First Grade Math

Illinois Learning Standards for Math

• 7.A.1b: Measure units of time using appropriate instruments (e.g., calendars, clocks, and watches, both analog and digital).

Illinois Learning Standards for Language Arts

• 4.A.1b: Ask questions and respond to questions from the teacher and from group members to improve comprehension.
• 4.A.1c: Follow oral instructions accurately.
• 4.A.1d: Use visually oriented and auditorily based media.

• What are ways to tell time?
• How does telling time help us everyday at school and in life?
• How do we estimate the time?
• Why is it so important to estimate the time?
• How are analog and digital clocks alike? How are they different?
• Why do we have so many clocks and so many different kinds of clocks?
• Where do we see the time notation as part of environmental print?
• How do we write the time?
• What do ごぜん(a.m.) and ごご (p.m.) stand for?

• Numbers in Japanese
• Parts of a clock

Content Area Skills and Concepts

• Estimating time, using only the hour hand
• Understanding that the position of the hour hand indicates the hour to which a time approximation refers
• Understanding clockwise movement of the clock hands
• Matching daily school activities with approximate starting times
• Recognizing different kinds of clocks used for different purposes: for example, stop watch for sports and alarm clocks for waking up
• Telling approximate times, using just before __ o’clock, just after ___ o’clock, and between __ and __
• Knowing the relationship between times and routines

Language Skills

Oral

• Telling time using the hour time counter じ (o’clock)

  ＿＿じです。( _____ o’clock.)

• Asking the time

  いまなんじですか。(What time is it now?)

• Understanding directions
• Polite command form

  て form verbs + ください。

• Time sequence words

  さいしょに (first), つぎに (next), それから (then), さいごに (last)

Oral and Written:

• The question marker か, which changes a statement into a question.
• The hiragana characters と, け, い, and じ
• Terms for telling time. (reading, speaking, listening)

  ごろ (about), ちょっとまえ (just before), ちょっとすぎ (just after), and _と_のあいだ (between _ and _ ).

• Terms for school activities (reading)

  こくご(reading), さくぶん(writing), さんすう(math), りか(science), しゃかい(social studies), たいいく(P.E.), おんがく(music), ずこう(art), おやつ(snack time), やすみじかん (recess), ランチ(lunch), バイオリン (violin), どくしょ(silent reading), かえりのしたく(getting ready for home), にほんご (Japanese)

• Math vocabulary and phrases. (reading, speaking, listening)

  じかん(time), とけい (clock or watch), なんじ (what time), はり (clock hand), ながい (long), みじかい (short), だいたい (about), ちょっと (a little), すぎ (past or after), まえ (before), じ (o’clock), ごぜん (a.m.), ごご (p.m.).

Content Area Skills and Concepts

• Estimating time, using only the hour hand
• Understanding clockwise movement of the clock hands
• Matching daily school activities with approximate starting times 

Language Skills (Oral)

• Telling time using the hour time counter じ (o’clock)
• Asking a question by constructing interrogative sentences, using the question marker か to change a statement into a question:
  • いまなんじですか。(What time is it now ?)
  • ＿＿＿なんじですか。(What time is _____ ?)
• Using the sentence pattern ______じです。(It is ______ o’clock) to indicate what time a school subject starts
• Usingごろ (about), ちょっとまえ (just before__), ちょっとすぎ(just after___), and ＿＿と＿＿のあいだ (between__ and ___) to estimate time.

 Thinking/Study Skills

• Sequencing the daily school activities according to times and applying the skill in other situations

• Show the handmade clock made the day before and review how to show and say the exact time.
• Summarize and review what the students noticed about the clocks the previous day.
• Remind the students that the handmade clocks are different from the real clocks in the classroom.
• Point out the vocabulary cards, おなじ [same] and ちがう[different], in the pocket chart.
• Tell the students that they will learn to estimate time and that they will make a clock showing the estimated starting time for each subject.
• Clarify what estimate means by showing examples.
• Add だいたいのじかん (estimated time) to the word list.

Whole Group Activity

• Use estimation language (e.g., I went to a movie at about 7:00 and came home between 9:00 and 10:00; I went to bed just after 11:00; I got up just before 6:00.).
• Ask students about their activities and represent the times they say on the clock.
• Make a list of time estimation words for reference. 

Pair Activity

• Students practice telling time with their activity partners.
• Partners take turns setting the hour hand and telling the approximate time.
• The teacher encourages clockwise movement of the clock hand. 

Whole Group Activity

• Gather the students on the floor in front of the chalkboard where the pocket chart is hanging.
• Go over the school day’s schedule using the word cards.
• Place the word cards in the pocket chart in order according to the schedule. Use さいしょに (first), つぎに (next), それから (then), さいごに (last)
• Show the school subject picture cards and lay them on the chalkboard ledge.
• Go over each card with the class and have volunteers match the picture and word cards.
• Place the picture cards next to the corresponding word cards.
• Use estimation language to discuss approximate start and stop times for each activity in the daily schedule. Have the students set their clocks to each time. Show the teacher’s clock to the students so that they can check theirs for accuracy.
• Tell the students that they will be doing this every day as a part of the calendar activity.