’ is the only time that students have the option of reading times as ‘to the hour’. When reading the time to the nearest 5 minutes, or to the nearest minute, we recommend using the digital method; e.g. for 5:35, saying five thirty-five, not twenty-five to six. If students use this format incidentally, discussion could arise about the difference between the two formats and mention made that the former is the ‘recognised’ style nowadays.

With times such as 10:05, whether we say the oh instead of zero depends on community practice. However, the zero must be used in the written form. The time 10:05 makes sense; 10:5 does not.

O

ne–handed clock

This can be a useful device to help students understand that the hour hand does not remain static from one hour to the next. With a one-handed clock, students look at the hour hand and judge how far it has travelled between two digits, and can approximate the time to the nearest quarter hour (or later to the nearest 5 minute). This idea is similar to the overlapping hour clock on page 33.

10

11

12

1 2

9

10 3

8 6

1 2

10 3

8

5

4 7

6

5

Halfway between 10 o’clock and 11 o’clock.

About 4 o’clock.

T

12

9

4 7

11

11

12

1 2

9

3 8

4 7

6

5

A little bit past 2 o’clock.

elling the time to five minutes, then to the minute

Once the students are able to tell time to the quarter hour, they can proceed to telling the time to five minutes and then to the minute. They need to be able to connect the analog and digital representations of all of these times.

A ‘five-minute clock’ can be introduced to help students make the connections between the digits on a clock face and five-minute intervals. They could begin with counting by 5s around the clock as the teacher points to the hour digits.

This is probably best used as an oral activity—ask students to tell the time at varying 5-minutes intervals.

Students practise writing and drawing times to the five minutes, then to the minute in both analog and digital form, converting between the two.

Time matters Book 1 (Foundation to Year 3)

08:25

eight twenty-five

0 1:35

one thirty-five

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Telling the Time Rounding the time In most instances, we do not need to know the exact time, and we round it to the nearest 5 minutes. This is a skill that should be encouraged in students.

When using an analog clock with a second hand, students will aware that is easy to see this hand moving around the clock, unlike the hour hand, or even the minute hand.

B

lank clocks templates

For a sheet of blank clocks for practising drawing hands on an analog clock, see page 40.

For a sheet of blank clocks for practising writing times on digital clocks, see page 41.

For a sheet of blank clocks for practising writing analog and digital times, see page 42.

Another way to practise the skill of telling time to the five or one minute, both on analog and digital clocks, is to extend the games Clock bingo, Time concentration and Time dominoes to include appropriate times.

This should be in analog (using variations of pictures of analog clocks, and using words, e.g. six fifty) and in digital form (e.g. 6:50). See pages 52, 57 and 67 for the instructions for these games. Also see pages 56 and 74 for blanks for these games where the teacher or students can write in their own times. In doing this, you need to make sure that there are matching cards for each of the times used.

F

ive-minute time cards and one-minute time cards

On pages 50 and 51 there are time cards that the students can put in order, and then write the digital time under each of them.

T

o the nearest second

It is rare that we need to tell time to the second; but if needed, students need to be aware that the second hand is used for this. One occasion that we use the second hand on an analog clock is when timing an event that needs a high level of accuracy. See page 6.

am pm

ante meridiem post meridiem

From the Latin words meaning before and after noon (or midday).

When using am or pm, to avoid confusion, it is recommended that ‘noon’ (or ‘12 noon’) or ‘midnight’ (or ’12 midnight’) be used instead of 12:00.

a

m and pm

Up until now, students have not formally distinguished between morning and afternoon using the am or pm notation, although they will realise that 11:00 in the morning is quite different to 11:00 in the evening.

Familiarity with the am and pm notation is an important prerequisite to reading 24-hour times.

Discussion could centre on what activities we do at certain times of day, and then decide if the times would be am or pm. Much of this could be treated informally.

The use of ‘am’ and ‘pm’ pertain to the digital form of time, and are generally not used with the ‘o’clock’ form. So, for example, we would not say ‘quarter past two pm’, but ‘quarter past two in the afternoon’.

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39

Time matters Book 1 (Foundation to Year 3)

Draw the Times (Set 1, Analog) Draw the hands on the clocks for each time.

11

12

11

1

10

(a)

6

12

11

(b)

6

12

12

(d)

Time matters Book 1 (Foundation to Year 3)

12

1 2 3 4

7

5

2:45

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8

4 6

6

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3 7

4

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2

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3

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1

11:15

(g)

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2

7

5

quarter to twelve

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half past three

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4 6

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3 7

4 5

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2

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3

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9

(c)

(f)

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5

quarter past six

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4 7

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8:45

(e)

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4 7

5

quarter past one

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4 7

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3

8

1

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2

9

12

(h) 40

6

5

quarter to five R.I.C. Publications速 www.ricpublications.com.au

Draw the Times (Set 2, Digital) Show the correct times on the clocks.

(a)

half past two

(e)

quarter past six

(b)

quarter to ten

(f)

quarter to one

(c)

quarter to seven

(g)

half past four

(d)

quarter past twelve

(h)

quarter past nine

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Time matters Book 1 (Foundation to Year 3)

Blanks for Matching Times Draw the hands on the clocks for each time.

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Time matters Book 1 (Foundation to Year 3)

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What’s the Time, Mr Wolf?

Purpose

A game for many players.

The purpose of this game is to highlight the o’clock times.

One person is chosen to be Mr Wolf (regardless of gender). This person stands at one end of the playing area, facing away from the others; the rest of the students stand at the opposite end, facing Mr Wolf.

Also, this game provides the opportunity to discuss other measurement ideas such as length: the larger the stride, the less strides needed; the smaller the stride, the more needed.

Children will take different-sized steps towards Mr Wolf, depending on their own strategy. If they take very small steps, when Mr Wolf calls, ‘It’s dinner time’, they have less distance to run back. If they take large strides, they can reach Mr Wolf more quickly.

You will need a fairly large playing area for this game—usually at least 15 normal paces.

The students chant, ‘What’s the time Mr Wolf?’

Mr Wolf calls out one of two things: either ‘It’s … o’clock’, or ‘It’s dinner time’.

If Mr Wolf calls out ‘It’s … o’clock’ (any hour from one o’clock to twelve o’clock), the students take that number of steps towards Mr Wolf, counting the steps out loud as they go. For example, if ‘he’ calls, ‘It’s four o’clock’, the students take four steps forward, calling, ‘One, two, three, four’. This continues until one of the students reaches Mr Wolf and touches ‘him’ on the back, or until Mr Wolf calls out, ‘It’s dinner time’.

If Mr Wolf calls out, ‘It’s dinner time’, he turns around and chases the students back to their starting point. If he touches one before ‘he’ reaches the starting point, that person becomes the new Mr Wolf. If no one is caught, the game starts again with the same Mr Wolf.

Variations 1. Mr Wolf may be allowed to turn around between calls to see how close the students are to ‘him’.

2. When Mr Wolf calls ‘It’s dinner time’, instead of chasing the students back, ‘he’ simply turns around and watches them. The students have to remain still, with the first person to move becoming the next Mr Wolf. Note: this uses a similar idea to the game ‘Statues’.

3. When the students move forward a nominated number of steps, they do not call out the number of steps, instead creeping forward very quietly to ‘catch’ Mr Wolf.

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43

Time matters Book 1 (Foundation to Year 3)

Time Noughts and Crosses Purpose Practising matching analog and digital times.

The game ‘Noughts and crosses’ also goes by the name of ‘Tic tac toe’ in many countries.

Wikipedia tells us that the earliest known variant of this game originated in the Roman Empire around the first century BC. It was called Terni Lapilli and instead of having any number of pieces, each player only had three, thus they had to move them around to empty spaces to keep playing. The game’s grid markings have been found chalked all over Rome.

M

aterials

R

ules

Each player has a set of 12 cards showing times on the hour (next two pages). The teacher has another set with all the o’clock times. You can choose either all analog or all digital cards, or a mix of both, but you will need one of each of the times from 1:00 to 12:00.

• Each player chooses 9 of their cards and lays them; face up, in a 3 × 3 array. They do not use the other 3 cards.

• The teacher shuffles their 12 cards and holds them up (or calls them out) one at a time.

• If the students have a match for that time, they turn their card over.

• The first player to turn over three cards in a row, vertically, horizontally or diagonally, is the winner.

