Class 1 Time- When teaching “time” to Class 1 students, the focus is generally on building a foundational understanding of:

  • Daily Routines:
    • Connecting time with daily activities (morning, afternoon, evening, night).
    • Understanding the sequence of events.
  • Basic Time Concepts:
    • Distinguishing between “longer” and “shorter” durations.
    • Introduction to the clock, focusing on the hour hand and “o’clock” times.
  • Understanding the clock:
    • Identifying the hour hand.
    • Recognizing “o’clock” times.
    • Familiarization with the face of an analog clock.

Here’s a breakdown of what that typically involves:

  • Relating Time to Activities:
    • Students learn to associate specific times of day with common activities, such as waking up in the morning, eating lunch in the afternoon, and sleeping at night.
  • Learning About the Clock:
    • They are introduced to the basic parts of an analog clock, including the hour hand.
    • The initial focus is on recognizing and telling time to the hour (e.g., 1 o’clock, 2 o’clock, etc.).
  • Understanding Duration:
    • Simple comparisons of time duration, such as “brushing your teeth takes a short time” and “watching a movie takes a long time.”

Key teaching points often include:

  • Using visual aids like analog clocks.
  • Incorporating daily routines into lessons.
  • Using interactive activities and games.

Essentially, Class 1 time education is about building a practical, real-world understanding of time, rather than diving into complex clock reading.

What is Required Class 1 Time

Courtesy- Elearning Studio

In Class 1, the “required” understanding of time is focused on building a basic, practical foundation. This means emphasizing concepts that are relevant to a child’s daily life. Here’s a breakdown of the key requirements:

Core Concepts:

  • Understanding Daily Routines:
    • Students should be able to connect time with their everyday activities. This includes recognizing the difference between morning, afternoon, evening, and night, and associating those times with common actions (e.g., eating breakfast in the morning, playing in the afternoon).
    • They should also grasp the idea of sequencing events, understanding that certain activities happen before or after others.
  • Basic Time Vocabulary:
    • Familiarity with terms like “day,” “night,” “morning,” “afternoon,” “evening,” “o’clock,” “hour,” “longer,” and “shorter.”
  • Introduction to the Analog Clock:
    • Recognizing the face of an analog clock and identifying the hour hand.
    • Being able to tell time to the hour (e.g., 1 o’clock, 2 o’clock, 3 o’clock, etc.).
  • Understanding Duration:
    • Developing a sense of how long different activities take. This involves simple comparisons, like understanding that eating a snack takes less time than watching a cartoon.

Key Learning Objectives:

  • To relate time to daily events.
  • To recognize and tell time to the hour on an analog clock.
  • To understand the concept of time duration.

Essentially, the goal is to introduce children to the concept of time in a way that is meaningful and relevant to their experiences. It’s about building a foundation for more advanced time-telling skills in later grades.

Who is Required Class 1 Time

When we talk about “who” is required for Class 1 time, we’re really talking about who is involved in the teaching and learning process. This includes:

  • Students:
    • The primary focus is on the Class 1 students themselves. They are the ones who need to learn and grasp the foundational concepts of time.
  • Teachers:
    • Teachers play a crucial role in delivering the curriculum, explaining time concepts in a clear and engaging manner, and providing students with opportunities to practice.
  • Parents/Guardians:
    • Parents and guardians are also important. They can reinforce learning at home by:
      • Discussing daily routines.
      • Using analog clocks in the home.
      • Helping children connect time to everyday activities.
  • The Educational System:
    • The educational system, including curriculum developers and school administrators, sets the guidelines and standards for what students should learn about time in Class 1.

Essentially, it’s a collaborative effort involving:

  • The children learning.
  • The educators teaching.
  • The families supporting.
  • and the educational system providing the frame work.

Therefore, “who” is required encompasses all of these parties working together to ensure that Class 1 students develop a solid understanding of basic time concepts.

When is Required Class 1 Time

When discussing “when” Class 1 time education is required, it’s important to consider both the age of the children and the timing within the school curriculum. Here’s a breakdown:

Age and Developmental Readiness:

  • Minimum Age:
    • There’s a growing emphasis on ensuring children are developmentally ready for formal schooling. In many regions, including those aligning with the National Education Policy (NEP) 2020 in India, the trend is towards a minimum age of 6 years for admission to Class 1. This is based on the understanding that children at this age are generally better equipped to handle the demands of formal education.
  • Developmental Stages:
    • The timing of time-related concepts in Class 1 aligns with children’s developing understanding of sequencing, routines, and basic measurement.

Within the School Curriculum:

  • Early Primary Years:
    • The introduction of basic time concepts typically occurs within the early primary years, with Class 1 being a crucial foundational stage.
  • Integration with Daily Routines:
    • Time concepts are often integrated into daily classroom routines, such as:
      • Morning routines.
      • Scheduled activities.
      • Time for breaks and lunch.
  • Progressive Learning:
    • The learning of time is a progressive process. In Class 1, the focus is on basic concepts, which are then built upon in subsequent grades.

