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Count on Telling Time Today FLEXIBLE CLASS

Completed by 1 learner
Ages 4-9
Live Group Class
In this 4 week FLEXIBLE CLASS, students will learn to tell time on a clock in 1 hour increments, 30, 15, and 5 minute increments.
Average rating:
5.0
Number of reviews:
(2 reviews)

No live video meetings
4 weeks
3-6 learners per class

What's included

Class Experience

There are NO live meetings for this class.
Class: Count on Telling Time Today FLEXIBLE CLASS
1-6 learners.
Ages 4-9.
Flipgrid Assignment Code: b3a566ee

The Count on Telling Time Today FLEXIBLE CLASS is a flexible math class for students four to nine years of age. 

There will be four different links for this FLEXIBLE CLASS. One new link per week for four weeks. Each week will progress by practicing counting more increments on the clock. Each week the same intro and outro as listed below will start and end each class. After the same weekly intro, the class practice session will begin with the particular week's increment counting. First week will be 1 hour increment practice counting. Second week will be 30 minute increment counting. Third week will be 15 minute increment counting. Fourth week will be 15 minute increment counting. Each session will end with the same outro.

I will begin each weekly class intro for the Count on Telling Time Today FLEXIBLE CLASS with a greeting by introducing myself and saying hello to the students. Then I will ask the students what their names are and how old they are. I will ask them to introduce themselves to me and say hello to any other possible students in class with them. 

I will ask the students what is their favorite time of day and if they can tell me out loud?

I will show a picture of a clock and ask how many numbers are on the clock? 
Then I will show the students my two hands with ten fingers and tell the students that the clock has ten plus two numbers.
The equation 10+2=12 will be written across the top of the screen.
I will tell the students the clock has twelve numbers.

After this weekly intro, clocks will be shown starting with one o'clock and I will help the students practice counting the time by explaining that the short hand is the hour hand and the long hand is the minute hand.

There will be four links to this FLEXIBLE CLASS. 
EACH WEEK will have its own class link that will start with the same intro listed above and then afterward we will start practicing counting time on a displayed clock.

The first week link will be to the FLEXIBLE (11 minute length) class for 1 hour time increments where I will help the students practice counting 1 hour time increments on a clock displayed on the screen. We will practice telling time on a clock displaying 1:00 o'clock, then 2:00 o'clock, then 3:00 o'clock, then 4:00 o'clock, then 5:00 o'clock, then 6:00 o'clock, then 7:00 o'clock, then 8:00 o'clock, then 9:00 o'clock, then 10:00 o'clock, then 11:00 o'clock, then finally 12:00 o'clock. The outro salutation will be the same as listed above.

The second week link will be to the FLEXIBLE (16 minute length) class for 30 minute time increments where I will help the students practice counting 30 minute time increments on a clock displayed on the screen. We will practice telling time on a clock displaying 1:00 o'clock, then 2:0 o'clock, then 2:30 o'clock, then 3:00 o'clock, then 3:30 o'clock, then 4:00 o'clock, then 4:30 o'clock, then 5:00 o'clock, then 5:30 o'clock, then 6:00 o'clock, then 6:30 o'clock, then 7:00 o'clock, then 7:30 o'clock, then 8:00 o'clock, then 8:30 o'clock, then 9:00 o'clock, then 9:30 o'clock, then 10:00 o'clock, then 10:30 o'clock, then 11:00 o'clock, then 11:30 o'clock, then finally 12:00 o'clock. The outro salutation will be the same as listed above.

The third week link will be to the FLEXIBLE (33 minute length) class for 15 minute time increments where I will help the students practice counting 15 minute time increments on a clock displayed on the screen. We will practice telling time on a clock displaying 1:00 o'clock, then 1:15 o'clock, then 1:30 o'clock, then 1:45 o'clock, then 2:00 o'clock, then 2:15 o'clock, then 2:30 o'clock, then 2:45 o'clock, then 3:00 o'clock, then 3:15 o'clock, then 3:30 o'clock, then 3:45 o'clock, then 4:00 o'clock, then 4:15 o'clock, then 4:30 o'clock, then 4:45 o'clock, then 5:00 o'clock, then 5:15 o'clock, then 5:30 o'clock, then 5:45 o'clock, then 6:00 o'clock, then 6:15 o'clock, then 6:30 o'clock, then 6:45 o'clock, then 7:00 o'clock, then 7:15 o'clock, then 7:30 o'clock, then 7:45 o'clock, then 8:00 o'clock, then 8:15 o'clock, then 8:30 o'clock, then 8:45 o'clock, then 9:00 o'clock, then 9:15 o'clock, then 9:30 o'clock, then 9:45 o'clock, then 10:00 o'clock, then 10:15 o'clock, then 10:30 o'clock, then 10:45 o'clock, then 11:00 o'clock, then 11:15 o'clock, then 11:30 o'clock, then 11:45 o'clock, then finally 12:00 o'clock. The outro salutation will be the same as listed above.