2:00

6:0 0

5:00

11:00

Variation The first player to turn over all 9 cards is the winner.

Time matters Book 1 (Foundation to Year 3)

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Time Noughts and Crosses: Analog

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Time matters Book 1 (Foundation to Year 3)

Time Noughts and Crosses: Digital

1:00

2:00

3:00

4:00

5:00

6:00

7:00

8:00

9:00

10:00

11:00

12:00

Time matters Book 1 (Foundation to Year 3)

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Round the Circle Game – 1 See page 36 for instructions and materials.

Start

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47

Time matters Book 1 (Foundation to Year 3)

Round the Circle Game – 2 See page 36 for instructions and materials.

Start

Time matters Book 1 (Foundation to Year 3)

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Round the Circle Game – 3 See page 36 for instructions and materials.

Start

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49

Time matters Book 1 (Foundation to Year 3)

Five-minute time cards Cut out the time cards below and place them in the correct order.

Write the times on each card to help you.

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12

11

1

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8

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6

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8

2 3

8

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3

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4 6

5

Time matters Book 1 (Foundation to Year 3)

6

12

2 3

6

3 4

11

4 5

50

1

9

1

8

12

5

2

7

9

6

10

5

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4

8

4

1

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3 7

3

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5

1

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1

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2

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12

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8

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3

11 3

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4 7

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One-minute time cards Cut out the time cards below and place them in the correct order.

Write the times on each card to help you.

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12

11

1

10

2

9

3

8

11

6

12

8

9

3

8

11

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3

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3

8

4

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6

2 3

51

6

3 4

11

4 5

1

9

1

8

12

2

7

9

6

10

5

10

7

5

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4 5

8

4

1 2

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3

6

3

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1

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1

9

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2

7

10

5

10

12

6

10

5

8

4

11 3

6

9

1 2

7

2

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9

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6

4 5

8

4

1

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5

10

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8

4

12

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3 7

3

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5

1

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1

9

12

2

7

10

6

10

5

8

4

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9

11

3

1 2

6

9 7

10

7

2

12

4 5

8

4

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10

5

3

1

3

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9

6

9

1 2

7

2

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5

8

4 6

12

12

1

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4 6

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10

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4

11 2

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3

1

3

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6

9

1 2

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4 6

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3

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Time matters Book 1 (Foundation to Year 3)

Clock Bingo Purpose Matching digital and analog times.

Make the Bingo boards on a 3 × 3 grid (next page) and have 9 clock faces showing different times in each grid. You can adjust the difficulty of the game by varying the representations of time; e.g. to the nearest hour, half-hour, quarter-hour, nearest 5 minutes or nearest minute.

For every time shown on the Bingo boards, you need a matching card in the teacher’s set.

It is a good idea to have the cards with different representations to the Bingo board. For example, if the Bingo board has analog clock faces, the cards may have the times in digital format or in words.

M

aterials

R

ules

You will need a Clock bingo board (3 x 3 grid; see next pages) for each player. Each player will also need 9 counters. The teacher will need a set of time cards that match the times used for the Bingo boards.

• The teacher turns over a clock card and either reads out the time, or holds the card so that the students can see the time shown.

• If a student has the corresponding time on their Bingo board, they cover it with a counter.

• The first person to cover all their times is the winner.

With this board, you might use cards showing the time digitally.

You could mix and match the representations of time on the cards and on the Bingo boards.

Students could be asked to make their own Bingo boards or cards. Also, you could use some of the cards from the Time concentration game.

3:00

For older, or more advanced children, you could use a mix of 12- and 24-hour times, or just 24-hour times.

7:05 11:30

6:00

8:45

9:15

11:50 9:55

8:20 7:40

Watch for …

When children draw their times, look for whether they show the movement of the hour hand in relation to the minute hand; e.g. is the hour hand halfway between the 6 and the 7 when they draw 6:30?

Time matters Book 1 (Foundation to Year 3)

With this board, you might use cards with words for the times, e.g. ‘quarter past nine’.

52

With this board, you might use cards with analog and/or digital times.

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Bingo Board 1: Analog Add in your own times.

11

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2 3

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3 4

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4 5

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11 3

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4 7

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Time matters Book 1 (Foundation to Year 3)

Bingo Board 2: Digital Add in your own times.

Time matters Book 1 (Foundation to Year 3)

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Bingo Board 3: Analog and Digital Add in your own times.

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2 3 4 6

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3 4

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4 6

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Time matters Book 1 (Foundation to Year 3)

Bingo Board 4: Blank Add in your own times.

Time matters Book 1 (Foundation to Year 3)

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Time Concentration Game Purpose Students will be able to practise matching times in analog and digital format.

The two pages of each set of cards can be photocopied onto two pieces of different coloured paper, so that students turn over; for example, one blue card and one green card. All the blue cards may be the analog ones, with the green ones being the digital representations. As you add the new variations, keep the colours constant, e.g. blue for analog and green for digital. The word cards could be a third colour, e.g. yellow. Using different cards for different groups of students will help to differentiate the curriculum.

Watch for …

Many students are confused with the two ways of saying or reading the ‘quarter to’ times. For example, they confuse 9:45 (nine forty-five) and a quarter to 10, wrongly saying or reading it as ‘a quarter to nine’.

M

aterials

At the most basic level, you will need a set of 24 laminated time cards (see following pages).

It is suggested that the pages are enlarged to A3 before photocopying and laminating.

R

7 :0 0

9 :0 0

1:00

5 :0 0 6:00

ules • Place all of the time cards facedown on the table.

• Player 1 turns over two cards, one of each colour. If the two cards match—the same time is represented (e.g. an analog and digital clock each showing 3:00)—the player keeps both cards and has another turn. If they do not match, the player turns the cards back over without shuffling them and the next player has a turn.

• When all the cards have been matched, the person with the most cards is the winner.

Variations There are five variations on this game.

• Game variation 1: Use the o’clock analog and digital cards • Game variation 2: Add in the o’clock word cards • Game variation 3: Use the half-hour and quarter-hour analog and digital cards. Analog clock faces may vary (see p. 31).

• Game variation 4: Add in the half-hour and quarter-hour analog, digital and word cards • Game variation 5: Use the 5-minute analog and digital cards Note: As students become more proficient, and as a means of differentiating the curriculum, you could add each new variation to the previous set, or keep them separate.

Alternatively, ‘Snap’ can be played for a set period of time. At the end of the time, the player holding the most cards is deemed the winner.

R.I.C. Publications® www.ricpublications.com.au

S

nap

Two sets (48) of the same cards can be used to play ‘Snap’, although for this game you may wish to have all cards the same colour. The cards are shuffled and dealt out equally. Players take it in turns to turn over a card and place it onto a central pile. If the new card matches the current one on the pile, then the first player to cover the cards with his or her hand keeps the whole pile. Play continues until one player has won all the cards; or after a set time, the player with the most cards wins.

57

Time matters Book 1 (Foundation to Year 3)

Time Concentration Game Set 1: o’clock analog

11

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2

9

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6

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2 3

8

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6

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11 2

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3

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4 6

5

Time matters Book 1 (Foundation to Year 3)

6

12

2 3

6

3 4

11

4 5

58

1

9

1

8

12

5

2

7

9

6

10

5

10

7

4

8

4

1

10

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3 7

3

11 2

5

1

9

1

9

12

5

2

7

10

6

10

5

8

4 7

12

4

8

4

11

3

11 3

1

9

1

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6

2

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2

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9

12

1

10

5

10

5

10

6

12

8

4

8

4

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11 3

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R.I.C. Publications® www.ricpublications.com.au

Time Concentration Game Set 1: o’clock digital

1:00

2:00

3:00

4:00

5:00

6:00

7:00

8:00

9:00

10:00

11:00

12:00

R.I.C. Publications® www.ricpublications.com.au

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Time matters Book 1 (Foundation to Year 3)

Time Concentration Game Set 2A: o’clock words

one o’clock

two o’clock

three o’clock

four o’clock

five o’clock

six o’clock

seven o’clock

eight o’clock

nine o’clock

ten o’clock

eleven o’clock

twelve o’clock

Time matters Book 1 (Foundation to Year 3)

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R.I.C. Publications® www.ricpublications.com.au