Key Considerations:

  • National Education Policy (NEP) 2020:
    • Policies like the NEP 2020 influence the timing of early education, emphasizing developmental readiness and a structured approach to foundational learning.
  • Regional Variations:
    • It’s important to note that specific requirements may vary slightly depending on regional education policies and school curricula.

In essence, “when” Class 1 time education is required is closely tied to the child’s developmental stage and the structured progression of the early primary curriculum.

Where is Required Class 1 Time

When we talk about “where” Class 1 time education is required, we’re essentially referring to the environments in which this learning takes place. Here’s a breakdown:

  • Primary Schools:
    • The most fundamental “where” is within the primary school classroom. This is where formal instruction takes place, guided by teachers and following the curriculum.
  • Homes:
    • Learning doesn’t stop at the school gates. Homes play a crucial role in reinforcing time concepts. Parents and guardians can:
      • Use analog clocks in the home.
      • Discuss daily routines and schedules.
      • Incorporate time-related activities into everyday life.
  • Everyday Environments:
    • Learning about time also occurs in everyday situations. Children learn by observing and experiencing time in various contexts, such as:
      • During playtime.
      • While watching television.
      • When participating in family activities.
  • Early Childhood Education Centers:
    • Preperation for class 1 often happens in preschools, and kindergartens. These locations begin the process of familiarizing children with routines, and basic time concepts.

In essence, “where” encompasses a range of environments, with the school classroom being the primary location, but with significant reinforcement happening in the home and in daily life.

How is Required Class 1 Time

Teaching time to Class 1 students requires a hands-on, engaging, and age-appropriate approach. Here’s a breakdown of how it’s typically done:

Key Teaching Strategies:

  • Relating Time to Daily Activities:
    • Teachers start by connecting time to familiar routines. For example, they might ask questions like: “What do you do in the morning?” or “When do we eat lunch?”
    • This helps children understand that time is linked to their everyday experiences.
  • Using Visual Aids:
    • Analog clocks are essential tools. Teachers often use large, demonstration clocks with movable hands.
    • Visual aids like picture cards depicting daily activities can also be helpful.
  • Focusing on “O’clock” Times:
    • Initially, the focus is on teaching children to recognize and tell time to the hour.
    • Teachers emphasize the position of the hour hand and the fact that the minute hand points to 12.
  • Hands-on Activities:
    • Activities like creating their own paper plate clocks allow children to actively participate in the learning process.
    • Games and songs related to time can also make learning more enjoyable.
  • Reinforcing Concepts:
    • Repetition is key. Teachers regularly review time concepts throughout the day.
    • Parents can also reinforce learning at home by discussing daily routines and using analog clocks.
  • Sequencing:
    • Teaching the order of events. Like what occurs first, second, and so on. This reinforces the passing of time.
  • Vocabulary:
    • Introducing and repeating words like morning, afternoon, evening, night, hour, and o’clock.

In summary:

  • The “how” of teaching Class 1 time involves a combination of visual aids, hands-on activities, and real-world connections.
  • The goal is to make learning about time fun and relevant for young children.

Case Study on Class 1 Time

Courtesy- Learning Notebook

Introducing Time to Class 1 at Sunshine Primary

Background:

  • Setting: Sunshine Primary School, a diverse urban school in a mixed socio-economic neighborhood.  
  • Students: Class 1, comprising 25 students aged 6-7, with varying levels of prior exposure to time concepts.
  • Challenge: Many students struggled to grasp the abstract nature of time and its connection to daily routines.

Initial Observations:

  • Some students could identify morning and night, but had difficulty distinguishing between afternoon and evening.
  • Very few students had any understanding of analog clocks.
  • Many students had difficulty in sequencing daily activities.

Intervention:

The teacher, Ms. Patel, implemented a multi-faceted approach:

  1. Daily Routine Chart:
    • A large, visual chart was created, depicting the school’s daily routine with pictures (e.g., arrival, circle time, playtime, lunch, etc.).
    • Students were encouraged to discuss and sequence the activities, reinforcing the concept of time passing.
  2. “O’clock” Clock Creation:
    • Students created their own paper plate clocks, focusing on the hour hand and 12 o’clock.
    • Ms. Patel would call out “o’clock” times, and students would move their hour hands accordingly.
  3. Real-Life Connections:
    • Ms. Patel integrated time-related discussions into daily activities.
    • For example, before lunch, she would ask, “What time is it now? It’s 12 o’clock, time for lunch!”
    • She also asked students to discuss what they do at various times of the day, at home.
  4. Story Time and Songs:
    • Stories and songs featuring time-related themes were used to make learning more engaging.
    • These resources helped to reinforce vocabulary and concepts in a fun and memorable way.
  5. Parental Involvement:
    • Ms. Patel sent home a simple guide for parents, suggesting activities like:
      • Using analog clocks at home.
      • Discussing daily routines.
      • Asking their children to tell the time to the hour.

Outcomes:

  • After several weeks, students showed significant improvement in their understanding of daily routines and “o’clock” times.
  • They became more comfortable using time-related vocabulary.
  • The hands-on activities and real-life connections made learning more meaningful.
  • Parents reported that their children had begun to show more intrest in the clocks within the family homes.

