Justification of the Resource Package
The “What’s the Time Mr Wolf Resource Package” has been constructed with regards to The Australian Curriculum and scholarly information from professionals in the mathematics field. The resource package allows teachers to sequence activities for a deeper learning experience. Furthermore sequencing of activities provides the required information at the required time for students to acquire knowledge and build skills. The knowledge and skills provide students with a platform to build from. Marzano and Pickering, (2008) suggest that students learn best when information is sequenced and scaffolded. ACARA (2012) has also sequenced learning of time through the year levels in the measurement and geometry strand.
Initially students require knowledge of addition and subtraction before the can attempt to work out time. Students need sound numeration knowledge and skills in addition and subtraction when calculating time and telling the time (Booker, Bond, Sparrow and Swan, 2010). Following this, students must learn to skip count as numbers shown on a clock are usually in 5 minute intervals. For example at 4 the amount of minutes is 20. Harris (2008) believes that relating the hour numerals to intervals of 5 minutes has caused confusion. Furthermore the inability to skip count in fives adds to this dilemma. This resource has activities to fulfil student learning requirements at this stage.
The next stage is learning the language associated with time. For example AM and PM. In addition to this, students are required to build an understanding of the parts of a clock, both digital and analogue and how they are related. Harris (2008) also believes that the identification of analogue clock parts causes students to become confused when telling the time. Sometimes students do not know which hand is the hour hand and which is the minute hand. In addition to this, students were not shown the relationship between analogue and digital clocks and how each clock can represent the same time differently. Booker, Bond, Sparrow and Swan (2010) state that students should be taught to read the time digitally (9:40 for example instead of 20 to 10) as this minimises confusion.
An important stage is for students to experience time. This can be done by students using timers to time how long things take to complete a course. Pace (2004, as cited in Harris, 2008) suggests that it is paramount for students to "make connections between mathematics and realistic situations” to understand the concept of time. Booker, Bond, Sparrow and Swan (2010), state that students learn these skills by being involved in the timing process and reflecting on the experience.
As students are building knowledge and skills they have the confidence and strategies to then associate hour numerals 3, 6, 9 with minutes 15, 30 and 45. And then extend and associate the other hour numerals to their corresponding minute amounts. For example the 8 is 40 minutes.
The resource provides activities, work sheets and interactive games that correspond to the students learning stage. This also allows teachers differentiate by grouping students in ability levels and encouraging students to participate in collaborative work. The resource provides extension activities and games as well as supporting ones. Overall this resource allows students to build knowledge and skills through sequencing as well as providing support and extension work.