# Time

By Activity Bank on Dec 18, 2013

This activity has been revised and was originally created by Mary Jane Clark and published in the Perkins Activity and Resource Guide (1st edition, 1992).  The second edition is available for purchase.

Understanding the concept of time is helpful when figuring out how long an activity will take, or when something will happen. This activity works on time concepts, including sequencing, before and after, and counting by fives. Lessons include English Language Arts, Math, and Independent Living Skills.

Braille clock

## Procedure

• Discuss with the student various activities associated with the morning (waking up, eating breakfast, etc.), noon and evening. Have the student talk about his day and the things he does during these times.
• Talk with the student about various daily activities such as eating dinner, and have him identify the part of the day when he does these activities.
• Give the student several activities from the same part of the day, such as getting up, going to school, eating breakfast. Have the student tell when these activities occur.
• Throughout the school day, have the students count to 60 (concept of one minute); for example, when waiting to go to lunch or recess.
• Throughout the school day, to help develop the concept of 10 seconds, have students count backwards from 10, such as when getting ready to go to lunch or recess: “10-9-8-7-6-5-4-3-2-1!” Move to higher numbers when the students have mastered counting backwards from 10.
• Give the student a clock, and have him move the minute hand of the clock from number to number while counting by fives. Emphasize that each number represents five or more minutes of time.

## Variations

• Using picture cards or photographs of the student performing various activities done daily at various times, have the student sort the photos into three separate boxes according to the time of day each activity is performed.
• Throughout the day, spontaneously ask the student if it is morning, noon or night.
• Make a daily schedule by having the student write daily classes on a blank schedule sheet. For example: the schedule sheet will have time periods written on it, such as 9:00—9:30. The student writes the class he will attend at that time on his schedule. Do this as the first activity of the day; the student can refer to it throughout the school day.