Lessons Learned:

  • Visual aids and hands-on activities are crucial for teaching abstract concepts to young children.
  • Connecting learning to real-life experiences makes it more relevant and engaging.
  • Parental involvement can significantly reinforce learning.
  • Consistant and repetative lessons help solidify the learned concepts.

Conclusion:

This case study demonstrates the effectiveness of a multi-sensory and practical approach to teaching time to Class 1 students. By focusing on daily routines, using visual aids, and incorporating hands-on activities, Ms. Patel helped her students build a solid foundation in basic time concepts.

White Paper on Class 1 Time

Foundational Time Concepts in Class 1 Education

Abstract:

This white paper explores the critical role of introducing foundational time concepts in Class 1 education. It outlines the developmental readiness of children at this age, the essential learning objectives, effective pedagogical strategies, and the importance of collaborative learning between schools and families. The paper emphasizes the need for a practical, engaging, and age-appropriate approach to foster a robust understanding of time, laying the groundwork for future mathematical and life skills.

1. Introduction:

Time is a fundamental aspect of daily life, and understanding it is crucial for children’s development. Class 1 marks a vital stage where children begin to grasp the abstract concept of time and its connection to their routines. This paper aims to provide educators, policymakers, and parents with insights into effective strategies for teaching time concepts to young learners.

2. Developmental Readiness:

Children entering Class 1, typically aged 6-7, are in a phase of significant cognitive development. They are beginning to:

  • Understand the sequence of events.
  • Recognize patterns and routines.
  • Develop basic measurement skills.
  • Connect abstract concepts to concrete experiences.

Therefore, introducing time concepts at this stage aligns with their developmental readiness, providing a foundation for future learning.

3. Essential Learning Objectives:

The curriculum for Class 1 time education should focus on:

  • Daily Routines:
    • Recognizing and sequencing daily activities (morning, afternoon, evening, night).
    • Connecting time to real-life experiences (e.g., breakfast, playtime, bedtime).
  • Basic Time Vocabulary:
    • Understanding terms like “day,” “night,” “morning,” “afternoon,” “evening,” “o’clock,” “hour,” “longer,” and “shorter.”
  • Analog Clock Introduction:
    • Identifying the hour hand and the face of an analog clock.
    • Telling time to the hour (e.g., 1 o’clock, 2 o’clock).
  • Duration:
    • Comparing the duration of simple activities (e.g., “brushing teeth takes less time than watching a movie”).

4. Effective Pedagogical Strategies:

  • Hands-on Activities:
    • Using manipulatives like paper plate clocks with movable hands.
    • Creating visual timelines of daily routines.
  • Visual Aids:
    • Employing large demonstration clocks, picture cards, and charts.
    • Utilizing visual schedules to reinforce routines.
  • Real-Life Connections:
    • Integrating time-related discussions into daily activities.
    • Connecting time to familiar events and experiences.
  • Storytelling and Songs:
    • Using engaging stories and songs to introduce and reinforce time concepts.
    • Creating interactive narratives that involve sequencing events.
  • Games:
    • Time related card games, and other interactive activities.
  • Consistent Vocabulary:
    • Consistently using the correct vocabulary for time.

5. Collaborative Learning:

  • School-Family Partnerships:
    • Providing parents with resources and strategies to reinforce time concepts at home.
    • Encouraging the use of analog clocks in the home environment.
    • Promoting discussions about daily routines and schedules.
  • Teacher Training:
    • Providing teachers with professional development opportunities to enhance their understanding of early childhood development and effective teaching strategies.
    • Sharing best practices between educators.

6. Assessment:

Assessment should be formative and focused on observing children’s understanding of time concepts through:

  • Participation in classroom activities.
  • Discussions and explanations.
  • Completion of hands-on tasks.
  • Observation of the child’s ability to follow daily routines.

7. Conclusion:

Introducing foundational time concepts in Class 1 is essential for children’s cognitive development and future success. By employing effective pedagogical strategies, fostering collaborative learning, and focusing on real-life connections, educators and parents can help children develop a strong understanding of time. This foundation will empower them to navigate their daily lives and build essential skills for future learning.

Industrial Application of Class 1 Time

Courtesy- Math & Learning Videos 4 Kids

It’s important to differentiate between “Class 1 Time” as in the educational concept of teaching young children about time, and “Class 1” as it might appear in other industrial or technical contexts.

Here’s a breakdown to address both aspects:

1. “Class 1 Time” (Educational Context): Foundational Time Skills and Future Industrial Relevance

  • While Class 1 focuses on basic time concepts, these skills are fundamental for future industrial applications. Here’s how:
    • Scheduling and Planning:
      • Understanding time allows individuals to adhere to schedules, which is crucial in any industrial setting.
      • Manufacturing, logistics, and project management all rely on precise timekeeping.
    • Process Control:
      • Many industrial processes require precise timing. For example, chemical reactions, manufacturing cycles, and automated systems depend on accurate time measurements.
    • Data Analysis:
      • Time-series data is essential in many industries. Understanding how to analyze and interpret data over time is a valuable skill.
    • Efficiency and Productivity:
      • Time management skills contribute to increased efficiency and productivity in any workplace.

