Purpose
This is a level 2 measurement strand activity from the Figure It Out series.
A PDF of the student activity is included.
Student Activity
![](/sites/default/files/images/fio/33581/SortingSeasons1.jpg)
Click on the image to enlarge it. Click again to close. Download PDF (260 KB)
Specific Learning Outcomes
match activities to seasons
Required Resource Materials
FIO, Level 2-3, Measurement, Sorting Seasons, page 23
calendar (optional)
Activity
Activity One
Students need to have some knowledge of when the farming activities that are shown actually take place. Students may be able to work out from the pictures that making hay and picking fruit are activities that occur in hot weather and feeding out hay is most likely to take place in winter when the grass grows slowly.
Encourage the students to place the activities they know about first and work out the rest by elimination.
For example:
![table.](/sites/default/files/images/M23P23A.GIF)
Shearing is most likely to occur in summer or spring when the weather is warmer, while planting trees and fixing fences might occur in cooler times of the year.
Activity Two
Get students to call on their own experiences to list jobs that might be done around their house during the year. Such experiences could include painting, cleaning out the swimming pool, raking leaves, stacking firewood, making fences, wallpapering, cleaning windows, and watering the garden. They will then need to consider what the weather is usually like when these tasks are done and find the appropriate season to put them in.
Answers to Activity
Answers will vary, for example:
![table.](/sites/default/files/images/M23P23B.GIF)
Students should be able to justify why they have placed particular activities in the seasons.
They may need to use reference material.
Activity Two
Answers will vary.
On Time
This is a level 3 measurement strand activity from the Figure It Out series.
A PDF of the student activity is included.
Click on the image to enlarge it. Click again to close. Download PDF (303 KB)
convert between analogue and digital clocks
FIO, Level 3, Measurement, On Time, page 21
A classmate
In this activity, students convert digital time to analogue time using a photocopy of the clock faces copymaster found at the back of this booklet.
The context of Sonja’s watch provides the logic for doing the task because she must keep her analogue watch for its built-in extras.
Answers to Activity
Sorting Seasons
This is a level 2 measurement strand activity from the Figure It Out series.
A PDF of the student activity is included.
Click on the image to enlarge it. Click again to close. Download PDF (260 KB)
match activities to seasons
calendar (optional)
Activity One
Students need to have some knowledge of when the farming activities that are shown actually take place. Students may be able to work out from the pictures that making hay and picking fruit are activities that occur in hot weather and feeding out hay is most likely to take place in winter when the grass grows slowly.
Encourage the students to place the activities they know about first and work out the rest by elimination.
For example:
Shearing is most likely to occur in summer or spring when the weather is warmer, while planting trees and fixing fences might occur in cooler times of the year.
Activity Two
Get students to call on their own experiences to list jobs that might be done around their house during the year. Such experiences could include painting, cleaning out the swimming pool, raking leaves, stacking firewood, making fences, wallpapering, cleaning windows, and watering the garden. They will then need to consider what the weather is usually like when these tasks are done and find the appropriate season to put them in.
Answers to Activity
Answers will vary, for example:
Students should be able to justify why they have placed particular activities in the seasons.
They may need to use reference material.
Activity Two
Answers will vary.
Clock wise (time)
In this unit students explore hours, half-hours, and quarter-hours using analogue and digital clocks.
In the curriculum, students' experiences with time are focused in two areas: duration and telling time. This unit focuses on learning to read and tell the time
Telling time allows students to develop an understanding of the size of the units of time (hours, minutes, seconds, milliseconds). This includes being able to estimate and measure using units of time.
Clocks are common instruments for measuring time. However, learning to tell the time is more about the skill of learning to read a dial-type instrument than about measuring time. Learning to use an analogue clock is a challenging skill to teach as the two hands of the clock have distinctly different actions and functions. The small hand indicates the approximate time to the nearest hour, and the big hand indicates the minutes after or before an hour. When we look at the big hand we focus on where it is pointing. When we look at the small hand we look at how far it has moved around the clock or how far it has to get to back to the top.
The learning opportunities in this unit can be differentiated by providing or removing support to students and by varying the task requirements. Ways to additionally support or challenge students include:
The context for this unit can be adapted to suit the interests and experiences of your students. While the focus is on telling the time, the problems can be related to the activities that your students engage with at school and in the community.
Te reo Māori kupu such as he aha te taima? (what is the time?) could be introduced in this unit and used throughout other mathematical learning. You could also encourage students, who speak a language other than English at home, to share the words related to time that they use at home.
Session 1: Analogue time
What can you tell me about the face?
What numbers are there? Why is there nothing above 12?
How are the numbers arranged? Why?
Tell me about the clocks that you have at home.
What is the biggest clock you have ever seen?
When do you get up?
When do you go to school?
Session 2: Analogue time
Session 3: Analogue time
You could frame all of these problems in a context that is more relevant to your students (e.g. times related to a school trip or to the school day).
Session 4: Digital Time
Session 5: Digital Time Problems
You could frame all of these problems in a context that is more relevant to your students (e.g. times related to a school trip or to the school day).
Session 6: Mixed Time
Show me the time in half an hour?
What will be the time 3 hours from now?
What was the time 30 minutes ago?
What will be the time in 15 minutes?
What was the time three half hours ago?
To families and whānau,
At school this week we have been practising telling the time to the hour and half-hour using both analogue and digital clocks. Use the link below to print out a Time Diary.
Time Diary
One afternoon at home this week we would like your child to record what they are doing on the hour and half-hour from when they get home until 6 o’clock. The diary form asks them to draw the hands on the analogue clock and write the time on the digital clock. If your child needs extra support with this, you could complete either the analogue or digital times, and have them to complete the others. They can either draw a picture or write what they are doing.
Figure it Out
Some links from the Figure It Out series which you may find useful are: