1 A student: describes mathematical situations using everyday language, actions, materials and informal recordings MAe1WM sequences events, uses everyday language to describe the durations of events, and reads hour time on clocks MAe13MG Students: Compare and order the duration of events using the everyday language of time (ACMMG007) use terms such as 'daytime', 'night-time', 'yesterday', 'today', 'tomorrow', 'before', 'after', 'next', 'morning' and 'afternoon' sequence events in time compare the duration of two events using everyday language, eg 'It takes me longer to eat my lunch than it does to clean my teeth' describe events that take 'a long time' and events that take 'a short time' (Communicating) Connect days of the week to familiar events and actions (ACMMG008) recall that there are seven days in a week name and order the days of the week classify weekdays and weekend days relate events to a particular day or time of day, eg 'Assembly is on Tuesday', 'We come to school in the morning' identify events that occur every day, eg 'We have news every day' (Communicating) Tell time on the hour on analog and digital clocks read analog and digital clocks to the hour using the term 'o'clock' describe the position of the hands on an analog clock when reading hour time Background Information Duration In Early Stage 1, students begin to develop an understanding of the duration of time and learn to identify moments in time. An understanding of duration is introduced through ideas such as 'before', 'after', 'how long' and 'how soon'. It should be noted that time spans in Early Stage 1 are personal judgements. Moments in time include ideas such as daytime, today, days of the
1 A student: describes mathematical situations using everyday language, actions, materials and informal recordings MAe1WM sequences events, uses everyday language to describe the durations of events, and reads hour time on clocks MAe13MG Students: Compare and order the duration of events using the everyday language of time (ACMMG007) use terms such as 'daytime', 'night-time', 'yesterday', 'today', 'tomorrow', 'before', 'after', 'next', 'morning' and 'afternoon' sequence events in time compare the duration of two events using everyday language, eg 'It takes me longer to eat my lunch than it does to clean my teeth' describe events that take 'a long time' and events that take 'a short time' (Communicating) Connect days of the week to familiar events and actions (ACMMG008) recall that there are seven days in a week name and order the days of the week classify weekdays and weekend days relate events to a particular day or time of day, eg 'Assembly is on Tuesday', 'We come to school in the morning' identify events that occur every day, eg 'We have news every day' (Communicating) Tell time on the hour on analog and digital clocks read analog and digital clocks to the hour using the term 'o'clock' describe the position of the hands on an analog clock when reading hour time Background Information Duration In Early Stage 1, students begin to develop an understanding of the duration of time and learn to identify moments in time. An understanding of duration is introduced through ideas such as 'before', 'after', 'how long' and 'how soon'. It should be noted that time spans in Early Stage 1 are personal judgements. Moments in time include ideas such as daytime, today, days of the