Embedded Files
Core concept: The duration of time can be measured and compared.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- the patterns in the counting sequence from zero to 30 support understanding of quantities
- the passing of time can be described
- the passing of time in 2 events can be compared.
Success Criteria:
Success Criteria:
Students can:
Students can:
- accurately count by ones in sequence from zero to 30 with correct articulation of numbers
- describe patterns in a recorded count from zero to 30.
Daily number sense: Choral counting – 15 minutes
Daily number sense: Choral counting – 15 minutes
Activity: Timer challenge – 15 minutes
Activity: Timer challenge – 15 minutes
What do you notice?
What do you notice?
What do you wonder?
What do you wonder?
What do you think this tool is used for?
What do you think this tool is used for?
Ask students to set sand timers ready to begin and turn over in unison. Students observe what happens and discuss what they noticed about the time that passed.
Ask students to set sand timers ready to begin and turn over in unison. Students observe what happens and discuss what they noticed about the time that passed.
Set up stations with 2 or 3 activities for completion. Activities will need to be carefully selected to demonstrate varying lengths of time passing. Some suggestions could be:
Set up stations with 2 or 3 activities for completion. Activities will need to be carefully selected to demonstrate varying lengths of time passing. Some suggestions could be:
- doing up shoes
- completing a simple puzzle
- building a tower with 20 blocks
- finding an image in a book.
Students consider each task and record a prediction for each one, indicating whether the task will be shorter, longer or the same as the one-minute sand timer. Ask students to take turns turning the sand-timer over whilst another student begins a new task. All other students observe the sand-timer to see if the task is completed before, after or at the same time as the sand has run through.
Students consider each task and record a prediction for each one, indicating whether the task will be shorter, longer or the same as the one-minute sand timer. Ask students to take turns turning the sand-timer over whilst another student begins a new task. All other students observe the sand-timer to see if the task is completed before, after or at the same time as the sand has run through.
Students record the result. Repeat this process for the next task until all tasks are completed.
Students record the result. Repeat this process for the next task until all tasks are completed.
Gather students together to discuss the length of time each task took. Introduce Resource 2: Time talk anchor chart to record the language used to describe time passing.
Gather students together to discuss the length of time each task took. Introduce Resource 2: Time talk anchor chart to record the language used to describe time passing.
Activity: How long? – 25 minutes
Activity: How long? – 25 minutes
Discuss the events in the school day and make a list of the events that regularly take place, such as reading a book, sharpening a pencil, eating lunch, assembly and putting bags away. Use Resource: 3 Daily events to model how to create a line drawing of an event in the day and label it.
Discuss the events in the school day and make a list of the events that regularly take place, such as reading a book, sharpening a pencil, eating lunch, assembly and putting bags away. Use Resource: 3 Daily events to model how to create a line drawing of an event in the day and label it.
Consolidation and meaningful practice: Sorting events by duration – 15 minutes
Consolidation and meaningful practice: Sorting events by duration – 15 minutes
Gather students together and select a few students to share what they have drawn and describe how long the event takes. Add language to Resource 2: Time talk anchor chart as new words are introduced in the discussion. Introduce the word duration as the umbrella term to describe how long events take.
Gather students together and select a few students to share what they have drawn and describe how long the event takes. Add language to Resource 2: Time talk anchor chart as new words are introduced in the discussion. Introduce the word duration as the umbrella term to describe how long events take.
Ask students what they have noticed about the similarities and differences between the duration of different events. Use student responses to record the language used to describe differences. Ask students if the differences described could be used as categories for sorting similar events.
Ask students what they have noticed about the similarities and differences between the duration of different events. Use student responses to record the language used to describe differences. Ask students if the differences described could be used as categories for sorting similar events.
Work together to sort the drawings using the labels describing duration.
Work together to sort the drawings using the labels describing duration.
Display the sorted events and ask students what they notice and what they wonder.
Display the sorted events and ask students what they notice and what they wonder.
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