Daily Timelines (Tally Marks of Time)
…strips of paper with a horizontal line.
…pages of current daily calendars of assorted sizes
…wide strips of heavy paper marked with spaces for pasting and writing.
Discuss passage of time and different ways of telling how time has passed. Show how making a mark on this line is one way we can tell the passage of time for one day and is perhaps how the ancient peoples kept track of their days. Make a mark each morning.
Several days later: Children count to see how many lines have been placed to represent number of days which have passed.
Now a new line is set up to show units of days. A unit length is decided upon to show one day. Now, because we know how big to make a day, we will keep this unit of time consistent. The size of units can be changed for a new week or at a given point. The children must understand that one unit stands for one period of time.
The discussion goes on to the names of the days: today, yesterday and tomorrow. The date may also be discussed. The pages of a calendar are examined and compared with other calendar pages. One page signifies one day despite its size or shape. Today’s page is pasted on the time line and an anecdote is written below. Several calendars may be started and used to record daily atmospheric temperature, school events or schedules. Each morning, one more page is pasted on.
Several days later, compare calendars and remind them once again that the day is the same, but the unit for the different calendars is different.
Age: 6 years old.
…To understand the concept of a unit of time:
……One unit for a specific period of time.
……To understand that within a time line, this unit must be consistent.
…To learn the days of the week.
…To prepare for the time lines of history where very small units equal centuries.
…This is hierarchical representation which parallels math materials.