Five pages about a.m. and p.m. Page 1 starts with a reminder (a.m. is midnight to noon, p.m. is noon to midnight) and has twelve everyday things, each with a picture and a time, like waking up at 7:00 or a bath at 7:30: students circle a.m. or p.m. The first one is done as an example. Page 2 is a time line of one day from midnight to midnight, shaded for night, morning, afternoon and evening, with empty boxes at eight times; students write each event's letter in its box and write a.m. or p.m. beside it. Page 3 is Mia's Saturday schedule with the times but no a.m. or p.m.: students add them from what she is doing, then answer four questions about her day. Page 4 has eight clocks, each beside a picture of the sky at sunrise, in the daytime, at sunset or at night, to write as a time with a.m. or p.m. Page 5 asks a.m. or p.m. in short sentences, which time comes first, whether a time is before or after noon, and puts four times in order from earliest to latest.
Draw a long line on the board from midnight to midnight and mark noon in the middle. Ask students what they are doing at 7:00 in the morning and at 7:00 in the evening, and write each one on the right half of the line. Point out that the same clock time comes twice a day, which is why we say a.m. or p.m. A class daily schedule makes a good warm-up for page 3.
Talk about the times in your child's day: when do you wake up, eat lunch, eat dinner, go to bed? Ask whether each one is a.m. or p.m. Look out the window together at different times and talk about whether it is morning, afternoon, evening or night.
This pack supports the following Common Core State Standards for Mathematics:
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When to use a.m. and p.m.: a.m. from midnight to noon, p.m. from noon to midnight. Students circle a.m. or p.m. for everyday times, place events on a time line, finish a Saturday schedule and read clocks with sky pictures.
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