Around the ClockAn interactive kit

Nicole Fewtrell S0229945

Numeracy in ActionAssessment Task 2

THE LEARNINGISSUE

A learner’s inability to understand that time is not metric and can be communicated in a range of ways. The reading of a clock face assumes a basic knowledge of fractions (quarter to, quarter past, half past) which contributes to the delay in a student’s ability to develop understanding of the telling the time process (Booker, 2010)

Around the Clock Resource KitThe concept of telling the time goes far beyond a student’s ability to read a clock face, but it encompasses a range of skills where the same digit divisions are used to refer to the hour that has just passed, or the hour coming. The notion of time includes points of time that are measured or labelled by clocks and durations which involves measuring the elapsed time (McGuire, 2007). Most of the experiences students have with time telling in the Australian Curriculum involve labelling, scale conversions and translating and interpreting the use of these labels in a different context (analogue and digital clocks).

The Queensland Studies Authority (2014) notes that, “time does not easily link with other topics of measurement due to its abstract nature”. There is no zero o’clock, just as there is no 60 minute position on a clock dial, so students need a considerable bank of knowledge in order to tell the time.

The ‘Telling the Time’ resource kit was designed to facilitate the development of time-telling tasks for students in the early years by helping them make connections between mathematics and realistic situations. The kit provides visual, instructional, tactile and technological resources that will enable students to reach the intended learning outcomes for years 1, 2 and 3

The complete

teaching resource

for telling the time!

This resource kit can be used for individual learners, small groups, learning support and whole class

activities!

This kit provides educators with concrete materials that can be used for intervention and remediation to support lower ability learners and it

also provides extension activities and critical thinking tasks for high ability

learners.

The kit develops the connection between times and daily routine, introduces

vocabulary associated with the concept of time and foregrounds the key

understandings from the measurement and geometry strand.

Daily routine time cards for the hour, half past, quarter to and quarter past.Set of A4 sized printable posters for each hour, half past, quarter to and quarter past.Telling the time mat that displays the features of the analogue clockSet of A4 Play-doh mats and Play-Doh where students can make the hands of the clockSet of bingo cards showing analogue timesA4 time vocabulary chart for class displaySet of flash cards for each hour, half past, quarter to and quarter pastBlank templates of analogue and digital clocks‘Set of printable ‘my TV guide’ class activity

1 copy of ‘My First Clock Book’ (Fisher Price)Class access to 3 of our Ipad appsMake your own clock activity set: paper plates, thumb tacks, hour and minute handsA time banner to display in your classroom

EACH RESOURCE

KIT CONTAINS:

This book is a great resource to have in the classroom as it teaches students how to determine and measure time. The book makes reference to analogue clocks, observes a daily schedule and can be used to teach rhyming words as an integrated studies lesson.

Technology can be used to facilitate learning in the classroom and these Ipad apps are no exception. These apps will reinforce understanding of time telling process and will develop problem solving skills for higher ability learners. The value of technology in 21st century education cannot be looked over.

Display this colourful time banner in your classroom to capture the theme of your unit. The banner also has vocabulary words associated with time to help students develop fluency.

The ‘make your own clock’ activity is a great task to reinforce understanding of a working analogue clock. Students will love this set as they can create and decorate their own clock with moving parts which can be a great resource for your next maths lesson!

Includes 16 cards which feature children showing daily activities alongside analogue clocks. These are ideal for use as discussion and visual aids to introduce the concept of time or for ordering everyday activities. They are great for sequencing activities and providing reasoning as to why people need a concept of time.

Posters to display in your classroom are a fantastic visual aid for younger students. They can be used to prompt discussions and provide a learning environment that children want to be involved in. Our vocabulary chart will develop fluency in words associated with time.

This printable desktop mat is a great reference for students to use is they are struggling to understand the features of the analogue clock. Tape these to their desks or have them on display, it’s up to you how you want to use these resource!

This play dough and mat activity set is a definite favourite in the classroom! The set of printable play dough mats are used as students can make the hands of the clock to show various times. This activity develops fluency, problem solving, understanding and reasoning!

One of the most requested items from out telling the time resource kit is our printable set of bingo cards. These cards come in o'clock, half hours, quarter to and quarter pasts and children must match the times you say to the ones on their board. Laminate the boards for extra durability and students will be asking to play this game all the time! This activity is ideal for developing understanding and fluency of reading an analogue clock.

These Flash Cards are great for classroom practice for telling time. The flash cards show a clock face with the hands drawn on the clock. Students will develop automatic recall, quick thinking skills and it will further reinforce knowledge and understanding of telling the time.

The ‘My TV Guide’ worksheet is a fantastic time filling activity that uses problem solving skills for the higher ability learners. They can choose their shows, channels and draw the clocks to represent the times they watch their favourite shows.

The blank template of analogue and digital clocks is a useful resource to reinforce key understandings of your lessons. Students can practice converting times from analogue to digital clocks. This worksheet checks for understanding and reasoning.

Fluency• It is integral for students to develop fluency when learning to

tell the time as they often have to draw on some of their numeration concepts such as addition and subtraction to calculate time intervals.

• Students can become fluent with this concept by taking part in a morning routine of changing the date, weather and time on a class board.

• Developing fluency with the abstract language of time is also important. Students should be encouraged to use the words in correct ‘point of time’ context and educators should model this vocabulary by saying things like, ‘lunch is in half an hour’ or ‘school finishes at 3 o’clock’.

Problem Solving• Siemon and Booker (1990) discuss problem solving as a task

‘to be solved’ without having immediate means to do so. Problem solving involves student engagement in the task and students need to draw on their current knowledge and processes to develop new knowledge and understandings.

• Problem solving skills are developed when students investigate how dates and times are written in different situations.

• Students use appropriate computational methods to determine the time elapsed between two clock readings.

Understanding and Reasoning• Research suggests that students should be taught to tell the time digitally,

or as it is seen. For example, 10:40 should be learnt as ‘10:40’ not, ‘twenty to’.

• The introduction of time should begin with students sequencing events in order. Educators should discuss events that occur in cycles, for example: seasonal changes, holidays and weekly routines.

• To develop a stronger sense of understanding, students need to experience representative time intervals through appropriate activities, for example, how many times can you jump in 30 seconds?

• Students will apply mathematical reasoning to this concept as they understand that there are sixty minutes in an hour, time has passed or will pass and elapsed time is the amount of time that has passed between two given times.

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