The fourth week link will be to the FLEXIBLE (33 minute length) class for 5 minute time increments where I will help the students practice counting 5 minute time increments on a clock displayed on the screen. We will practice telling time on a clock displaying 1:00 o'clock, then 1:05 o'clock, then 1:10 o'clock, then 1:15 o'clock, then 1:20 o'clock, then 1:25 o'clock, then 1:30 o'clock, then 1:35 o'clock, then 1:40 o'clock, then 1:45 o'clock, then 1:50 o'clock, then 1:55 o'clock, then 2:00 o'clock, then 2:05 o'clock, then 2:10 o'clock, then 2:15 o'clock, then 2:20 o'clock, then 2:25 o'clock, then 2:30 o'clock, then 2:35 o'clock, then 2:40 o'clock, then 2:45 o'clock, then 2:50 o'clock, then 2:55 o'clock, then 3:00 o'clock, then 3:05 o'clock, then 3:10 o'clock, then 3:15 o'clock, then 3:20 o'clock, then 3:25 o'clock, then 3:30 o'clock, then 3:35 o'clock, then 3:40 o'clock, then 3:45 o'clock, then 3:50 o'clock, then 3:55 o'clock, then 4:00 o'clock, then 4:15 o'clock, then 4:30 o'clock, then 4:45 o'clock, then 4:50 o'clock, then 4:55 o'clock, then 5:00 o'clock, then 5:05 o'clock, then 5:10 o'clock, then 5:15 o'clock, then 5:20 o'clock, then 5:25 o'clock, then 5:30 o'clock, then 5:35 o'clock, then 5:40 o'clock, then 5:45 o'clock, then 5:50 o'clock, then 5:55 o'clock, then 6:00 o'clock, then 6:05 o'clock, then 6:10 o'clock, then 6:15 o'clock, then 6:20 o'clock, then 6:25 o'clock, then 6:30 o'clock, then 6:35 o'clock, then 6:40 o'clock, then 6:45 o'clock, then 6:50 o'clock, then 6:55 o'clock, then 7:00 o'clock, then 7:05 o'clock, then 7:10 o'clock, then 7:15 o'clock, then 7:20 o'clock, then 7:25 o'clock, then 7:30 o'clock, then 7:35 o'clock, then 7:40 o'clock, then 7:45 o'clock, then 7:50 o'clock, then 7:55 o'clock, then 8:00 o'clock, then 8:05 o'clock, then 8:10 o'clock, then 8:15 o'clock, then 8:20 o'clock, then 8:25 o'clock, then 8:30 o'clock, then 8:35 o'clock, then 8:40 o'clock, then 8:45 o'clock, then 8:50 o'clock, then 8:55 o'clock, then 9:00 o'clock, then 9:05 o'clock, then 9:10 o'clock, then 9:15 o'clock, then 9:20 o'clock, then 9:25 o'clock, then 9:30 o'clock, then 9:35 o'clock, then 9:40 o'clock, then 9:45 o'clock, then 9:50 o'clock, then 9:55 o'clock, then 10:00 o'clock, then 10:05 o'clock, then 10:10 o'clock, then 10:15 o'clock, then 10:20 o'clock, then 10:25 o'clock, then 10:30 o'clock, then 10:35 o'clock, then 10:40 o'clock, then 10:45 o'clock, then 10:50 o'clock, then 10:55 o'clock, then 11:00 o'clock, then 11:05 o'clock, then 11:10 o'clock, then 11:15 o'clock, then 11:20 o'clock, then 11:25 o'clock, then 11:30 o'clock, then 11:35 o'clock, then 11:40 o'clock, then 11:45 o'clock, then 11:50 o'clock, then 11:55 o'clock, then finally 12:00 o'clock. The outro salutation will be the same as listed above.