2. “Class 1” (Industrial/Technical Context):

  • The term “Class 1” can also refer to classifications within specific industries, such as:
    • Hazardous Locations:
      • In electrical engineering and safety, “Class 1” often refers to hazardous locations where flammable gases or vapors are present. Time can be a critical factor in safety protocols within these environments.
    • Cleanrooms:
      • In manufacturing environments like semiconductor production, “Class 1” can refer to a level of cleanroom classification. Time is a factor in maintaining the required cleanliness levels.
    • Industrial Processes:
      • In some industrial processes, class one may relate to initial stage processing, where time is a very important factor for the process to continue correctly.
    • Industrial Revolution:
      • When talking about the industrial revolution, time became a very important factor with the introduction of factory systems. Time was then used to measure productivity, and to schedule work.

In summary:

The term “Class 1” can also have specific meanings within different industrial contexts, where time plays a critical role in safety, process control, and efficiency.

The foundational time skills learned in Class 1 education are essential for future success in various industrial applications.

References

  1. ^ “Time”. Oxford Dictionaries. Oxford University Press. Archived from the original on 4 July 2012. Retrieved 18 May 2017. The indefinite continued progress of existence and events in the past, present, and future regarded as a whole
  2. ^ Jump up to:ab *“Webster’s New World College Dictionary”. 2010. Archived from the original on 5 August 2011. Retrieved 9 April 2011. 1.indefinite, unlimited duration in which things are considered as happening in the past, present, or future; every moment there has ever been or ever will be… a system of measuring duration 2.the period between two events or during which something exists, happens, or acts; measured or measurable interval
    • “The American Heritage Stedman’s Medical Dictionary”. 2002. Archived from the original on 5 March 2012. Retrieved 9 April 2011. A duration or relation of events expressed in terms of past, present, and future, and measured in units such as minutes, hours, days, months, or years.
    • “Collins Language.com”. HarperCollins. 2011. Archived from the original on 2 October 2011. Retrieved 18 December 2011. 1. The continuous passage of existence in which events pass from a state of potentiality in the future, through the present, to a state of finality in the past. 2. physics a quantity measuring duration, usually with reference to a periodic process such as the rotation of the earth or the frequency of electromagnetic radiation emitted from certain atoms. In classical mechanics, time is absolute in the sense that the time of an event is independent of the observer. According to the theory of relativity it depends on the observer’s frame of reference. Time is considered as a fourth coordinate required, along with three spatial coordinates, to specify an event.
    • “The American Heritage Science Dictionary @dictionary.com”. 2002. Archived from the original on 5 March 2012. Retrieved 9 April 2011. 1. A continuous, measurable quantity in which events occur in a sequence proceeding from the past through the present to the future. 2a. An interval separating two points of this quantity; a duration. 2b. A system or reference frame in which such intervals are measured or such quantities are calculated.
    • “Eric Weisstein’s World of Science”. 2007. Archived from the original on 29 November 2017. Retrieved 9 April 2011. A quantity used to specify the order in which events occurred and measure the amount by which one event preceded or followed another. In special relativity, ct (where c is the speed of light and t is time), plays the role of a fourth dimension.
  3. ^ “Time”. The American Heritage Dictionary of the English Language (Fourth ed.). 2011. Archived from the original on 19 July 2012. A nonspatial continuum in which events occur in apparently irreversible succession from the past through the present to the future.
  4. ^ Merriam-Webster Dictionary Archived 8 May 2012 at the Wayback Machine the measured or measurable period during which an action, process, or condition exists or continues: duration; a nonspatial continuum which is measured in terms of events that succeed one another from past through present to future
  5. ^ Compact Oxford English Dictionary A limited stretch or space of continued existence, as the interval between two successive events or acts, or the period through which an action, condition, or state continues. (1971).
  6. ^ Jump up to:abc *“Internet Encyclopedia of Philosophy”. 2010. Archived from the original on 11 April 2011. Retrieved 9 April 2011. Time is what clocks measure. We use time to place events in sequence one after the other, and we use time to compare how long events last… Among philosophers of physics, the most popular short answer to the question “What is physical time?” is that it is not a substance or object but rather a special system of relations among instantaneous events. This working definition is offered by Adolf Grünbaum who applies the contemporary mathematical theory of continuity to physical processes, and he says time is a linear continuum of instants and is a distinguished one-dimensional sub-space of four-dimensional spacetime.
