Telling Time as an Everyday Use of Numbers (Phase I)
Hiroko Darnall, Thomas Dooley School, Schaumburg, IL
Content Area: Math
Time Frame of Unit: Three 45-minute lessons
Language(s) of Lessons: Japanese
Unit Theme: Telling Time as an
Everyday Use of Numbers (Phase I)
Standards to Be Addressed
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?
- We use time in many different ways in our lives.
- We schedule our school activities by time.
- Different types of clocks serve different purposes to meet our various needs.
- Estimating time is important in life.
- Time can be expressed in written form.
- There are different ways to express estimated time.
Background/Prior Knowledge to be Activated in the Unit
- 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
- 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.),
- Make lists of students’ ideas during discussions and vocabulary activities.
- Make a clock.
- Read books on telling time.
- Compare and contrast types of clocks.
- Practice writing times in two different ways: ＿じ (____o’clock) and ____:00.
- Estimate time (as a whole class and in pairs).
- Play games to learn school subject vocabulary.
- Sing a song:「 おおきなのっぽのふるどけい」“A Big, Skinny Clock”).
- Make a simple book on telling time.
- Practice writing hiragana characters: と, け, い, and じ.
- Two clock patterns: one with all the numbers and one with spaces for students to
fill in the missing numbers
- Chart paper and construction paper
- CD player
- Worksheets for recording times
- Books on telling time
- Game cards
Informal assessment through observation, such as when students use their own
clocks to show the time specified by the teacher to verify both oral
comprehension and understanding of the content, and through asking
students questions while they are engaged in activities. The teacher may also grade
teacher-made activity sheets.