M&G5.5 Students associate a clock is related to time.

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

 

  • Students look at a clock when directed by the teacher. 
  • WM Makes eye contact with the clock.

Teacher Language

 

Give an instruction

‘Look at the timetable. ……. has finished’.

‘Look at the clock. It’s time for ………’.

 

Make a statement

It’s time for ………’.

 

Correction / Prompt

‘Where is the clock?’

‘Are you looking at 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.

 

Students look at a clock when directed by the teacher

Whilst some students may not have an understanding of a passage of time, the aim of this teaching activity is to teach students that clocks (analogue or digital) are related to time, routines and activities within a school day.

 

The teaching activities for this goal are embedded throughout the day and teachers are to utilise every opportunity.  Whenever there is a change in an activity, teachers need to direct students to look at the visual timetable followed by the clock. Teacher states ‘Look at the timetable. Morning circle has finished. It’s time for …….  Look at the clock. It is time for ……..’.

 

Websites

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

 

Suggested Apps

 

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