    • “Dictionary.com Unabridged, based on Random House Dictionary”. 2010. Archived from the original on 5 March 2012. Retrieved 9 April 2011. 1. the system of those sequential relations that any event has to any other, as past, present, or future; indefinite and continuous duration regarded as that in which events succeed one another…. 3. (sometimes initial capital letter) a system or method of measuring or reckoning the passage of time: mean time; apparent time; Greenwich Time. 4. a limited period or interval, as between two successive events: a long time…. 14. a particular or definite point in time, as indicated by a clock: What time is it? … 18. an indefinite, frequently prolonged period or duration in the future: Time will tell if what we have done here today was right.
    • Ivey, Donald G.; Hume, J.N.P. (1974). Physics. Vol. 1. Ronald Press. p. 65. Archived from the original on 14 April 2021. Retrieved 7 May 2020. Our operational definition of time is that time is what clocks measure.
  7. ^ Jump up to:a b c Le Poidevin, Robin (Winter 2004). “The Experience and Perception of Time”. In Edward N. Zalta (ed.). The Stanford Encyclopedia of Philosophy. Archived from the original on 22 October 2013. Retrieved 9 April 2011.
  8. ^ “Newton did for time what the Greek geometers did for space, idealized it into an exactly measurable dimension.” About Time: Einstein’s Unfinished Revolution, Paul Davies, p. 31, Simon & Schuster, 1996, ISBN 978-0-684-81822-1
  9. ^ Rendall, Alan D. (2008). Partial Differential Equations in General Relativity (illustrated ed.). Oxford University Press. p. 9. ISBN 978-0-19-921540-9.
  10. ^ Carroll, Sean M. (2009). “From Eternity to Here: The Quest for the Ultimate Theory of Time”. Physics Today. 63 (4). Dutton: 54–55. Bibcode:2010PhT….63d..54C. doi:10.1063/1.3397046. ISBN 978-0-525-95133-9.
  11. ^ “The Feynman Lectures on Physics Vol. I Ch. 5: Time and Distance”. www.feynmanlectures.caltech.edu. Retrieved 15 December 2023.
  12. ^ “Official Baseball Rules – 8.03 and 8.04” (Free PDF download). Major League Baseball. 2011. Archived (PDF) from the original on 1 July 2017. Retrieved 18 May 2017. Rule 8.03 Such preparatory pitches shall not consume more than one minute of time…Rule 8.04 When the bases are unoccupied, the pitcher shall deliver the ball to the batter within 12 seconds…The 12-second timing starts when the pitcher is in possession of the ball and the batter is in the box, alert to the pitcher. The timing stops when the pitcher releases the ball.
  13. ^ “Guinness Book of Baseball World Records”. Guinness World Records, Ltd. Archived from the original on 6 June 2012. Retrieved 7 July 2012. The record for the fastest time for circling the bases is 13.3 seconds, set by Evar Swanson at Columbus, Ohio in 1932…The greatest reliably recorded speed at which a baseball has been pitched is 100.9 mph by Lynn Nolan Ryan (California Angels) at Anaheim Stadium in California on 20 August 1974.
  14. ^ Zeigler, Kenneth (2008). Getting organized at work : 24 lessons to set goals, establish priorities, and manage your time. McGraw-Hill. ISBN 978-0-07-159138-6. Archived from the original on 18 August 2020. Retrieved 30 July 2019. 108 pages.
  15. ^ Duff, Okun, Veneziano, ibid. p. 3. “There is no well established terminology for the fundamental constants of Nature. … The absence of accurately defined terms or the uses (i.e., actually misuses) of ill-defined terms lead to confusion and proliferation of wrong statements.”
  16. ^ Jump up to:a b Burnham, Douglas: Staffordshire University (2006). “Gottfried Wilhelm Leibniz (1646–1716) Metaphysics – 7. Space, Time, and Indiscernibles”. The Internet Encyclopedia of Philosophy. Archived from the original on 14 May 2011. Retrieved 9 April 2011. First of all, Leibniz finds the idea that space and time might be substances or substance-like absurd (see, for example, “Correspondence with Clarke,” Leibniz’s Fourth Paper, §8ff). In short, an empty space would be a substance with no properties; it will be a substance that even God cannot modify or destroy…. That is, space and time are internal or intrinsic features of the complete concepts of things, not extrinsic…. Leibniz’s view has two major implications. First, there is no absolute location in either space or time; location is always the situation of an object or event relative to other objects and events. Second, space and time are not in themselves real (that is, not substances). Space and time are, rather, ideal. Space and time are just metaphysically illegitimate ways of perceiving certain virtual relations between substances. They are phenomena or, strictly speaking, illusions (although they are illusions that are well-founded upon the internal properties of substances)…. It is sometimes convenient to think of space and time as something “out there,” over and above the entities and their relations to each other, but this convenience must not be confused with reality. Space is nothing but the order of co-existent objects; time nothing but the order of successive events. This is usually called a relational theory of space and time.
