Embedded Files
Core concept: Mathematicians use analog and digital clocks to tell time on the hour.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- keeping track of the count helps to connect numerals to quantities
- the term o’clock is used to read analog and digital clocks on the hour
- when the time is on the hour, the shorter hand is pointing to the hour and the longer (minute) hand is pointing to the 12.
Success Criteria:
Success Criteria:
Students can:
Students can:
- count out a number of items collected on Country
- read and describe the time on analog and digital clocks to the hour as o’clock
- describe the position of the hour and minute hands on an analog clock when reading time to the hour.
Daily number sense: counting collections one-to-one and recognising numbers in the teens.
Daily number sense: counting collections one-to-one and recognising numbers in the teens.
Activity: Telling the time – 25 minutes
Activity: Telling the time – 25 minutes
What is different about the two clocks above?
What is different about the two clocks above?
Ask students:
Why is time important?
What would happen if we didn’t have clocks?
How would we know when to get up and go to sleep?
How do we use clocks to tell the time?
Consolidation and meaningful practice: Human clocks – 15 minutes
Consolidation and meaningful practice: Human clocks – 15 minutes
Explain that to play this game students will become human clocks, using their body to create different times on the hour.
Demonstrate how to stretch your arms up and out to the side to feel the position of the hour and minute hands.
Encourage students to rock from foot to foot while slowly chanting Tick, tock, tick, tock. I’m a ticking human clock. What time is it?
Call out a time. Students make that time with their arms showing the position of the hour and minute hands (see Figure 18).
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