Time Concentration Game Set 2B: o’clock words

1 o’clock

2 o’clock

3 o’clock

4 o’clock

5 o’clock

6 o’clock

7 o’clock

8 o’clock

9 o’clock

10 o’clock 11 o’clock 12 o’clock

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Time matters Book 1 (Foundation to Year 3)

Time Concentration Game Set 3: analog half past, quarter past and quarter to 12

XII

11

12

1

10 9

3

IX

III

2

9

3

8 7

6

VI

XI XII I

11 12 1

VIII IX X

II III IV V

VI

4

10

6

5

2 3

9

4

8 7

VII

12

6

5

XII

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1

10 9

3

IX

III

2

9

3

8 7

6

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XI XII I

11 12 1

VIII IX X

II III IV V

VI

VII

Time matters Book 1 (Foundation to Year 3)

4

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6

5

2 3

9

4

8 7

6

5

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Time Concentration Game Set 3: digital half past, quarter past and quarter to

11:15

2:45

8:15

3:45

10:30

5:30

9:30

6:30

12:45

4:15

1:45

7:15

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Time matters Book 1 (Foundation to Year 3)

Time Concentration Game

quarter past eleven

quarter to three

quarter past eight

quarter to four

half past ten

half past ďŹ ve

half past nine

half past six

quarter to one

quarter past four

quarter to two

quarter past seven

Time matters Book 1 (Foundation to Year 3)

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Note: if you are using these word cards with both the analog and digital cards from the previous 2 pages, you will need two sets of them.

Or you can use one set with either the analog or digital cards. (There needs to be the same number of cards of each type and colour.)

Set 4: half past, quarter past and quarter to in words

Time Concentration Game Set 5: nearest 5 minutes – analog 12

XII

11

12

1

10 9

3

IX

III

2

9

3

8 7

6

VI

XI XII I

11 12 1

VIII IX X

II III IV V

VI

4

10

6

5

2 3

9

4

8 7

VII

12

6

5

XII

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12

1

10 9

3

IX

III

2

9

3

8 7

6

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XI XII I

11 12 1

VIII IX X

II III IV V

VI

VII

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4

10

6

5

2 3

9

4

8 7

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6

5

Time matters Book 1 (Foundation to Year 3)

Time Concentration Game Set 5: nearest 5 minutes – digital

11:35

2:10

8:50

3:50

10:05

5:40

9:20

6.35

12:55

4:25

1:25

7:05

Time matters Book 1 (Foundation to Year 3)

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Time Dominoes Purpose

A game for 2–4 players

Students will be able to recognise and match digital and analog time to the nearest hour, half and quarter hour, and later to the nearest 5 minutes and 1 minute.

Time dominoes are played in the same way as normal dominoes. When students play the variations of the Time dominoes game, they need to be able to recognise the rounding of time to the nearest half and quarter hour, and then to the nearest 5 minutes.

There are many variations to the traditional dominoes game. If your students know a different set of rules for dominoes, you may want to let them continue with these rules.

Of interest The dominoes in the centre of the table are sometimes known as the ‘bone-yard’, taken from the original dominoes that were made from pieces of bone.

M

aterials

R

ules

A set of Time dominoes (see following pages)

• Dominoes are placed facedown on the table, and seven are given to each player. Each player looks at his or her dominoes, and the person with the highest hour shown places that domino on the table face up. If two players have the same time, the person with the highest hour on the other side of the piece starts.

• Players take turns, playing one domino at a time, by matching one of their pieces with either end of the chain of dominoes. New pieces can only be placed at either end of the chain of dominoes. The chain of dominoes can be turned to fit onto the playing surface, but the line essentially can only be built on at the two ends.

• When a player cannot match one of the ends of the line, he or she takes another domino from the ones facedown on the table. This becomes the end of his or her move. If there are no pieces left, the player misses that turn.

• Play ends when a player has no dominoes left, or when no further moves can be made.

• The winner is the player with no dominoes left; or in the case where no further moves can be made, the one with the least number of dominoes remaining.

Variations There are four variations on this game.

• Game variation 1: Use the o’clock analog and digital dominoes • Game variation 2: Use the half-hour and quarter-hour analog and digital dominoes • Game variation 3: Use the 5-minute and 1-minute analog and digital dominoes

9

100

111 122 1

8

1:05

IX

VI

XII

III

4:37

• Game variation 4: Students or teacher make sets of Time dominoes using the blank template on page 74.

Note: As students become more proficient, and as a means of differentiating the curriculum, you could add each new variation (Variations 2–4) to the previous set.

2

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3 6

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Time matters Book 1 (Foundation to Year 3)

Time Dominoes Set 1A: analog and digital o’clock 12 12 11 11 1

1:00

10 10 9

3

8

11

XI XII I

6

12

1

10

IX

III

2

9

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4 7

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5

12

II III IV

IX X VIII

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5:00

V 9

3:00

2:00

4

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5

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1

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4 7

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V 11

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5

2

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12 1 12 11 11

VII

12

10 10 9

XII 3

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6

IX

5:00

III

5

1

IX X VIII

VI

2 3

8

4 6

5

12

9

V

VII

Time matters Book 1 (Foundation to Year 3)

12

9 7

II III IV

5:00

4:00

VI

XI XII I

5:00

VI

10

4 7

3:00

5

6

2

8 6

5:00

3 4 7

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XI XII I

1

8

4

3

12

10

IX X VIII

XII 3

8

3:00

II III IV

9

3:00

VII

IX X VIII

2:00

6

2

9

11

V

VII

II III IV

5:00

12 12 11 11 1

6

5

12

10 10

7

6

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XI XII I

VI

4

XII 3

8

6:00

3 7

2

7

2

8

12 1 12 11 11

2:00

1

9

6

10 10

12

10

1:00

3

3:00

1:00

3

8

4 7

VI

XII 2

3

6:00

6:00

6

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Time Dominoes Set 1B: analog and digital o’clock 11 12 1

7:00

10

11

IX

III

4

8

XI XII I

6

12

1

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3

9 7

2

9

5

4 7

VI

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5

IX X VIII

11

9

7:00

3

11:00

V 8

9:00

8:00

3 4

6

5

8 5

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12

1

10

IX

III

2

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4 7

5

6

9

9:00

9:00

V

6

11

VII

3

IX

III

5

12 1 12 11 11 3

XII 3

8

11

6

IX

III

5

11:00

1

IX X VIII

VI

2 3

8

4 6

5

12

V

VII

R.I.C. Publications® www.ricpublications.com.au

12

9 7

II III IV

11:00

9:00

VI

XI XII I

11:00

VI

10

4 7

9:00

5

6

2

9

11:00

3 4 7

10 10

6

9

VI

12

9

2

8

4

XI XII I

1

II III IV

9

12

10

IX X VIII

XII 2

8

3

VII

IX X VIII

8:00

V

VII

II III IV

11:00

12 12 11 11 1

6

6

12:00

12

10 10

7

4

VI

XI XII I

VI

3

XII 2

7

2

7

9

1

9

12 1 12 11 11

8:00

12

10

6

10 10

9:00

7:00

3

8

12

II III IV VI

XII 2

9

3

12:00

12:00

6

69

Time matters Book 1 (Foundation to Year 3)

Time Dominoes Set 2A: analog and digital half past, quarter past and quarter to 12 1 12 11 11

XII 2 4

6

IX

5

3:30

VI

11

12

XI XII I

1

10

2

9 4 7

6

5:45

6:30

3

3:30

2:45

4:15

III

6:30

3:30

3:30

3:30

5:45

3:30

6:30

4:15

6:30

1:15

3

8

II III IV

1:15

1:15

III

VII

7

1:15

1:15

3

8

IX X VIII

9

5

VI

V

10 10

12

2:45

2:45

9

6

12 1 12 11 11 10 10

2:45

9

3

8

IX

4 7

11

3:30

XII 2

6

12

5

VI

1

10

2

9

3

8

4 7

6

5

XI XII I IX X VIII

4:15

VI

V

4:15

II III IV

4:15

VII

12 12 11 11 1

12

5:45

5:45

9

3

6:30

2

9

3

8

4 7

6

Time matters Book 1 (Foundation to Year 3)

10 10

70

6

6:30

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R.I.C. Publications速 www.ricpublications.com.au

Time Dominoes Set 2B: analog and digital half past, quarter past and quarter to XII