  17. ^ Considine, Douglas M.; Considine, Glenn D. (1985). Process instruments and controls handbook (3 ed.). McGraw-Hill. pp. 18–61. Bibcode:1985pich.book…..C. ISBN 978-0-07-012436-3. Archived from the original on 31 December 2013. Retrieved 1 November 2016.
  18. ^ Lilley, Sam (1981). Discovering Relativity for Yourself (illustrated ed.). Cambridge University Press Archive. p. 125. ISBN 978-0-521-23038-4. Extract of page 125.
  19. ^ Surya, Sumati (December 2019). “The causal set approach to quantum gravity”. Living Reviews in Relativity. 22 (1): 5. arXiv:1903.11544. Bibcode:2019LRR….22….5S. doi:10.1007/s41114-019-0023-1. Thus, the causal structure poset (M, ≺) of a future and past distinguishing spacetime is equivalent to its conformal geometry.
  20. ^ Macías, Alfredo; Camacho, Abel (May 2008). “On the incompatibility between quantum theory and general relativity”. Physics Letters B. 663 (1–2): 99–102. Bibcode:2008PhLB..663…99M. doi:10.1016/j.physletb.2008.03.052. In our opinion, it is not possible to reconciliate and integrate into a common scheme the absolute and non-dynamical character of Newtonian time of canonical quantization and path integral approaches with the relativistic and dynamical character of time in general relativity.
  21. ^ Shavit, Joseph (18 July 2024). “Revolutionary theory finally unites quantum mechanics and Einstein’s theory of general relativity”. The Brighter Side of News. The prevailing consensus has been that Einstein’s theory of gravity must be modified to fit within the framework of quantum theory […] when it comes to merging these two theories into a single, comprehensive framework, the scientific community has hit a roadblock.
  22. ^ Richards, E. G. (1998). Mapping Time: The Calendar and its History. Oxford University Press. pp. 3–5. ISBN 978-0-19-850413-9.
  23. ^ Rudgley, Richard (1999). The Lost Civilizations of the Stone Age. New York: Simon & Schuster. pp. 86–105.
  24. ^ Van Stone, Mark (2011). “The Maya Long Count Calendar: An Introduction”. Archaeoastronomy. 24: 8–11.
  25. ^ Davies, Diane. “The Maya Calendar Explained”. Maya Archaeologist. Retrieved 26 February 2025.
  26. ^ “French republican calendar | Revolutionary period, decimal system, reform”. Britannica. Retrieved 26 February 2025.
  27. ^ “Education”. Archived from the original on 1 May 2019. Retrieved 1 July 2018.
  28. ^ Lombardi, Michael A. (5 March 2007). “Why is a minute divided into 60 seconds, an hour into 60 minutes, yet there are only 24 hours in a day?”. Scientific American. Retrieved 26 February 2025.
  29. ^ “A Walk Through Time – Early Clocks”. National Institute of Standards and Technology. 12 August 2009.
  30. ^ Barnett, Jo Ellen (1999). Time’s Pendulum: From Sundials to Atomic Clocks, the Fascinating History of Timekeeping and how Our Discoveries Changed the World (reprinted ed.). Harcourt Brace. p. 28. ISBN 978-0-15-600649-1.
  31. ^ Wagner, M. F. (2008). The Enigmatic Reality of Time. Leiden: Koninklijke Brill. ISBN 978-90-474-4360-5.
  32. ^ “The alarm clock of Plato (5th c. B.C.) – The first awakening device in human history”. Museum of the Ancient Greek Technology. 28 November 2023. Retrieved 25 February 2025.
  33. ^ Hwang, Zheng-Hui; Yan, Hong-Sen; Lin, Tsung-Yi (19 February 2021). “Historical development of water-powered mechanical clocks”. Mechanical Sciences. 12 (1): 203–219. Bibcode:2021MecSc..12..203H. doi:10.5194/ms-12-203-2021. ISSN 2191-9151.
  34. ^ “Byrhtferth of Ramsey”. Encyclopædia Britannica. 2008. Archived from the original on 14 June 2020. Retrieved 15 September 2008.
  35. ^ “atom”, Oxford English Dictionary, Draft Revision September 2008 (contains relevant citations from Byrhtferth’s Enchiridion)
  36. ^ Barnett, ibid, p. 37.
  37. ^ North, J. (2004) God’s Clockmaker: Richard of Wallingford and the Invention of Time. Oxbow Books. ISBN 1-85285-451-0
  38. ^ Watson, E., (1979) “The St Albans Clock of Richard of Wallingford”. Antiquarian Horology, pp. 372–384.
  39. ^ Bergreen, Laurence. Over the Edge of the World: Magellan’s Terrifying Circumnavigation of the Globe (HarperCollins Publishers, 2003), ISBN 0-06-621173-5[page needed]
  40. ^ “History of Clocks.” About.com Inventors. About.com, n.d. Web. 21 February 2016.
  41. ^ Tikkanen, Amy (15 January 2009). “22 Questions About Time and Timekeeping Answered”. Britannica. Retrieved 25 February 2025.
  42. ^ “NIST Unveils Chip-Scale Atomic Clock”. NIST. 27 August 2004. Archived from the original on 22 May 2011. Retrieved 9 June 2011.
  43. ^ “New atomic clock can keep time for 200 million years: Super-precise instruments vital to deep space navigation”. Vancouver Sun. 16 February 2008. Archived from the original on 11 February 2012. Retrieved 9 April 2011.
  44. ^ “NIST-F1 Cesium Fountain Clock”. Archived from the original on 25 March 2020. Retrieved 24 July 2015.
