Term Program

1 2
3
Kindergarten Mathematics
Strand: Measurement and Geometry

4
W
ee
k

OUTCOMES

10

11
Sub-strand: Time

CONTENT

Background Information

describes mathematical

Compare and order the duration of events using the everyday language

Duration

situations using everyday

of time

In Early Stage 1, students begin to develop an understanding of

language, actions,

use terms such as 'daytime', 'night-time', 'yesterday', 'today',

the duration of time and learn to identify moments in time. An

materials and informal

'tomorrow', 'before', 'after', 'next', 'morning' and 'afternoon'

understanding of duration is introduced through ideas such as

recordings MAe-1WM

sequence events in time

'before', 'after', 'how long' and 'how soon'. It should be noted

sequences events, uses

compare the duration of two events using everyday language, eg 'It takes

that time spans in Early Stage 1 are personal judgements.

everyday language to

me longer to eat my lunch than it does to clean my teeth'

Moments in time include ideas such as daytime, today, days of

describe the durations of

events, and reads

(ACMMG007)

describe events that take 'a long time' and events that take 'a

the week and seasons. Sunday is commonly the first day of the

short time' (Communicating)

calendar week. A week, however, may also mean a period of

hour time on clocks MAe-

Connect days of the week to familiar events and actions

13MG

recall that there are seven days in a week

Thursday'. Teachers should be aware of the multicultural

name and order the days of the week

nature of our society and of significant times in the year for

classify weekdays and weekend days

different cultural groups. These could include religious festival

relate events to a particular day or time of day, eg 'Assembly is on

days, national days and anniversaries.

Tuesday', 'We come to school in the morning'

Telling Time

(ACMMG008)

seven days beginning on any day, eg 'One week starting from

identify events that occur every day, eg 'We have news every day'

In Early Stage 1, 'telling time' focuses on reading hour time on

(Communicating)

analog and digital clocks. The focus on hour time in Early Stage

Tell time on the hour on analog and digital clocks

1 is only a guide. Some students will be able to read other times.

read analog and digital clocks to the hour using the term 'o'clock'
describe the position of the hands on an analog clock when reading hour
time
ASSESSMENT FOR,
OF, AS

MATHEMATICAL LANGUAGE

LEARNING GOALS

For - Initial assessment

Students should be able to communicate using the following language:

As - reflection journal,

daytime, night-time, yesterday, today, tomorrow, before, after, next, a

learning goals and targets

long time, a short time, week, days, weekdays, weekend days, time,

Of - Observation matrix,

morning, afternoon, clock, analog, digital, hands (of a clock), o'clock. The

checklist, final written

words 'long' and 'short' can be confusing to students who have only

assessment

experienced these words in terms of length measurement. References to

to describe my thinking using my own words and

drawings
to explore maths problems with objects and drawings
to show what I know about time using words or drawings

time are often used inaccurately in everyday language, eg 'I'll be a second',

'back in a minute'.
TEACHING NOTES

UNIT WARM-UPS
Should include:

Could include:

- counting forwards and backwards from a variety of numbers

- games (Around the World/Circle Champion, Buzz)

using hundreds chart

- writing numbers

- flashing numbers from 0-20

- guessing/partner games

Lesson
0

Learning Experiences

Differentiation

Immersion Experiences

Resources
*Analogue clocks

Set up analogue and digital clocks, pictures of activities during the day and night and

*Digital clocks

ask students to sort out objects in different ways based on similarities.

*Day and night

pictures

Discuss how these items are relevant to the concept of time and make a mind map
explaining.
Warm-up

Support:

*pictures for day and

Counting forwards to 100 and backwards from 30, identifying random numbers to 20.

During guided activities,

night

Describe the

Explicit Teaching/Modelling

students remain on floor

*magazines

duration of

*Brainstorm what children know about time. What might you need to measure? Talk

with teacher in a group for

*Worksheet 1

events using

about measuring how long it takes to finish different things- when do we measure

extra support.

everyday

time and why is it important?

language

*Name and describe events that we measure- how do we measure what takes longer?

1
Focus

When do we do certain activities-sleep? eat? breakfast?

Sequence

Guided Learning

events in

Discuss different events that happen throughout the day. Brainstorm what happens

time

during the day and what happens during the night. As a class, categorise pictures into
day and night and stick on chart. In maths journals, students divide page in half and
label day/night. Draw or stick and picture from a magazine depicting a day and night
event.
Independent Activities
*Time worksheet 1 drawing events that occur in morning, afternoon and night.
Reflection/Where to Next

2
Focus

Warm-up

Support:

Counting forwards to 100 and backwards from 30, identifying random numbers to 20.

Children remain with

IWB
Worksheet 2

teacher during guided

Describe the

activities

duration of

Explicit Teaching/Modelling

Extension:

events using

Discuss previous lesson and go through days of the week. Ask questions such as What

Children draw and label own

everyday

day is it today?, What day was it yesterday? and What will tomorrow be? etc to

pictures of events that

lanauge
Sequence

guage students knowledge of order of days in week. Breakdown definitions the day

occur during the day-

that comes after / the day that has passed etc

labelling pictures with

events in

Discuss the days of the week- sing song. Which days are weekdays? Which days make

words such as morning and

time.

up the weekend?

night.

Invite students to sequence days of the week on w/board.