I will congratulate the students for doing very well today. I will thank the students for having fun counting with me today, wish them a great rest of their day and tell them that I hope to see them in my class again soon.


Learners may bring items to count for further interaction and relate to other learners on screen by showing them how to count the objects such as a clock, or other relatable prop, etc. (optional)

Learning Goals

My goal is to create a meaningful, comfortable, social, educational environment where students connect easily while learning math skills that will help them count the time on a clock. By the end of the class, students will be familiar with the numbers on a clock, the short hand being the hour hand, the long hand being the minute hand and basic how to tell time skills, while enjoying fun music and clock related cards.

Other Details

Parental Guidance
Hello parents. Please be aware of the use of third-party tools such as Flipgrid which will be used as an External Resources. In order to use Flipgrid you may consider going to the flipgrid website and creating your own account: https://info.flipgrid.com/ Else, you may input/copy & paste this flipgrid assignment code which will bring you to the correct resource: b3a566ee
Supply List
Learners may bring items to count for further interaction and relate to other learners on screen by showing them how to count the objects such as a clock, or other relatable prop, etc. (optional)
External Resources
In addition to the Outschool classroom, this class uses:
Sources
Clock cards will be displayed on screen from which we will practice telling time from. These clock cards are from a third party: AnyTime Teacher.

Meet the teacher

Joined December, 2021
5.0
2reviews
Profile
Teacher expertise and credentials
Hello, it's so exciting to meet you! I welcome you and your family! I am Teacher Rafal, and I value family, education, and travel. I speak English and Polish as I periodically visit relatives in Poland. The courses that I teach on the Outschool platform are math, reading, writing and art subjects for students (Ages 5-15) and (Grades K to 10th).

My global travels have taken me to over a dozen countries where the exploration of landmarks, economies, and culture was of great interest. My passion for new cultures, people's way of life, and history inspire me to learn about different ways of life. As a result, I teach Beginner Math Counting Fun, a one-time class on beginner math (Ages 3-7) and a Math Trip to Poland, a one-time class on how to plan a trip to a new country using math (Ages 8-10). I also teach a variety of classes and a 12-part series on reading and writing.


Class: Beginner Math Counting Fun
1-6 learners.
Ages 3-7.

The Beginner Math Counting Fun class is a one-time math class for students three to seven years of age.

I will begin the Beginner Math Counting Fun class with a greeting by introducing myself and saying hello to each student. Then, I will introduce the course by reviewing numbers one to ten. I will count on my fingers, and I will use numbered flashcards. The class will have an introduction to plus (+), subtraction/minus (-), and equal (=). As a class, we will practice addition by adding numbers such as one frog plus one frog equals two frogs (1+1=2). We will also practice our subtraction by using subtraction equations such as two frogs minus one frog equals one frog (2-1=1).

Learners may bring items to count for further interaction and relate to other learners on screen by showing them how to count the objects such as candy, toys, etc. (optional)



Class: Math Trip to Poland
One-time class
(Ages 8-10)

In this one-time math class, (Ages 8-10) students will engage in planning a trip to Warsaw, Poland on July 29, 2022, by calculating the expense of the trip.

My goal is to create a meaningful, comfortable, social learning environment where students discuss interesting topics and connect with each other.

The math class will begin with an introduction to the course followed by students introducing themselves. Our class will talk about a checklist that goes into planning a trip from New York City in the United States to Warsaw, Poland. Students will discuss the price of their checklist. Students will reason what they should bring on their trip, figure out how long they can afford to stay, calculate how much it will cost them, and decide if it will exceed their fixed budget of 2,000 dollars.

Math can be fun when connected to something creative and imaginative such as a trip to Europe. Students will have plenty of opportunities to share their input and listen to others. Students will create a checklist for their trip and discuss its calculations during class.

Students will build a checklist for a trip to Warsaw, Poland. Then, students will be ready to calculate their trip to Warsaw, Poland.

The first item on our checklist is finding Poland on a map or globe.
The second item on our checklist is learning to say a greeting in Polish such as good morning: dzien dobry.
The third item on our checklist is the currency exchange rate from U.S. dollars to Polish zloty (1 US Dollar = 4.15 Poland Zloty).
The fourth item on our checklist is calculating our budget of $2000 US dollars into Polish zloty = 8,300 Poland Zloty.
The fifth item is knowing how to adapt to the summer weather during the trip in late July by deciding what to pack: hat, sunscreen, shorts, short sleeve shirt, comfortable sneakers.