  45. ^ “12 attoseconds is the world record for shortest controllable time”. 12 May 2010. Archived from the original on 5 August 2011. Retrieved 19 April 2012.
  46. ^ Andrewes, William J. H. (1 February 2006). “A Chronicle Of Timekeeping”. Scientific American. Retrieved 26 February 2025.
  47. ^ Newman, John (1991). Geshe Lhundub Sopa (ed.). The Wheel of Time: Kalachakra in Context. Shambhala. pp. 51–54, 62–77. ISBN 978-1-55939-779-7.
  48. ^ “Chichén Itzá: Venus Cycle”. Travel. 27 February 2012. Retrieved 8 May 2024.
  49. ^ Jennifer M. Gidley (2017). The Future: A Very Short Introduction. Oxford University Press. p. 13. ISBN 978-0-19-105424-2. Extract of page 13
  50. ^ Rust, Eric Charles (1981). Religion, Revelation and Reason. Mercer University Press. p. 60. ISBN 978-0-86554-058-3. Archived from the original on 3 April 2017. Retrieved 20 August 2015. Profane time, as Eliade points out, is linear. As man dwelt increasingly in the profane and a sense of history developed, the desire to escape into the sacred began to drop in the background. The myths, tied up with cyclic time, were not so easily operative. […] So secular man became content with his linear time. He could not return to cyclic time and re-enter sacred space though its myths. […] Just here, as Eliade sees it, a new religious structure became available. In the Judaeo-Christian religions – Judaism, Christianity, Islam – history is taken seriously, and linear time is accepted. The cyclic time of the primordial mythical consciousness has been transformed into the time of profane man, but the mythical consciousness remains. It has been historicized. The Christian mythos and its accompanying ritual are bound up, for example, with history and center in authentic history, especially the Christ-event. Sacred space, the Transcendent Presence, is thus opened up to secular man because it meets him where he is, in the linear flow of secular time. The Christian myth gives such time a beginning in creation, a center in the Christ-event, and an end in the final consummation.
  51. ^ Betz, Hans Dieter, ed. (2008). Religion Past & Present: Encyclopedia of Theology and Religion. Vol. 4 (4 ed.). Brill. p. 101. ISBN 978-90-04-14688-4. Archived from the original on 24 September 2015. Retrieved 20 August 2015. […] God produces a creation with a directional time structure […].
  52. ^ Lundin, Roger; Thiselton, Anthony C.; Walhout, Clarence (1999). The Promise of Hermeneutics. Wm. B. Eerdmans Publishing. p. 121. ISBN 978-0-8028-4635-8. Archived from the original on 19 September 2015. Retrieved 20 August 2015. We need to note the close ties between teleology, eschatology, and utopia. In Christian theology, the understanding of the teleology of particular actions is ultimately related to the teleology of history in general, which is the concern of eschatology.
  53. ^ “(Dictionary Entry)”. Henry George Liddell, Robert Scott, A Greek-English Lexicon. Archived from the original on 7 May 2022. Retrieved 13 July 2015.
  54. ^ New Myths and Meanings in Jewish New Moon Rituals David M. Rosen, Victoria P. Rosen Ethnology, Vol. 39, No. 3 (Summer, 2000), pp. 263–277 (referencing Yerushalmi 1989)
  55. ^ Hus, Boʿaz; Pasi, Marco; Stuckrad, Kocku von (2011). Kabbalah and Modernity: Interpretations, Transformations, Adaptations. BRILL. ISBN 978-90-04-18284-4. Archived from the original on 13 May 2016. Retrieved 27 February 2016.
  56. ^ Wolfson, Elliot R. (2006). Alef, Mem, Tau: Kabbalistic Musings on Time, Truth, and Death. University of California Press. p. 111. ISBN 978-0-520-93231-9. Archived from the original on 19 August 2020. Retrieved 7 May 2020. Extract of page 111 Archived 11 May 2022 at the Wayback Machine
  57. ^ Puligandla, R. (1974). “Time and History in the Indian Tradition”. Philosophy East and West. 24 (2): 165–170. doi:10.2307/1398019. ISSN 0031-8221. JSTOR 1398019.
  58. ^ Rynasiewicz, Robert: Johns Hopkins University (12 August 2004). “Newton’s Views on Space, Time, and Motion”. Stanford Encyclopedia of Philosophy. Stanford University. Archived from the original on 16 July 2012. Retrieved 5 February 2012. Newton did not regard space and time as genuine substances (as are, paradigmatically, bodies and minds), but rather as real entities with their own manner of existence as necessitated by God’s existence … To paraphrase: Absolute, true, and mathematical time, from its own nature, passes equably without relation to anything external, and thus without reference to any change or way of measuring of time (e.g., the hour, day, month, or year).
  59. ^ Markosian, Ned. “Time”. In Edward N. Zalta (ed.). The Stanford Encyclopedia of Philosophy (Winter 2002 Edition). Archived from the original on 14 September 2006. Retrieved 23 September 2011. The opposing view, normally referred to either as “Platonism with Respect to Time” or as “Absolutism with Respect to Time”, has been defended by Plato, Newton, and others. On this view, time is like an empty container into which events may be placed; but it is a container that exists independently of whether or not anything is placed in it.