Guided Learning
Make a class overview of special events that happen during the week. On Friday- K
(class) go to library. On Tuesday (scripture) and Wednesday (whatever) Make a
timetable for your class to display in room.
Independent Activities
Worksheet 2 ordering days of the week.
Reflection/Where to Next
3

Warm-up

Support: Students remain

*Enlarged clock A3

Focus Teaching

Counting forwards to 100 and backwards from 30, identifying random numbers to 20.

with teacher during guided

sheet

students to

Explicit Teaching/Modelling

activities and may require

*teaching clock

recognise clock face

Discuss what children learnt in previous lessons and revise language of time.

extra support during

Worsheet 3 (clock

and discussing the

Ask: Where do we find a clock? Why do we have clocks? Show students a clock in

independent work.

face)

attributes of a clock

classroom. Ask students what they can see on a clock? Discuss purpose of clock and

Extension:

Enough minutes hands

face.

the attributes of a clock.

Independent reading of

and hours hands for

different analogue times.

students in class.

Show students empty clock face(enlarged copy) and discuss where numerals go. Talk
about numerals 1-12, position of numbers, two hands, one longer, one shorter, hour
hand, minute hand.
Tell students; The shorter hand is the hours hand and tells us what hour it is. If the
hours hand is on the 11, we say 11 oclock. (recess time) If the big hand is on the 12;
We say it is something oclock.
Pose questions to students- Where should the hands go for 3 oclock (hour time)
Teacher can make the time on the teaching clock as students read time.

Guided Learning
Interactive whiteboard activity:
https://au.ixl.com/math/foundation/match-analogue-clocks-and-times
(Matching clocks and times)
Using the different examples on the interactive activity discuss/explore with
students the concept displaying oclock times on a clock. Point out minute hand and
hours hand on clock faces during examples.
Model steps to make clock.
Students create their own clock. (Their copy will have numerals already there.) They
will need to use split pin to attach minutes and hours hand to their clock.
When students finished making their clocks - they can quiz class mate as to what
time it is (taking turns)

Additional : sing rhymes about time, eg Hickory dickory dock, or teach students to
play a game of Whats the time Mr Wolf?

Reflection/Where to Next
4
Focus -

Warm-up

Support: Students remain

*Worksheets 4A and

Counting forwards and backwards(20), identifying random numbers to 100Explicit

with teacher during guided

4B

Teaching/Modelling

activities.

Students read times

Discuss what children learnt in previous lessons and revise language of time. Recap

and draw hours hand

purpose of shorter/longer hands (hours,minutes)

on clock.

Discuss: Why is it important we learn how to tell time? Getting to

places/appointments on time.

Guided Learning
Demonstrate (enlisting student support) making oclock times by drawing appropriate
hour on clock. (use teaching clock if you can)
Using enlarged copies of worksheets 4A and 4B model how to draw hours hand in to
make the time. How to read a clock face and record oclock time.
Independent Activities
Students complete worksheets 4A/4B
Reflection/Where to Next
5
Focus

Warm-up Warm-up
Counting forwards and backwards(20), identifying random numbers to 100
Explicit Teaching/Modelling

Students read
oclock time and
record digital time

Discuss previous lesson and what children know and understand about time. Discuss
purpose of learning time and its need in our daily lives.
Introduce concept of minute. Discuss with children how long they think a minute is.

Students read

Have all students stand. Tell them they can sit when they think a minute is up. Who

digital time and

estimated the closest?

record oclock time

Support: Children remain

with teacher during guided
activities.
Extension: Children
complete extension time
sheet.

Worksheet 5

Discuss where you might see digital time display. (On a digital alarm clock, on digital
wrist watch. At the football or at a countdown of some sort. Show students how to
read digital time. (on oclock)
Guided Learning
Interactive whiteboard activity: Use in other lessons if dicussions lend
themselves to IWB activity.
http://au.ixl.com/math/kindergarten/match-clocks-and-times reading analog and
digital
http://au.ixl.com/math/kindergarten/read-clocks-and-write-times (converting to
digital time)
http://au.ixl.com/math/kindergarten/match-analog-and-digital-clocks (matching
analog to digital)
Independent Activities
Students complete Worksheet 5
Reflection/Where to Next
6

Evaluation

Assessment

Assessment

Multiple Intelligences
Musical
Verbal-Linguistic
Bodily-Kinaesthetic

Visual-Spatial

Existential

Logical-Mathematical

Naturalistic

Interpersonal

Intrapersonal

Level

Limited

Sound

Limited

Outstanding

Sound

Outstanding

Indicator
With assistance, a student:
use terms such as 'daytime', 'night-time',
'yesterday', 'today', 'tomorrow', 'before',
'after', 'next', 'morning' and 'afternoon'
sequences events in time
compares the duration of two events using
everyday language
relates events to a particular day or time of day
reads analog and digital clocks to the hour using
the term 'o'clock'
describes the position of the hands on an analog
clock when reading hour time
use terms such as 'daytime', 'night-time',
'yesterday', 'today', 'tomorrow', 'before',
'after', 'next', 'morning' and 'afternoon'
sequences events in time
compares the duration of two events using
everyday language
relates events to a particular day or time of day
reads analog and digital clocks to the hour using
the term 'o'clock'
describes the position of the hands on an analog
clock when reading hour time
Name months
Describe duration using months or days
Tell time to the half-hour with help
Use a calendar to identify the date

Length, Area, Volume

Learning Goal:

to describe my thinking using my own words and drawings

to explore maths problems with objects and drawings

 to show what I know about time using words or drawings