alycejacqueline.weebly.com  · Web viewUnderstands that clocks (analogue/digital) can be used to show the passing of time. ... that higher level student can assist with writing format

Mathematics and Numeracy Teaching Learning Sequence Strand: Measurement and Geometry Topic: TimeWHAT DO WE WANT

STUDENTS TO LEARN?

Mathematical Skills and Concepts

Differentiated Maths activities Language Elements

Reception (Level A)Year 1 (Level B) Year 2 (Level C) Year 3 (Level D)

Understands that an event is something that can be measured. Understands that an event has the measurable attribute of time. Understands that measuring the ‘passing of time’ is about measuring how long it takes to do something. Understands that clocks (analogue/digital) can be used to show the passing of time.

Connects familiar events to days of the week. Begins to compare the duration of two events using the everyday language of time (longer, shorter). Sequences familiar actions and events using the everyday language of time (morning, afternoon, night).

Open discussion: Ask students: What do you know about time? Discuss time of the day, waking up and setting alarm clocks, being late, catching the bus, clocks etc.

Look at difference between digital and analogue clocks and how they show time in different formats. Search for examples of different clocks in the classroom e.g. smart-board, computer, analogue clock on wall, stop-watch.

Activity: What can you do in one minute? Use stopwatches to help students time themselves doing a variety of measurable activities e.g. how many star-jumps can you do in one minute? How number times can you write your name in one minute? Students record how many of each activity they achieved in 1 min. Pair students up (one higher level and one lower level) so that higher level student can assist with writing format of minutes and seconds and help lower level student read the stopwatch.

Demonstrate how clock moves over a day. Read big book Nine to Five to show how people complete different activities at different times of the day. Interative Scootle Activities to sequence events across a period of time http://www.scootle.edu.au/ec/viewing/L7791/index.html

Sequencing Activity: Sort daily activities into morning, afternoon, evening and night in small groups. After sorting activity students will draw columns into their books with headings morning, afternoon, evening and night and draw 1-2 activities per column of daily routines. Students with minimal language skills will use two columns only – day and night.

Questioning: What days do we come to school? What day do we go to the computer room? What day do we go to the library? What day do you have science with Ms Frost? Develop timeline to show activities

How long? When?TimeClock

Stopwatch

MinuteSecond

Morning Afternoon Night

across a week at school. Lower level students will be supported with visual pictures and teacher or SSO assistance.

Outdoor Activity: Do it take longer to run or jump to the cone and back? Complete a sequence of outdoor activities and measure them against each other. Students complete cloze activity labelling activities as longer and shorter.

Longer Shorter

MondayTuesdayWednesday Thursday Friday Saturday Sunday

Tells time to the half hour on a digital clock: -o’clock-half past -quarter past

-quarter to

Tells time to the half hour on an analogue clock: -o’clock-half past-quarter past-quarter to

Tells time to the nearest minute

Revise counting forwards and backwards to 60 Skip Counting by 5s – Review skip-counting from last term. Play skip-counting games e.g. buzz.

Create a clock on whiteboard using hoola-hoop. Have students name parts of the clock. Students then label features of analogue clock e.g. minute hand, hour hand, numbers, face etc. in their books. Emphasise difference between minute hand (longer) and hour hand (shorter). Show students trick to remember e.g. word minute is longer and word hour is shorter.

Watch YouTube video on learning how to tell the time https://www.youtube.com/watch?v=HrxZWNu72WI

Numbers 1-60

Analogue Digital Hour Minute Second Short Hand / Hour Hand Long Hand / Minute Hand

O’clock Half Past

Begins to explore and use the terms: -months-weeks-days-hours

Begins to use every day, comparative and descriptive language of time (before, after, now, longer, sooner, day, night).

Names & Orders:

-days of the week -months of the year -seasons

Uses a calendar to: -identify the date-determine the number of days in each month -determine the months included in each season

Sequences events by months and seasons

Demonstrate o’clock as hour hand pointing to 12 and half past as hour hand pointing to 6. Demonstrate quarter past as hour hand pointing to 3 and quarter 2 as hour hand pointing to 9. Give students lots of practice with worksheets and IWB activities – naming, matching, drawing and writing

times of o’clock, half past, quarter past and quarter to. Use hands-on practice clocks to allow students to physically manipulate hour and minute hands and practice moving them to show a specific time before writing or drawing that time down. All students use manipulative clocks to support at beginning. Once students become confident with their time telling they can minimise use of manipulatives but they will be available if needed. Lower level students will focus on naming and matching only. Once confident students will move on to drawing and writing their own times. High achieving students who finish quickly are provided with extension activities e.g. time riddles worksheets see below. High achieving students who pick up time concepts quickly will be extended by moving onto year 3 skill of telling time to nearest minute.

Each morning practice naming days of the week, months of the year and seasons. Cloze Activity: order days of week, months of year and seasons. Higher level language students write days of week and months of year independently. Lower level language students sequence pre-written cards or fill-in blanks in worksheet etc.

Re-introduce (was touched on last term) calendar. Students identify date and determine number of days in each month. Use rhyme to help them remember number of days in each month. Use colour coding on calendar to explain months included in each season. Model how to read calendar and identify days of the week in relation to dates.

Calendar Time: Every morning one student runs the calendar for the day. They ask the rest of the class questions e.g. what is the date today? what season is it? What month is it? What is the day today? What day will it be tomorrow? What was the day yesterday? Calendar expert crosses off yesterday on the written calendar. Teacher adds significant events e.g. Mother’s Day to the calendar. Higher level language students run calendar independently. Lower level students are supported by teacher who uses modelling to help students phrase questions correctly etc.

Months of Year Days of Week

BeforeAfterNowLongerSooner

Calendar Ordinal Numbers 1st – 31st

Extension for fast finishers