Time

Objectives

• Students will be able to recognize time on an analog clock (round with numbers and hands).
• Students will be able to recognize time on digital clocks.
• Students will be able to recognize other time keeping devices.

Kit Contents

• Red Program Folder

• Books (in kit)
  • Richards, Kitty It’s About Time, Max!

• Equipment (in kit)
  • Timing It Right Game:
    • Game Board
    • Clock Face with Movable Hands
    • Time Table Flip Book
    • Time Die
    • Game Markers
  • Yellow Clock with Blue Hands and Digital Reading at Bottom
  • Sand Timer Set:
    • 30 Seconds
    • 1 Minute
    • 90 Seconds
    • 2 Minutes
    • 3 Minutes
  • 30 3 inch x 6 inch Time Match-Up Puzzles

Lesson

• Introduction and Background
  • Students should be able to recognize numbers 1-12
  • Students should be able to tell which is the hour (“little”) hand.
  • Have students practice counting by fives (using fingers or sets of five objects)
  • Practice counting the minutes to the nearest number on the clock face (five minutes)
  • Students should write down the hours and minutes and compare what s/he wrote to the digital time displayed at the base of the yellow clocks.
  • Practice on different clocks around the house.
  • Discuss time as a relative matter
    • Set the timer for a minute. Have student play at any game for one minute. Then reset timer and have student sit quietly for the same amount of time. Which feels longer?
    • Have student find his/her own pulse while resting. (Pulse should be checked in wrist or on the inner side of upper arm, it is best if the artery in the neck is *not* used.) Count number of beats in a set time on timer. Write down that number. Have the student do 10 jumping jacks (or similar activity) and find the rate. Is your pulse a good time keeping device?
  • Using the YELLOW CLOCK. This clock is great for introducing students to time and telling time.
    • The digital reading at the bottom can be used as a check during practice.
    • Have student recognize that one hand is longer than the other. Explain that the longer one always points to minutes. On this clock, the minutes are labeled and in the same color as the hand itself. (A memory guide that you may choose to tell your student is that the minute hand has to point further because there are more minutes than hours.)
    • The digital reading only shows the closest 5 minutes, though the hands will point to divisions in between. If the doors are closed, you can test your student to any time you choose in order to challenge him/her
    • The digital reading on the clock is on the 24-hour system. Depending on the level of your student, you may choose to introduce that, or you may choose to keep it within the first 12 hours so that he/she only sees the 1-12 times that are more common.

• Practice
  • Students can use the time puzzles as puzzles and pair up analog and digital times.
  • Two or more people could play a variety of “Go Fish” in which each player receives a hand of five pieces. The pieces would be a mix of analog and digital times and the players would ask each other to find pairs. For example, person A asks person B for a time. If person B doesn’t have the match, then person A must draw an additional “card”. If person B does have the match, the time is given and the two puzzle pieces are put together and person A keeps the pair. If the time given does not match, whichever player made the mistake loses a turn. Once all the pieces are paired, the player with the most pairs wins the game.
  • Two people can use the puzzles as flashcards. The tester could either keep the pieces together and hold his/her hand over one set of time and the student says what the time is, then the tester can remove his/her hand in order to check. This method would work best for two friends both learning to tell time. If the tester is more comfortable with analog/digital time, the pieces can be separated and if the student makes a mistake, the tester can correct that. In this way, both analog and digital times can be tested mixed together.
  • As a test, the cards can be used similar to the flash cards in which the tester shows the card and then student writes down the corresponding analog or digital time.
  • Activities with the sand timer
    • Have student look at each of the five timers and predict the relative length of time the sand will take to fall through (ie. Pink will take longer than green, etc).
    • Have student watch the sand fall through the timer and estimate how long each takes to fall through. Students may choose to count it, do an activity that they know take a certain length of time, or use however he/she judges time.
    • The student should use a clock or watch (with a second hand) in the house to actually time the length of time for the sand to fall through. The timers are marked (don’t tell the student this, but use for confirmation) Yellow timer = 30 sec; blue = 60 sec./1 min; green = 90 sec/1.5 min; red = 120 sec./2 min; pink =180 sec./3 min
    • Work with your student to have him/her recognize relative times between timers. (ie. The yellow timer needs to be flipped three times to equal the green timer, or the blue timer and the yellow timer back to back equals the length of time for the green timer.) Have students figure these relationships both using the numbers (30+60=90) and actually running the tests to compare.
  • Further home practice.
    • Index cards can be made into flashcards with times.
    • If the cards have analog time on one side and digital time on the other, they can be used as self or paired studying aids.
    • If the cards just have the times analog/digital on one side, they can be used to continue playing the “Go Fish” variety time game.
    • Have student make out a time log of events for a given day.
    • Keep student informed on when events are going to happen and for how long (ie. At 3:00, we are going to work on homework together for 45 minutes)

 

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