M&G5.4 Students can identify a clock.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

MES1.5 Sequences events and uses everyday language to describe the duration of activities. 

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies)

WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating)

 

Early Stage 1 Outcome 2015

Mae-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-13MG Sequences events, uses everyday language to describe the durations of events, and reads hour time on clocks.

Life Skills 7-10 Outcome 2015

MALS -1WM Responds to and uses mathematical language to demonstrate understanding.

MALS-2WM Applies mathematical strategies to solve problems.

MALS-3WM Uses reasoning to recognise mathematical relationships.

MALS-24MG Organises personal time and manages scheduled activities.

 

HSC Life Skills 11-12 Outcomes 2007

3.1 Matches familiar activities with basic time-frames including day, night, morning, afternoon.

3.2 Demonstrates an understanding of the sequence of events and the time of day in a range of environments.

3.3 Demonstrates an understanding of weekday and weekend activities.

3.4 Demonstrates knowledge and understanding of days of the week, months, seasons and years.

3.5 Demonstrates knowledge and understanding of seconds, minutes and hours.

3.6 Reads time in different formats.

3.7 Estimates and calculates with time.

3.8 Reads and understands calendars and plan events.

3.9 Reads and interprets timetables.

3.10 Priorities personal time and manages scheduled activities.

Framework Indicators

 

  • Makes a distinction between a clock and an object that is unrelated.
  • WM Makes a distinction between a clock and an unrelated object.

Teacher Language

 

Give an instruction

‘Look at the clock’.

‘Now it’s your turn’.

‘Touch the clock’.

 

Make a statement

‘Look at the clock’.

‘You are touching the clock’.

 

Correction / Prompt

‘Is that the clock?’

‘Are you touching the clock’.

When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.

 

There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.

 

Makes a distinction between a clock and an object

For this activity, it is necessary to have a clock (analogue or digital) and an unrelated object. e.g. shoe.

Teacher would place the two objects in front of the student and states ‘SN look at the clock. I am touching the clock. Now it’s your turn, touch the clock’. If the student touches the clock, immediately reinforce and state ‘You are touching the clock’. This activity could be done using a variety of different clocks and unrelated objects.

 

Websites

The following websites could be used to support the teaching of time concepts:

 

Suggested Apps

 

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