7:30

11

IX

III

8:45

7:30

12

1

10

2 3

9:30

7:30

12:15

9 8

4 7

VI

6

5

XI XII I IX X VIII

7:30

VI

V

10:45

II III IV

7:30

VII

12 12 11 11 1

12

9

3

8:45

8:45

8:45

9:30

10 10

2

9

3

8

4 7

6

6

5

XII IX

III

11:15

12:15

8:45

9:30

9:30

VI

11

9:30

10:45

9:30

11:15

12

1

10

2

9

3

8

4 7

6

12:15

5

XI XII I IX X VIII

II III IV VI

11:15

10:45

10:45

12:15

12:15

12:15

V

10:45

VII

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11:15

11:15

11:15

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Time matters Book 1 (Foundation to Year 3)

Time Dominoes Set 3A: analog and digital, 1 minute and 5 minutes 12 1 12 11 11 10 10

XII 2

9

1:05

3

8

4 7

1:05

3:12

5

6

1:05

5:51

1:05

3:12

3:12

XI XII I

2

9

3

8

4 6

4:37

3:12

9

1:05 1:05

11:25

3:12

5:51

5

12 1 12 11 11 3

3:12

11:25

10 10

2

9

3

8

4

6

7

XII

11

V IX

III

7:59

4:37

5:51

5:51

7:59

7:59

7:59

11:25

6

12

1 2

9

3

8

4 6

4:37

5

10

7

VII

VI

5:51

III

1

12

II III IV

IX X VIII

12

10

7

4:37

IX VI

11

VI

1:05

11:25

5

5:51

11:25

11:25

11:25

XI XII I IX X VIII

II III IV V

VI

VII

Time matters Book 1 (Foundation to Year 3)

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R.I.C. Publications速 www.ricpublications.com.au

Time Dominoes Set 3B: analog and digital, 1 minute and 5 minutes 12

2:43

2:43

9

6:02

3

2:43

8:44

2:43

12:28

6:02

9:16

6

12 12 11 11 1

9:16

2:43

2:43

10 10

2

9

3

8

4 7

6:02

6:02

6:02

6

5

8:44

XII

6:02

11:25

6:02

12:28

IX

III

8:44

VI

11

8:44

12

1

10

2

9

3

8

4 7

6

8:44

10:35

8:44

12:28

10:35

9:16

12:28

5

XI XII I IX X VIII

VI

V

9:16

II III IV

9:16

VII

12

10:35

10:35

10:35

12:28

9

3

12:28

6

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Time matters Book 1 (Foundation to Year 3)

Time Dominoes Set 4: Blank

Time matters Book 1 (Foundation to Year 3)

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R.I.C. Publications速 www.ricpublications.com.au

Self-Checking Time Cards Students work in pairs, taking turns. Time cards are placed writing side up in a pile. Player 1 has a clock with movable hands; Player 2 the Time card. Player 1 reads the time and makes it with the clock. Player 2 then turns over the card to show the correct time on the back of the card, and determines if the answer was correct.

Players then change ‘jobs’. The cards can be matched to the students’ abilities in telling the time. They may need to be enlarged and laminated.

Set 1: o’clock Front

Back 11

1 o’clock

12

Front

2

9

6

12

8

12

12

12

11 o’clock

3

11

12

12:00

3 4

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3 4

11 2

6

9

1

8

1 2

7

9

12

5

10

5

10

7

4 6

8

4 6

8

11

8 7

3

1

9

1

9 7

2

12

5

2

5

10

6

10

10:00

4

11

4

11 3

6

3

8

2

7

1 2

7

9

12

9

1

10

6

5

10

5

8

6:00

9 o’clock

4

11

4

11 3

6

3

8

2

7

1 2

1

9

12

5

9 7

10

6

10

5

8

5:00

8 o’clock

4

11

4

11 3

6

3

1 2

7

9 7

9

1 2

5

10

12

10 8

4

11

4 o’clock

7 o’clock

3 7

3 o’clock

11

1

10 8

2:00

Back

75

12

5

1

10

2

9

3

8

4 7

5

6

6

5

Time matters Book 1 (Foundation to Year 3)

Self-Checking Time Cards Set 2: half past

half past 1

Back 11 9 8

4

9 8

4 6

12

8

9:30

4

8

half past 10

4

11

12

11:30

8

4

12

4

12:30

3 4

76

12

1 2

9

3

8

4 6

12

5

1

10

2

9

3

8

4 6

12

5

1

10

2

9

3

8

4 7

5

6

5

10

11

8 6

8

1

9 7

3

7

2

1 2

5

10

12

5

9

11 3

6

10

1

9

11

4

7

2

6

8

5

10

7

3

11

3

1

9

1

9

12

5

2

7

2

6

11

6

10

5

10

7

4

11 3

12

8

1

9

11

3

7

2

6

2

5

10

Time matters Book 1 (Foundation to Year 3)

half past 8

3

7

6:30

1

1

9 7

2

11

half past 5

12

12

10

5

10

7

half past 4

7:30

3

11

3:30

11 2

6

Back

1

10

7

2:30

12

Front

6

5

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Note: These cards can be added to Set 1 to get a combination of o’clock and half-past times.

Front

Self-Checking Time Cards Set 3: quarter past and quarter to Front

quarter past 1

Back 11 9

3

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8

Note: These cards can be added to Sets 1 and 2 to get a combination of o’clock, half-past, quarter past and quarter to times.

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quarter to 6

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quarter to 7

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Front

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Time matters Book 1 (Foundation to Year 3)

Self-Checking Time Cards Set 4: five-minute times Back 11

3:55

9

3

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4:05

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10:35

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six fifty

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two thirty-five

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eight forty

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eleven fifty-five

Back

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ten past 7

12

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Note: These cards can be added to the previous sets to get a combination of different times.

Front

Self-Checking Time Cards Set 5: one-minute times Front

Back 11

9:03

one minute after six

9

3

8

4

11

8

11

Note: These cards can be added to the previous sets to get a combination of different times.

12

8

8

1

9

eight forty-three

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47 minutes after 12

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ten ďŹ fty-six

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12

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11 3

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9 minutes past 7

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7:52

4 7

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11 3

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1

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2:59

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11

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4:32

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Back

27 minutes past 5

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11:36

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10

7

sixteen minutes past two

12

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Time matters Book 1 (Foundation to Year 3)

Self-Checking Time Cards Set 6: blank Back 11

12

Front

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Time matters Book 1 (Foundation to Year 3)

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Note: Add your own times to these cards.

Front

Race Around the Clock Game Purpose This game will help students count the minutes on a clock; and help them see the connection between the 12 digits on the clock and the 5-minute marks of the 60 minutes in an hour. For example, it helps connect the 11 on a clock to 55 minutes when the minute hand is on that place.

A game for 2–4 players

M

aterials • One game board clock face per player (see over) • 1 × six-sided dice • 1 × set of cards per player (5, 10, 15 … to 60. See over) • 1 small counter per player, placed on the 12

R

ules 1. Player 1 rolls the dice and moves that many places (minutes) around their clock face. If they land on one of the clock digits (1–12) they place the appropriate card on that digit. For example, if they land on the 3, they place the 15 card over the 3; if they land on 8, they place the 40 card over the 8 etc. If they land on a non-digit place, they do not place a card.

2. When each player has completed one full circuit of their clock board, they add up the total value of all the cards they have covered. For example, if they had landed on the 3, and later on the 8, but no other digit places, they add the 15 and 40 to get a total of 55.

3. The player with the highest score is the winner.

Variations • Game variation 1: The teacher nominates the number of times the players go around their boards. The player with the highest score is the winner.

• Game variation 2: The teacher gives a set time for the game, and the students continue the game until that time is up.

The player with the highest score is the winner.

• Game variation 3: Students continue the game until one player has covered all 12 digits. That player is the winner.

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Time matters Book 1 (Foundation to Year 3)

Race Around the Clock Board

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Sequencing Familiar Events Purpose Sequencing events according to before and after given event.

The ability to put a series of events into chronological order is an important prerequisite for students’ development of understanding about time. Putting events into chronological order can begin with times that are familiar to young students.

• Ask students to draw something they do during the day and something they do at night.

