- relating common activities to standard and non-standard units
- describing relationships between units
- solving situational questions.
[C, CN, PS, R]
| (a) |
Observe and describe activities relevant to self, family, and community that would involve the measurement of time. |
| (b) |
Explore the meaning and use of time-keeping language from different cultures, including First Nations and Métis. |
| (c) |
Select and use a personally relevant non-standard unit of measure for the passage of time (such as television shows, a pendulum swing, sunrise, sundown, moon cycles, and hunger patterns) and explain the choice. |
| (d) |
Suggest and sort activities into those that can or cannot be accomplished in a minute, hour, day, month, or year. |
| (e) |
Select and justify personal referents for minutes and hours. |
| (f) |
Create and solve situational questions using the relationship between the number of minutes in an hour, days in a particular month, days in a week, hours in a day, weeks in a year, or months in a year (e.g., "A student was on holiday for 10 days. Is that more or less than one week long?"). |
| (g) |
Identify the day of the week, the month, and the year for an indicated date on a calendar. |
| (h) |
Identify today's date, and then explain how to determine yesterday's and tomorrow's date. |
| (i) |
Locate a stated or written date (day, month, and year) on a calendar and explain the strategy used. |
| (j) |
Identify errors in the ordering of the days of the week and the months of the year. |
| (k) |
Create a calendar using the days of the week, the calendar dates, and personally relevant events. |
| (l) |
Describe ways in which the measurement of time is cyclical. |
