Math Background

Lesson: Time
Introducing the Concept

Begin by providing children with a number of experiences that show measurement of time, such as sequencing events (identifying first, next, and last), duration of time, and daytime and nighttime. Encourage children to use the language that describes the events. Continue to offer children lots of experiences until they are comfortable with the concept of time.

Materials:pictures that show things that are first, next, last, duration of time, daytime, and nighttime

Preparation:Have pictures ready to display, either on a board or by holding them in front of the class. Start with three pictures showing first, next, and last, but have them out of order.

Prerequisite Skills and Concepts:Children should have had opportunitiesto hear and use the vocabulary terms first, next, last, long time, short time, before, after, same time, day, night.

  • Ask: Which picture comes first? next? last?
    Children should be able to tell you which picture comes first, next, and last. Have a volunteer put the pictures in order.
    Encourage children to use the words first, next, and last as they talk about the pictures.

    Put up pictures that show something that takes a long time and something that takes a short time.
  • Ask: Which activity would take a long time? a short time?
    Have children explain their thinking.
  • Say: Now think about something you do each day and decide whether it takes a long time or a short time.
    Encourage children to share their activities and tell whether they take a short time or long time.

    Put up the daytime and nighttime pictures.
  • Ask: Which picture shows daytime? nighttime?
    Have children explain the clues that helped them decide.
  • Say: Now think about something you do at night and during the day.
    Encourage children to draw a picture of their activities. Help them label each drawing.

Houghton Mifflin Math Grade K