It is generally a good idea to start by sequencing events that centre on the students’ lives. To start with, the comparisons need to be quite obvious, as students’ ideas of relative age do not develop until they are aged about seven or eight.

• Give students a selection of magazines and ask them to find pictures of things that happen during the day and things that happen at night.

Make a poster by gluing the pictures onto paper with the heading ‘Daytime’ and ‘Night-time’.

• Have a picture of a student doing a particular task—e.g. brushing their teeth—and ask the students draw what they might do before and after the event.

Before

After

Time spans can be morning and night; before, during and after school; meals in the day; what happens on different days of the week, e.g. school days and weekends etc.

Much informal discussion can take place about sequencing events during the day. For example, ask question such as: • What did we have first this morning; maths or art?

• Ask parents to provide photographs of their children at different ages, e.g. as a baby, a toddler and a more recent one. The students place the photos in order.

• Did we have sport before or after lunch yesterday?

• This idea can also be extended to photos of the family, where the students put in order of age photos of a baby sibling, themselves, Mum and grandparent. If photos are unavailable, pictures of different-aged people from magazines could be used.

• What was the first thing we did this morning?

• Students could make a brief personal history; from past to present to future. See following page.

• What were some of the things we did at school yesterday? In what order did we do them?

• What are we going to do after lunch tomorrow?

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Time matters Book 1 (Foundation to Year 3)

About ME Write about what you could do, or think you will be able to do at the ages below; and what could not be done. Then illustrate your activities.

When I was 1 year old

When I was 2 years old

What I could do:

What I could do:

What I could not do:

What I could not do:

When I was 4 years old

Now

What I could do:

What I can do:

What I could not do:

What I cannot do:

When I’m 16

When I’m 25

What I think I’ll be able to do:

What I think I’ll be able to do:

What I think I might not be able to do:

What I think I might not be able to do:

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Sequencing Cut out these pictures.

Place them in order from what happens first to what happens last.

SCHOOL

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Time matters Book 1 (Foundation to Year 3)

Stories can be used in sequencing activities. With younger students the teacher can initiate a discussion about what happened first, second, next etc. Students may also be given illustrations of the story in mixed order and be asked to cut out and glue them in the correct order.

With older children, they can be asked to retell (recount) the story in their own words.

Other suitable stories: • The three little pigs • The three billy goats gruff

Sequencing Stories Goldilocks and the three bears

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Sequencing Other Events Purpose Sequencing a series of events.

As well as putting pictures of familiar stories into the correct chronological order, students can use cartoon strips and order the frames.

Not all cartoons lend themselves to sequencing. It is best to choose ones where there is a very clear sequence.

The level of difficulty can be altered according to the number of frames in the cartoon.

Making recipes gives the opportunity for students to measure quantities.

Chocolate crackles Makes approximately 28

Most procedural texts lend themselves to sequencing activities.

•

Ingredients • • • • •

Recipes The list of steps for simple recipes could be written in separate boxes. The students then sort them into a logical sequence.

Measure the icing sugar, coconut, Rice Bubbles® and cocoa.

4 cups Rice Bubbles® 1 cup icing sugar 1 cup desiccated coconut 5 tablespoons cocoa powder 250g melted Copha®

Measure the Copha® and melt it in a saucepan over gentle heat.

Mix all the ingredients together.

Spoon the mixture into individual patty cases.

Method Put the filled patty cases into the fridge to set.

Mix all ingredients together.

Spoon into patty cases.

Refrigerate until set.

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•

Art and craft activities A similar idea could be used for activities that have clear procedural steps; for example, making a clay model or a stained glass window.

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Time matters Book 1 (Foundation to Year 3)

A School Day (with clocks) Cut out the pictures and place them in order from the earliest to the latest.

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1 2

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3 8

4 7

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5

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Sequencing Clocks Cut out the pictures and place them in order from the earliest to the latest.

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Time matters Book 1 (Foundation to Year 3)

Sequencing Longer Events Purpose Sequencing longer events such as timetables.

Previously, sequencing of daily events has been discussed with reference to what we do in the morning or evening; and in what order we do a series of activities such as getting out of bed, having breakfast, brushing teeth, going to school, going home, eating dinner, bedtime etc.

W Students need to be able to sequence events that occur: • Daily • Weekly • Seasonally • Annually

eekly events

Reference to a weekly classroom timetable can help students understand the cyclic nature of certain events. For example, they see that Health is on Tuesdays, Science is on Thursdays and Sport is on Fridays.

They may also notice aspects that are the same most schooldays, such as fitness first thing every day lunch, mathematics every morning after fitness, quiet time straight after lunch etc.

Other discussions about weekly events may include activities that are completed after school on certain days—e.g. sports practice, dancing classes etc.—and activities that take place regularly on weekends. Some families will have routine activities that happen at set times on weekends, while others may not.

One way for students to ‘see’ longer durations is to watch something grow. Planting seeds—for example, broad beans—gives them an opportunity to notice changes on a twice-weekly or weekly basis, and taking photos of them gives access to the activity long after the plants have died. Students can graph the heights of the plants, and later place the photos in order from the germination of the seeds to the stages of growth and eventual death of the plant.

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Sequencing Seasonal and Annual Events

S

easonal events

A

nnual events

These may begin with discussion about the names of the seasons and their order. The different types of weather that are typical for each season would follow, and students could find pictures of the types of clothes they would use and related activities/events in the different seasons and glue them onto a poster.

SUN

MON

TUES WED

THU

FRI

SAT

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

School terms, national holidays etc. can be placed onto a calendar, along with students’ birthdays and other relevant events such as sports carnivals, swimming carnivals, the school fete etc.

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Time matters Book 1 (Foundation to Year 3)

Sequencing Events According to Duration Purpose Calculating interval between two time periods.

Calculating durations Students often become confused when deciding the order of events according to their duration when the start and finish times vary. They may believe that the event that finishes last will be the longest, even if the start time is later.

Calculations of time difference can be quite difficult, because of the non-decimal nature of time.

Sometimes a calculator may actually hamper the process. For example, if a train arrives at 9:31 and it is currently 8:47, you cannot simply key 9.31 into a calculator and subtract 8.47; the result would be 0.84, which a child could incorrectly interpret as 84 minutes. In this case, the number of minutes until 9:00 would be calculated first (13 minutes), and the extra 31 minutes until the desired time (9:31) added to give a total waiting time of 44 minutes.

This serves to reminds us that we should use a colon between the hour and minute digits when writing time in a mathematical context (e.g.

10:47), not a full stop or decimal point.

In order to sequence events according to their duration, students need to be able to calculate the duration of each of the events.

C

alculating relatively short durations

For calculating relatively short durations of time, the easiest method is to calculate the amount of time until the next hour and the number of full hours to the finish time, then add on any remaining minutes.

Students may need guided practice at this. For example, if an event starts at 10:48 am and finishes at 2:31 pm, students might say: • 10:48 am until 11:00 am is 12 minutes • 11:00 am until 2:00 pm is 3 hours • 2:00 pm until 2:31 pm is 31 minutes

In order to calculate the total duration; students would add 12 minutes and 3 hours and 31 minutes. This gives a total time of 3 hours and 43 minutes.

Students could be given problems where they are required to work out the duration of various events, and then place them in order from the one that took the least amount of time to the one that took the longest. The teacher can give the problems, or the students can investigate various durations and then order them.

U

sing a ‘time line’ to calculate durations

An empty number line can be a useful tool to calculate time durations.

This is different to creating a time line for a sequence of events (see page 95).

Using an empty number line, we put in the start time of the event (e.g.

9:25 am) and then show a ‘jump’ to the nearest full hour (10:00 am), a ‘jump’ to the nearest full hour before the finish time (4:00 pm), and finally a ‘jump’ to the end time (4:12 pm). An interim ‘jump’ to midday may be used if required, as in the example below. We then add the time periods to get the duration (35 minutes + 2 hours + 4 hours + 12 minutes, giving 6 hours and 47 minutes).

Using an empty number line to calculate duration problems makes more sense to students if they have used them for other number problems.

In the example above, we had a start and finish time and wanted to work out the difference in time (the duration). A number line may also be used when given a start time and the duration, and need to find out the finish time; or, working backwards, when given a finish time and duration and want to calculate the start time.

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Sequencing Events According to Duration Estimation activities could offer a reason to work out durations of time.

Students estimate how long different events during the day may take; then as they occur, they record the start and finish time. They use these to work out the duration of each activity. Students could then order the events from the one taking the least amount of time to the one taking the most.

Activity

Estimate

Start time Finish time

Duration

Reading a chapter of a book Walking to the canteen Making a cardboard tetrahedron

Television timetables offer an ideal opportunity to look at start and finish times. Students can look at the length of different movies, news programs, sports events etc. They could also discuss their favourite show, calculate the duration of each of them and put them in order from the shortest to longest shows.

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Time matters Book 1 (Foundation to Year 3)

Sequencing Shadows Purpose Observe the movement of the sun via changes to the shadows.

The use of a shadow stick can give children an opportunity to experience the movement of the earth around the sun in a practical way. Of course, you need a sunny day for it to work!

M

aterials • Paper • Stick; about 1 metre long is ideal

The formula for making an accurate sundial is very complex and beyond the scope of this book. It is affected by the geographic place and the time of year (in relation to sunrise and sunset).

The gnomon is the upright piece of these devices.

The Egyptians used a shadow clock with a gnomon. It used the position of the shadow on a graduated base, marked in hours, to determine the time. In the morning the crosspiece was turned towards the east so that the shadow moved across the long piece. As the sun moved higher in the sky, the shadow moved down the length of the arm towards the gnomon. At noon, the clock was moved to face the west and the shadow got longer as the afternoon progressed.

• Pencil

P

rocedure • In the morning, lay a large sheet of paper in a sunny, grassy spot.

Place the stick in the ground so that it stands vertically and is centred on the paper. If you don’t have access to a grassed area, plain ground will be fine. If using a paved area, a means of holding the stick vertical will be needed; perhaps a lump of clay or similar.

• At 9:00, trace the shadow of the stick onto the paper and label it with the time.

• At intervals during the day—e.g. every hour—mark in the shadow and label each one with the current time.

• What will be interesting for the students is that the shadow moves around the paper; but also that the length of the shadow varies.

Variation Students could measure the lengths of the shadows of fixed objects such as a flagpole at 12:00 at the start of every month for a term to see the change in lengths. This could be recorded in a table, as below:

February

March

April

May

Flagpole

Main gate post 4 0

3

2

1

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Time matters Book 1 (Foundation to Year 3)

Basketball hoop

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Sequencing Time Lines There is an obvious link between time lines and number lines. If students are familiar with number lines, the concept of time lines will be easier.

A time line is a convenient way to show relative time, or the order of particular events. They can be used to show a short time span (events in a day), long periods of time (dinosaur evolution) or anything in between.

When sequencing particular events, the time line offers a graphical representation that is easy to follow.

Students can be given a variety of events and be asked to place them in order on a time line. Examples include: • Major events in their lives, e.g. their birth, taking their first steps, starting school etc.

• Birth years of relatives, e.g. parents, grandparents, brothers, sisters, cousins etc.

• Events in the life of a plant, e.g. apple tree: seed, sapling, young tree, fruiting tree.

My Dad

The use of photographs or illustrations will help bring a time line to life. For example, if looking at a time line of dinosaurs, they may like to include illustrations of the different types for each time period.

Dad born

Started school

Started work

Married Mum

Brother born

I’m born

1972

1976

1989

1998

2000

2008

Students may use the internet to investigate other time lines. These may include: • Life cycle of an insect; e.g. butterfly • Dinosaur periods • Space exploration

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Growing Potatoes Cut out the cards below and place them in the correct order.

Glue them onto a blank sheet, arranging them to form a time line.

Take to market

Fertilise the soil

Sprouts appear

Irrigate the soil

Cook the potatoes

Make furrows in the land $5.00 BUCKET

$2.00 PER KG

Harvest the potatoes

Buy potatoes at the market

Plant the potatoes

Plough the field

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Baking Biscuits Illustrate the cards below, then cut out and place them in the correct order.

Glue them onto a blank sheet, arranging them to form a time line.

Pre-heat oven

Put spoonfuls on tray

Take out ingredients

Put in oven

Take out utensils

Remove when cooked

Mix dry ingredients

Cool

Add wet ingredients

Eat

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Time matters Book 1 (Foundation to Year 3)

Blank Time Line Cards

Students may like to plan a sequence on a separate sheet of paper.

Fill in the cards below, then illustrate, cut out and place them in the correct order.

Glue them onto a blank sheet, arranging them to form a time line.

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Timing/Duration Purpose Timing using arbitrary units.

Students should be encouraged to estimate time durations whenever appropriate.

Students need to be aware that duration requires a start and finish time.

Using timing devices helps students establish an appreciation of the duration of time intervals. The types of timing devices used will vary according to the students’ age and experience.

Working out the duration of an event (timing) involves considering the length of time it takes. This may be the duration of an event yet to happen (e.g. How long will it take to run across the oval?) or the duration of an event that has already happened (e.g. How long did it take to get from the library to the classroom?). In order for students to estimate and time an event that has already happened, someone needs to have recorded the start and finish times; then the duration may then be calculated.

There are many devices that will help students to time events. The stopwatch is the most well known of these. However, there are many other devices, both commercial and ones constructed by the students, which can be used for this purpose.

C

omparing times using arbitrary methods

In the early years, students can be encouraged to count various events to compare times. The ‘units’ may include: • Claps • Taps • Bounces of a ball

Incidental timing of events can be made throughout the day.

• Walking or running a given distance

Eventually, the teacher should lead students to realise that arbitrary units such as clapping are not always suitable to communicate durations. An interim unit, prior to the introduction of timing with standard units, may be with the use of a metronome.

Varying the ‘arbitrary units’ is important.

Finding how many of a particular action can be done in a set time gives students a reason to actively time something.

Teacher poses questions that will encourage students to think about time durations: • Why did you write ‘puppy’ fewer times in one minute than you wrote ‘dog’?

• What do you think would take about one minute from start to finish?

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• Picking up a container of blocks, one by one • A short unit may be:

How many times can you click your fingers while Ben collects the books?

• A longer unit may be: How many times can we run around the hoops while the water drips to fill the jar?

Comparing how many of each of the actions can take place within the given duration leads to explanations of why there may be variations.

• How many claps did it take for you to tiptoe from one side of the classroom to the other? Who took the most claps? The least?

• Which takes longer, putting the books back on the shelf or cleaning the paintbrushes?

Students can make a table of their findings.

Cut out shapes Collect books Estimate Actual time Difference

99

Fill bottle

35 claps

27 claps

12 claps

42 claps

30 claps

15 claps

7 claps

3 claps

3 claps

Time matters Book 1 (Foundation to Year 3)

Timing/Duration Purpose Timing using standard units.

T

iming using standard units of time For shorter times, ask questions such as:

• How far can you run in one minute?

• Count backwards from 100 and stop after one minute. What number did you end up at?

• How many times can you throw a ball into a basket in two minutes?

Students need to be shown how to use a stopwatch correctly.

Timing of short events can also be done using the second hand of an analog clock or watch. Teachers may also use a stopwatch app available on most mobile phones, electronic tablets or interactive whiteboards.

Because of the progression of numerals, a digital clock shows the time ‘now’ and is not suitable for measuring time past or future by counting.

Sports carnivals offer the perfect opportunity to time events.

Comparisons between different event times can be made and graphed, e.g.

What were the best times for the 100 metres, 200 metres and 400 metres races? Did the 200 metres event take twice as long as the 100 metres?

Why? Why not?

Some estimation activities should involve events over which the students have no control, e.g. the time it will take for the bus trip to the swimming pool.

Include some events where students are not asked about the duration in advance (e.g. How long do you think we spent on the oval?); and others where they are given notice (e.g. at the end of singing this song, write down how long you think it took).

Time matters Book 1 (Foundation to Year 3)

• How long can you bounce a ball for?

• How long will it take for the ball to drop from your desk to the ground?

How long if we drop it from the top of the cupboard?

For slightly longer times: • How long do you think it will take to run around the oval?

• How long do you think it will take to get from the oval to the classroom?

• For how long do you think we played the game of ‘Snap’?

• Note the time ten minutes before lunch. Cover the clock and try to predict when the bell will go.

O

rdering times

When there are three or more events being timed, with either arbitrary or standard units, their respective times can be ordered from the event that took the least amount of time to the one that took the most.

