MA1-13MG: describes, compares and orders durations of events, and reads half- and quarter-hour time
‘Timing‘ and ‘telling time’ are two different notions. The first relates to the duration of time and the second is ‘dial reading’. Both, however, assist students in understanding the passage of time and its measurement.
It is important in Stage 1 that students develop a sense of one hour, one minute and one second through practical experiences, rather than simply recalling that there are 60 minutes in an hour.
In Aboriginal communities, calendars may vary in accordance with local seasonal and environmental changes, such as the flowering of plants and the migration patterns of animals, or according to significant events in the local community. Consult with local communities regarding specific local perspectives.
|Language||Students should be able to communicate using the following language: calendar, days, date, month, year, seasons, time, clock, analog, digital, hour hand, minute hand, o’clock, half past.|
The terms ‘hour hand’ and ‘minute hand’, rather than ‘big hand’ and ‘little hand’, should be used to promote understanding of their respective functions.
Name and order months and seasons
|name and order the months of the year|
|recall the number of days that there are in each month|
|name and order the seasons, and name the months for each season|
|– describe the environmental characteristics of each season, eg ‘Winter is cool and some trees lose their leaves’ (Communicating)|
|– recognise that in some cultures seasonal changes mark the passing of time, eg the flowering of plants and the migration patterns of animals are used by many peoples, including Aboriginal people (Reasoning)|
|– recognise that in countries in the northern hemisphere, the season is the opposite to that being experienced in Australia at that time (Reasoning)|
Use a calendar to identify the date and determine the number of days in each month
|identify a day and date using a conventional calendar|
|– identify personally or culturally significant days (Communicating)|
|– identify the different uses of calendars in various communities (Communicating)|
Tell time to the half-hour
|read analog and digital clocks to the half-hour using the terms ‘o’clock’ and ‘half past’|
|describe the position of the hands on a clock for the half-hour|
|– explain why the hour hand on a clock is halfway between the two hour-markers when the minute hand shows the half-hour (Communicating, Reasoning)|
|– describe everyday events with particular hour and half-hour times, eg ‘We start school at 9 o’clock’ (Communicating)|
|record hour and half-hour time on analog and digital clocks|