The following task sheet was provided by Sylvia Byers, Educational Consultant Extraordinaire.
Time is such a difficult concept for people with ADHD to grasp. This task sheet helps children to understand and use an analogue clock in a detailed series of simple steps.
Time is such a difficult concept for people with ADHD to grasp. This task sheet helps children to understand and use an analogue clock in a detailed series of simple steps.
Task

Check

To say the
names of the numerals from 1 to 12.


To identify
the numerals 1 to 12.


To count to
sixty by ones using a number line.


To
recognise that the sixty numerals on a number line match up in a onetoone
correspondence with the sixty minute marks on a clockface.


To
recognise that the circumference of a clockface is like a number line that is
curved.


To
recognise that the longer minute hand is the pointer for the ‘60” line.


To count
clockwise by ones every minute mark from the zero mark on a clockface to
determine the number of minutes after an hour indicated by the longer
pointer.


To say “………
minutes after” the hour.


To place
the numerals 1 to 12 in order on a number line and then count them aloud.


To move the
numerals 1 to 12 from their number line position to their clockface position.


To read
aloud all of the numerals on a clockface in a clockwise direction starting at
12.


To
recognise the relationship between the placement of numerals on the “12”
number line and the multiples of five on the “60” number line when both
number lines are of the same length.


To map the
multiples of five on the “60” number line onto the “12” number line in a
counting sequence using the idea of manytoone relation.


To keep a
tally on the “12” number line the number of times one counts to sixty on the
“60” number line.


To
recognise that the tally counter on the “12” number line is doing the same
job as the hour hand on the clockface.


To show
zero minutes after the hour with the minute pointer.


To say
“o’clock” when the minute hand is at the top centre position pointing to the
“12” on the clockface.


To read
….:00 as o’clock.


To
recognise that the minute hand (longer pointer) points to the top centre of
the clockface when the clock reads ….:00.


To
associate the word “o’clock” with “…:00” and the top centre position of the
minute hand.


To
associate hours with the numeral indicated by the shorter hour hand on the
clockface.


To
determine the hours indicated by the numeral that the hour hand is pointing
to when the minute hand is pointing to the top centre of the clockface.


To
recognise that the longer hand is always pointing to the numeral 12 when the
hour hand points directly to a numeral on the clockface.


To show a
designated time on the clockface: time designated will be on the hour.


To read
aloud the time as indicated by the positions of the hands for the time on the
hour.


To say
“o’clock” when reading or referring to time on the hour.


To identify
time on the hour.


To
recognise that the hour hand moves slowly from one numeral to the next in
relation to the movement of the minute hand.


To tell
time correctly to the minute using the language “after the hour.”


To
recognise that thirty minutes after the hour is the same as (is another name
for) “half after the hour.”


To say
“half after the hour.”


To show
time on the half hour.


To identify
time on the half hour.


To say minutes
and hours in sequence, “thirtyone minutes after 7.”


To count by
fives on the “60” number line.


To count by
fives on a clockface using the numerals one to twelve as a guide.


To count
multiples of five on a clockface as indicated by the numeral on the clockface
to which the longer hand is pointing.


To say the
minutes and hours in sequence when the minutes are multiples of five, “twenty
minutes after 4” or “fortyfive minutes after 11.”


To tell
time to the minute using the language after the hour with facility by
counting first by fives and then by ones until the position of the minute
hand is reached.


To
recognise that fifteen minutes after the hour is another name for a quarter
after the hour, and that thirty minutes after is another name for half after
the hour.


To say
“quarter after the hour.”


To
recognise that fortyfive minutes after the hour for threequarters after the
hour.


To
recognise that threequarters after the hour is another name for a quarter
before the next hour.


To
recognise that another name for a quarter before the next hour is fifteen
minutes before the next hour.


To
recognise that fortyfive minutes after one hour is another name for fifteen
minutes before the next hour.


To use the
language “after the hour” when referring to the number of minutes the minute
hand has travelled past the numeral 12 on a clockface, and use the language
“before the hour” when referring to the number of minutes the minute hand must
travel to reach the number 12 again during a span of sixty minutes.


To count in
a clockwise direction the number of minutes the minute hand must traverse to
reach the numeral 12.


To count in
a anticlockwise direction from the numeral 12 to determine how many minutes
the minute hand must travel before it will reach the numeral 12.


To tell
time to the minute using the language “n minutes after the hour”, “n minutes
before the hour”, ¼ after,” “1/2 after”, and “1/4 before.”


To show the
correct time on a clockface in response to the language “n minutes after. N
minutes before. ¼ after. ½ after. ¼ before.” When these times are spoken.


To show the
correct time on a clockface in response to the written forms: “8:00, 8:16, a
quarter to nine, 8:30, half after 8, 8:45, 8:53.”


To draw the
hands on a clockface to show designated times.


To show
time on a clockface expressed in writing.


To identify
the time shown on a clockface by selecting the correct written response from
a set of pictures of clocks.


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