A

Activity

Estimate

Time taken

Order

Inflate balloon

20 sec

35 sec

1

Do jigsaw

5 min

6 min

3

Skip to oval

4 min

3 min

2

lternative timing devices

There are many types of timing devices that can be made by students.

Over the next pages, there is information on the following: • Tockers • Candle clocks • Sand timers • Water clocks

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How quick are you?

1. Work in pairs. The first person starts the timer. Their partner has to point to each of the numbers 1–20 in order and say them out loud. Record how long this took.

Now try it a second time and record your time. Then try a third time. Did you improve?

2. The second person now does the same three tries, but saying all of the letters from A to Z, recording how long it took each time. Did it take longer than the counting? Did the times improve?

3. Finally, time each other doing the activity that the partner did and compare your times.

1

17 15 7 10 3 8 11 19 5 20 16 4 9 2 6 13 12 18 14 Person 1

Person 2

First try

First try

Second try Second try

Third try

A

E K

S G X

Q

L

C

Y

N

T O

F

D J

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P

I H U

M R

Third try

B

W Person 1

Person 2

First try

First try

Second try Second try

Z

Third try

Third try

Time matters Book 1 (Foundation to Year 3)

Adding Time Intervals Game Purpose To practise performing time calculations.

A game for 2–4 players

M

aterials • Set of Time cards. See pages 103–107 for different time cards

• Spinner with times to be added. See pages 108 and 109 for different spinners • Counters

R

ules • Shuffle the Time cards and place them in a pile facedown between the players.

• Player 1 takes the top time card and spins the spinner.

• He/She adds the time shown on the spinner to the time on their card, and gives their answer to the other player/s. If correct, the player collects the number of counters that is the same as the hour digit on their card. If incorrect, it is the end of their turn.

• Replace the time card facedown on the bottom of the pack.

• The teacher decides how long the game runs for, or the students set a timer for a time such as 15 minutes. At the end of the time, the person with the most counters is the winner.

Variations for time cards 1. Set 1: o’clock times 2. Set 2: quarter past, quarter to and half past cards.

3. Set 3: five-minute cards 4. Set 4: one-minute cards 5. Use a mix of all the cards.

6. Blank set; for teacher or students to add their own times.

Variations for spinners 1. Use Spinner 1 for adding quarter of an hour or half an hour to the time cards.

2. Use Spinner 2 for adding 5, 10, 20, 30, 40 or 50 minutes to the time cards.

3. Use Spinner 2 for adding 5, 15, 25, 35, 45 or 55 minutes to the time cards.

4. Teacher or students write their own time durations on the blank spinner.

Variations for game Instead of students being asked to add a specific amount of time to that shown on their time card; students subtract the amount from it.

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Time Cards Set 1: o’clock 12 1 12 11 11

1:00

10 10

3

8

4 7

11

12

1

10

2

9

3

8

4 7

two (2) o’clock

2

9 6

IX

5

III VI

three (3) o’clock

4:00

4:00

5

6

XI XII I

12

IX X VIII

II III IV

six (6) o’clock

5:00

V

VI

XII

VII

seven (7) o’clock

3

6

11 12 1 10

eight (8) o’clock

2 3

9

4

8 7

nine (9) o’clock

9

11

6

12

5

1

10

2

9

10:00

3

8

4 7

6

8:00

ten (10) o’clock

5

12

11:00

eleven (11) o’clock

12:00

9

3

6

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Time matters Book 1 (Foundation to Year 3)

Time Cards Set 2: quarter past, quarter to, half past 12 1 12 11 11 10 10

1:15

2

9

3

8

4 7

11

12

1

10

2

9

3

8

4 7

5

6

6

5

quarter past two

quarter to four

IX X VIII

II III IV

half past six

5:30

V

VII

quarter past seven

11 12 1 10

2 3

9

4

8 7

6

5

half past nine

9

11:15

half past eleven

Time matters Book 1 (Foundation to Year 3)

11

12

9

3

6

10:15

quarter to eleven

3

6

4:45

8:30

4 7

VI

quarter past eight

2

8

III

12

1

10

IX

4:15

XI XII I

VI

XII

5

12

9

3

12:45

6

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Time Cards Set 3: five-minute cards 12 1 12 11 11

1:20

10 10

1:55

2

9 8

4 7

XII

3:05

11

IX X VIII

II III IV

9

5:35

6:50

6

5

3

V

XII

11

12

1

10

7:05

VII

3 6

4:20

4

6

4 7

3

12

2

8

2

7

11 12 1 9

1

8

XI XII I

10

12

5

9

III VI

VI

6

10

IX

2:40

3

IX

III

2

9

3

8

5

4 7

VI

6

5

XI XII I IX X VIII

II III IV

VI

10:40

V

VII

9:05

10:35

12

9

11 12 1 3

11:50

12:35

2 3 4

8 7

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6

5

Time matters Book 1 (Foundation to Year 3)

Time Cards Set 4: one-minute cards

1:11

1:27

2:06

2:38

3:23

3:52

4:14

4:44

5:09

5:43

6:21

6:56

7:36

7:41

8:02

8:58

9:17

9:33

10:24

10:59

11:19

11:47

12:08

12:32

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Time Cards Set 5: blank

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Time matters Book 1 (Foundation to Year 3)

Time Spinners Set 1: adding 1⁄4 hour or 1⁄2 hour

1 ⁄2 ur ho

⁄ hour

1 ⁄ h 4 o ur 1 2

1 ⁄4 hour

1

ho ⁄2 ur

⁄ r u ho

1 4

Set 2: adding 5, 10, 20, 30, 40 or 50 minutes

20 minutes

mi 10 nu t es

m

5 es t inu

50 minutes

mi 40 nu te s

Time matters Book 1 (Foundation to Year 3)

30 tes nu i m

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Time Spinners Set 3: adding 5, 15, 25, 35, 45 or 55 minutes

m

5 es t inu

25 minutes

m 15 i nu t es

55 minutes

mi 45 nu te s

35 tes nu i m

Set 4: blank

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Time matters Book 1 (Foundation to Year 3)

Making a Tocker Purpose To create a timing device for short periods.

A tocker can be used to measure short intervals of up to about 30 seconds.

M

aterials • The lid from an aerosol can • A piece of Blu-tack®

There are commercial tockers that that will rock for a set amount of time. These are useful to demonstrate the notion of tockers, but are not totally accurate. One suggestion is to have only one set, and ask the students to time each of the tockers in the set to see how accurate they are. This introduces the idea of students making their own versions.

• A timing device, e.g. stopwatch

P

rocedure 1. Firmly place a ball of Blu-tack® on the inside of the aerosol lid.

2. On a flat surface, hold the tocker with the ball of Blu-tack® at the top. Let go of the tocker and time how long it takes for it to completely stop rocking.

Note: Students should not count the number of ‘rocks’, rather the time from letting go until it becomes still.

When using commercial tockers, the student holds it with the ‘handle’ laying flat on the table. They then let go of the tocker, and time how long it takes to come to a standstill. There is a natural temptation to count the number of ‘rocks’ it makes, however, what is important is the time it takes to come to a standstill.

Once this first attempt at a tocker has been made, students can investigate how to make it rock for a longer or shorter time; or even for a specified time, e.g. exactly 20 seconds.

This can take the form of a conjecture, where the students try to determine beforehand what to alter to make the time of the rocking different. Variables may include: • The size of the piece of Blu-tack® • Rolling the Blu-tack® into a sausage-shape instead of a ball • The distance inside the lid that the Blu-tack® is placed.

This activity integrates many other learning areas, including science, technology and enterprise, and, if students are asked to write a report on their findings, literacy.

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Candle Clock Purpose • To create a timing device and to measure intervals of time using it.

A candle clock cannot be used to tell the time of day, but rather it is can be used to measure time that has elapsed. The side of a candle is marked at specific intervals and as the candle burns down, a certain period of time will have elapsed.

• To measure length.

Students will require supervision while creating their candle clocks. You will also require adequate ventilation or you risk setting off smoke alarms.

Note: non-tapered candles work best.

The thicker the candle, the longer it will take to burn; so if you want to measure shorter periods of time (minutes), use a thin candle.

Use the same brand of candle when comparing; otherwise melting rates may vary, as the composition of the candle might be slightly different.