The sixth item on our checklist is (1) One Way Airfare ticket from La Guardia Airport in New York City, United States to Warsaw Chopin Airport in Warsaw, Poland (2,273 zl). How much is this in dollars?

The seventh item on our checklist is (1) Taxi Ride from the airport to the hotel is 9 kilometers (8 zl to flag the taxi and 2 zl per kilometer during the day and 4 zl per kilometer during the night). How much will the taxi cost to the hotel?

The eighth item on our checklist is (1) Warsaw Marriot Hotel night (390 zl per night).
The ninth item on our checklist is (1) Breakfast (24 zl).
The tenth item on our checklist is (1) Lunch (27 zl).
The eleventh item on our checklist is (1) Dinner (30 zl).
The twelfth item on our checklist is (1) Admission ticket to the National Museum of Warsaw (1 zl).
The thirteenth item on our checklist is (1) Admission ticket to the National Theater in Warsaw (65-140 zl range depending on seat location).
The fourteenth item on our checklist is (1) Go-Kart Track Racing Ticket to Warsaw-Go-Karts (269 zl).
The fifteenth item on our checklist is (1) Taxi trip from the Warsaw Marriot Hotel to Go-Kart Racing (4 kilometers).
The sixteenth item on our checklist is calculating how much money will it cost to do everything on our checklist?
The seventeenth item on our checklist is calculating how much money do we have left from our starting budget of $2000?
The eighteenth item on our checklist is calculating how many days can we afford to stay in Warsaw, Poland?
The nineteenth item on our checklist is figuring out how much our taxi ride will cost from the hotel back to the airport?
The twentieth item on our checklist is deciding on which day will we need to book our return flight?
The twenty-first item on our checklist is calculating the total cost of the trip.

Goodbye = do widzenia.


The time that I spent on independent creative writing assignments for hire, personal screenplay writing and marketing, and opening a business (SealFirstInc.) while designing its website, business cards, and logo have prepared me to create imaginative reading and writing classes. This experience helped me to develop a 12-part reading class series for my classroom connected to the science of Atlantis, the ancient civilization (Ages 8-13). As a class, we will read about myths and legends from Atlantis in popular media. We will learn about its history from the point of view of philosophers and the geological science surrounding Atlantis. Students will be ready to learn about a compass, mining kit, and rock hammer to begin their archaeological treasure hunt!

During my master's final thesis at the University of Baltimore, I wrote and designed a magazine titled: The Culture of BBQ. I wrote the page copy, found pictures, and designed the table of contents as well as multiple pages of an imagined magazine. This experience helped me to develop a 12-part writing class series on creative writing. Students (Ages 10-15) will have the opportunity to step into the role of a magazine editor and develop a table of contents for a magazine of their choosing. Students will bring a magazine of their choosing to class as a template for creating a table of contents. Students will be ready to bring a thesaurus, spell checker and use their creativity to be the next titan of publishing!  

My travels have taken me to over a dozen countries where the exploration of landmarks, flowers, economies and culture was of great interest. My passion for new cultures, people's way of life, and history inspire me to learn, read, write and teach reading and writing. 
This experience helped me to develop a 12-part reading class series. My classroom offers a 12-part reading series titled: National Flowers Around the World. Students (Ages 8-13) will become familiar with articles, poetry, film, theatre, and music related to flowers. After reading articles, students will learn and discuss how flowers impact culture, how to cultivate flowers while enhancing critical thinking of flowers on particular economies. Students will be ready to imagine their gardening tools, watering jug and dive deep into the soil as a botanist!

I enjoy learning about different cultures, traveling to various countries, and meeting new people. I taught reading, writing, math, English as a second language with Jordan School District in West Jordan, Utah to K-6th grade. I am also an online teacher with three years of experience teaching reading, writing, math and English as a second language (Ages 2-40). I led a summer camp where students (Ages 8-10) played games and participated in physical fitness. I volunteered with the N.B.A. National Basketball Association in 2009 and led activities (Ages 8-50).

My educational background consists of a bachelor's in communication from the University of Utah, a master's degree in publications design (advertising, graphic design, business) from the University of Baltimore, and a TESOL certificate. In my classroom, a sense of adventure and imagination abounds where I'm looking forward to seeing students share in a new learning journey. Thank you and see you soon!

Reviews


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