It’s About Time!


 Hey all, this is the activity we did in class today! Please feel free to expand on this knowledge and/or do it at home!



Do an experiment that plays with amounts of time:

o    I.e. What sorts of actions can we do with our bodies that take only a second?

o    I.e. Predict how many times we can do this task in a minute?

– Try using an egg timer, and other actions etc.

–          Looking a little closer at the analog clock we will physically investigate how many seconds are in a minute and how many minutes are in an hour with some short examples.

–          Prior knowledge of digital clocks will be briefly reviewed and connected to the analog clock format.

o    I.e. The digital clock is a square vs. the analog clock is a circle.

o    I.e. On the digital clock, the first number is the hour and the 2nd numbers are the minutes.

o    I.e. On the analog clock, the little hand shows the hours, and the long hand shows the minutes.

–          Make connections to specific times that tasks and transitions are performed at:

o    I.e. Need to know what time school starts, soccer practice, dinner etc.

–          Begin activity by communicating the purpose of time and how important it is to know as we get older. The teacher will then explain and show an example of the clock activity we will get to manipulate and learn about the numbers in time and their meanings!



–          The students will apply their understanding of counting methods, addition, time intervals through the use of visual manipulatives and examples.

–          Students will be ‘racing against the clock’ in order to calculate specific times on a large scale clock made out of connecting cube sets. The children will be able to visualize and measure the numbers on large chart paper in order to comprehend the numbers on an analog clock. Groups will experiment with connecting cubes and presenting twelve intervals of five in order to complete the amount of minutes in an hour.

–          In groups of 4 the children will get 60 connecting cubes per group; each individual will get 15 cubes the same colour to be put in sets of 5 (3 sets of 5 each). Each group member will have different colours in order to show a pattern on the clock (4 different colours per group).

–          Each group will then gather their sets of connected cubes into a patterned circle on chart paper with spaces in between the groups, so that they can write the numbers in. The students can tape the groups down if necessary.

–          Students will write the 12 group(s of 5) numbers on the inner layer of the circle, starting with 12 then 1, 2, 3, etc.

–          Through investigation, students will count individual blocks and write the calculated number between each set of 5 on the outer layer of the circle (starting with 60 then 5,10,15,20 etc.).

o    If children begin with 1/5 rationalise by slightly turning the clock so that 12/60 are at the top. Explain that the number 12 is considered to be the middle of the day and the middle of the night so its place on the clock needs to be at the top for a starting point and a full cycle.

–          Once the clock example is completed, the children will each experiment with a long hand and short hand to display specific times of the day when tasks are done.

–          The teachers can scaffold learning by initiating thinking questions and promoting higher order thinking that can be related to realistic situations:

o    I.e. What time do we eat breakfast, come to school, have lunch, go to sleep etc.

o    I.e. Show me the time 3:10, 7:30 & 2:45 etc.

o    I.e. Show me your favourite time of the day/night. Why?

–          Follow-up (day 2) activity will be making their own craft clock that shows both minutes and hours to refer to as well as a ‘digital to analog’ worksheet that displays a digital clock and an empty analog clock for the children to draw the hands in the proper position.

The Intended Student Outcomes For This Lesson Are As Follows:

Math Expectations:

Attributes, Units, and Measurement Sense:
– Tell and write time to the quarter-hour, using demonstration digital and analogue clocks.
Patterns and Relationships:
– Identify, describe, and create, through investigation, growing patterns and shrinking patterns involving addition and subtraction, with and without the use of calculators.
– Create a repeating pattern by combining two attributes.

Language Expectations:

Oral Communication:
1.1 Identify purposes for listening in a variety of situations, formal and informal, and set personal goals for listening, initially with support and direction.

The learning goal of this lesson is for students to learn and identify components of time including the short and long hand of the clock as well as what the numbers symbolize. The concept of telling time contributes to various cognitive skills such as identifying elapsed time, ability to count by large numbers, abstract ideas of how much time passes, specific times of day when activities happen as well as a better understanding of gauging and estimating situations. Children will learn through a hands-on approach how patterns and relationships play an integral role in time and everything surrounding us. Students will also work and interact together in order to learn through a constructivist approach.



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