It appears that candle ‘clocks’ have been used for hundreds of years.

King Alfred the Great (who reputedly burned the cakes), 849–899, used candle clocks as a means of breaking his day into different timeslots.

M

aterials

P

rocedure

You will need some candles; thin candles like birthday candles are ideal as they melt quickly. It is a good idea to have another larger candle so that children may observe the different rates at which candles melt.

You will also need some permanent markers, some Blu-tack®, a ruler, a clock or timer, a jar lid and some matches.

• Measure the height of one candle.

• Use the Blu-tack® to fix the candle to the lid of a jar.

• Light the candle and let it burn for a fixed amount of time, e.g. 2 minutes. (You will need to test before trying.)

• Blow the candle out.

• Let it cool.

• Measure the candle again and work out how much has burned down.

• Mark intervals along a new candle of the same length as had previously burned and experiment to see if the new candle melts at the same rate.

Note: Marking equal intervals along the second candle only works if the candle is cylindrical, not tapered. If it is tapered, it will take longer to burn down the same distance as it burns lower.

Discuss whether thick candles melt at the same rate as thin ones.

H

alf-hour candle clock • Use larger, thicker candles and measure the height.

• Allow one candle to burn for half an hour and blow out.

• When cool, measure again to determine how much shorter it is now (e.g. 15 mm).

• Mark all the candles at 15-millimetre intervals. You now have some half-hour candle clocks.

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Time matters Book 1 (Foundation to Year 3)

Making a Sand Timer Purpose • Student will create a timing device to measure short periods of time.

• Students will use a sand timer to measure short events.

Students may already be familiar with sand timers as they are often used to time events like the length of a shower or the time taken to cook something, particularly boiling an egg. Sand timers may be found in many maths storerooms in amongst the measurement materials.

Often sand timers are colour-coded to indicate the length of time to be measured. If the sand timers have been mixed up and you are not sure how long a time period each one measures, let the students sort them out. This is a great problem-solving activity and involves seriating (placing in order) the timers according to the lengths of time they measure.

Sand timers are essentially a timing device and as such are used to measure elapsed time. They do not tell the time of day.

M

aterials • Two plastic drink bottles (same size)

• Some thick card • A funnel Note: Sand timers are also known as hourglasses. Small ones may be called eggtimers and are set to time exactly 3-minutes; the ideal time to cook a soft-boiled egg.

• Scissors • Sticky tape • Some fine sand • A skewer • A cup (to measure the sand) • A timing device, e.g. stopwatch

00 00 M

MIN

S

START SEC

STOP

P

rocedure

Prior to starting, make sure the bottles and the sand are dry, as any excess moisture will interfere with the smooth flow of the sand.

1. Measure a set amount of sand into one of the bottles.

2. Trace around the neck of the second bottle onto the cardboard so that a circle is formed.

3. Cut the circle out.

Nowadays, digital eggtimers can be purchased. They may even have animated falling sand.

4. Make a small hole in the centre of the cardboard circle using the point of the scissors or a skewer.

5. Tape the cardboard circle over the opening of the bottle, being careful not to cover the hole.

This project links science, design and technology, and mathematics.

Students will also use aspects of measurement such as capacity, and circumference and area of a circle.

6. Join the two bottles using the tape.

7. Turn over and watch the sand flow from one bottle to the next.

8. Use a stopwatch or a watch/clock with a second hand to time how long it takes.

9. Adjust the sand timer to measure a set length of time (e.g. one minute with a few seconds tolerance) by either altering the size of the hole or the amount of sand in the bottle.

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Making a Sand Timer

A more traditional-looking sand timer may be made in a similar way to the one above. This time, however, each of the bottles can be cut down to a shape more like a half sphere. Trace around the cut end of the bottle onto two pieces of card to get two circles, and tape each one to the ends of the bottles (first putting the sand into one of the ends).

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Making a Water Clock Purpose • Students will create a timing device to measure short periods of time.

• Students will regulate water flow to measure short events.

A water clock times events according to the flow of water.

M

aterials • A plastic drink bottle

• A polystyrene cup • Scissors • A skewer • Some tape • A bucket • Some water • A timing device, e.g. stopwatch.

Another name for a water clock is a clepsydra.

Of interest

P

rocedure 1. Cut a hole in the top of the plastic drink bottle so that the polystyrene cup fits snugly in it.

2. Use the skewer to pierce a hole in the bottom of the cup so that water can drip through the cup into the plastic bottle. Start off with a small hole; it can be increased later if needed.

Water clocks have been found as far back as 1500 BC, and, along with sundials, are one of the oldest forms of instruments for measuring time.

3. Part-fill the cup with water.

This project links science, design and technology and mathematics.

Students will also use aspects of measurement such as capacity, and circumference and area of a circle.

4. Use a stopwatch or a watch/clock with a second hand to time how long it takes for the water to empty from the cup into the bottle.

5. Adjust the hole, or the amount of water, to measure a set length of time (e.g. one minute with a few seconds tolerance).

6. Calibrations of various times can be made on the bottle.

Use the water clock to time certain events.

Set challenges for the students such as: • Try standing on one leg until the water runs out.

• See how many times you can legibly write your name until the water runs out.

See pages 99–100 for further suggestions of events to be timed.

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Making a Water Clock A different type of water clock can be made using the lid from a jar and an ice-cream container of water. Using a nail, make a hole in the lid. Once the hole has been made, it is difficult to make the hole smaller, so start off with it quite small. Carefully place it onto the water to float. As the lid fills with water, it will start to sink. Time how long it takes for the lid to sink.

Discuss how it could sink faster (by increasing the size of the hole).

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Rhythm The term rhythm comes from a Greek root word meaning ‘recurring motion’. Rhythm is strongly linked to mathematics concepts such as symmetry. In mathematics, rhythm relates to a pattern in time.

Young students like listening to music, dancing to music and making music. When a student claps to a pattern or stamps to a beat, they are using rhythm. Opportunities exist to link mathematics with music, dance, physical education and drama. Students can take part in activities that involve:

Students will be exposed to words like:

• Moving at different speeds

• Tempo • Sequence A metronome produces regular beats or ticks to follow. It is used to help musicians maintain a steady tempo when playing. If a metronome is available students should time events according to the beat of the metronome. There are electronic metronomes that may be downloaded to computers, tablets and phones—just type metronome into a search engine.

• Responding to rhythmic patterns • Spinning and twirling • Clapping • Stamping • Mixing movements, e.g. clap, stamp, tap …

Ask the students to walk or run to different music. For example, marching music encourages a regular walking pattern. Slow music implies walking, while a faster beat implies speed and possibly running. Some dances involve a mix of ‘quick-quick-slow’ movements.

Students can be taught to clap a pattern. This technique is often used to gain the students’ attention.

T

iming events

Events may be timed according to the number of claps it takes to perform a task. Counting at a regular speed may also be used to time events. Eventually students will come to the realisation that using an arbitrary unit such as clapping is not very reliable. If a metronome is available then students may observe the constant beat.

M

usical instruments

D

ance music

When students beat a drum or shake a tambourine or maracas they are keeping time with the music. Some students cannot maintain a beat over a period of time. Encourage them to be rhythmical in their movements in order to keep a constant beat.

Students may have heard the expression to dance ‘in time’ with the music. Different pieces of dance music may be played. For example, • Waltz: 1 2 3, 1 2 3 (3/4 time) • Jive: 4/4 time

Some dance music is categorised according to the beats per minute. The waltz is somewhere between 84 and 96 beats per minute, whereas the jive is somewhere between 152 and 176 beats per minute.

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Rhythm

R

hythm in speech • Clap or tap rhythms in names; e.g. Ma-ry, Jo-seph-ine, Chris-to-pher, Nat-a-lie, An-ee-sa etc.

• Clap or tap rhythms in words; e.g. el-e-phant, man-da-rin, gir-affe, re-fridg-er-at-or etc.

• Sort groups of items according to the number of syllables; e.g. fruit.

– 1 syllable: grape, pear …

– 2 syllables: app-le, man-go …

– 3 syllables: ba-na-na, ap-ri-cot …

• Clap or tap short phrases; e.g. it-is-here, o-ver-there, in-the-class-room etc.

• Clap or tap longer phrases; e.g. I-will-go-to-the-par-ty, it-is-ver-y-coldto-day etc.

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