  60. ^ Mattey, G. J. (22 January 1997). “Critique of Pure Reason, Lecture notes: Philosophy 175 UC Davis”. Archived from the original on 14 March 2005. Retrieved 9 April 2011. What is correct in the Leibnizian view was its anti-metaphysical stance. Space and time do not exist in and of themselves, but in some sense are the product of the way we represent things. The[y] are ideal, though not in the sense in which Leibniz thought they are ideal (figments of the imagination). The ideality of space is its mind-dependence: it is only a condition of sensibility…. Kant concluded … “absolute space is not an object of outer sensation; it is rather a fundamental concept which first of all makes possible all such outer sensation.”…Much of the argumentation pertaining to space is applicable, mutatis mutandis, to time, so I will not rehearse the arguments. As space is the form of outer intuition, so time is the form of inner intuition…. Kant claimed that time is real, it is “the real form of inner intuition.”
  61. ^ McCormick, Matt (2006). “Immanuel Kant (1724–1804) Metaphysics: 4. Kant’s Transcendental Idealism”. The Internet Encyclopedia of Philosophy. Archived from the original on 26 April 2011. Retrieved 9 April 2011. Time, Kant argues, is also necessary as a form or condition of our intuitions of objects. The idea of time itself cannot be gathered from experience because succession and simultaneity of objects, the phenomena that would indicate the passage of time, would be impossible to represent if we did not already possess the capacity to represent objects in time…. Another way to put the point is to say that the fact that the mind of the knower makes the a priori contribution does not mean that space and time or the categories are mere figments of the imagination. Kant is an empirical realist about the world we experience; we can know objects as they appear to us. He gives a robust defense of science and the study of the natural world from his argument about the mind’s role in making nature. All discursive, rational beings must conceive of the physical world as spatially and temporally unified, he argues.
  62. ^ Carrol, Sean (2010). “Chapter One, Section Two, Plume”. From Eternity to Here: The Quest for the Ultimate Theory of Time. Penguin. ISBN 978-0-452-29654-1. As human beings we ‘feel’ the passage of time.
  63. ^ Lehar, Steve. (2000). The Function of Conscious Experience: An Analogical Paradigm of Perception and Behavior Archived 21 October 2015 at the Wayback Machine, Consciousness and Cognition.
  64. ^ Jump up to:a b c “Philosophy of Time – Exactly What Is Time?”. Archived from the original on 28 March 2019. Retrieved 28 March 2019.
  65. ^ Jump up to:a b c d e f “Ancient Philosophy – Exactly What Is Time?”. Archived from the original on 28 March 2019. Retrieved 28 March 2019.
  66. ^ Jump up to:a b c Bunnag, Anawat (August 2017). “The concept of time in philosophy: A comparative study between Theravada Buddhist and Henri Bergson’s concept of time from Thai philosophers’ perspectives”. Kasetsart Journal of Social Sciences. doi:10.1016/j.kjss.2017.07.007. Archived from the original on 2 April 2019. Retrieved 11 April 2019.
  67. ^ Layton, Robert (1994). Who Needs the Past?: Indigenous Values and Archaeology. Psychology Press. p. 7. ISBN 978-0-415-09558-7.
  68. ^ Dagobert Runes, Dictionary of Philosophy, p. 318.
  69. ^ Hardie, R. P.; Gaye, R. K. “Physics by Aristotle”. Massachusetts Institute of Technology. Archived from the original on 26 June 2014. Retrieved 4 May 2014. “Time then is a kind of number. (Number, we must note, is used in two senses – both of what is counted or the countable and also of that with which we count. Time obviously is what is counted, not that with which we count: there are different kinds of thing.) […] It is clear, then, that time is ‘number of movement in respect of the before and after’, and is continuous since it is an attribute of what is continuous.“
  70. ^ Augustine of Hippo. Confessions. Archived from the original on 19 January 2012. Retrieved 9 April 2011. Book 11, Chapter 14.
  71. ^ Jump up to:a b c d e “Early Modern Philosophy – Exactly What Is Time?”. Archived from the original on 28 March 2019. Retrieved 28 March 2019.
  72. ^ Gottfried Martin, Kant’s Metaphysics and Theory of Science.
  73. ^ Jankowiak, Tim. “Immanuel Kant”. Archived from the original on 23 May 2021. Retrieved 2 April 2019.
  74. ^ Kant, Immanuel (1787). The Critique of Pure Reason, 2nd edition. Archived from the original on 13 April 2011. Retrieved 9 April 2011. translated by J.M.D. Meiklejohn, eBooks@Adelaide, 2004
  75. ^ Bergson, Henri (1907) Creative Evolution. trans. by Arthur Mitchell. Mineola: Dover, 1998.
  76. ^ Balslev, Anindita N.; Jitendranath Mohanty (November 1992). Religion and Time. Studies in the History of Religions, 54. The Netherlands: Brill Academic Publishers. pp. 53–59. ISBN 978-90-04-09583-0. Archived from the original on 20 August 2020. Retrieved 30 July 2019.
  77. ^ Heidegger, Martin (1962). “V”. Being and Time. Blackwell. p. 425. ISBN 978-0-631-19770-6. Archived from the original on 19 August 2020. Retrieved 30 July 2019.
  78. ^ Jump up to:a b c d “Modern Philosophy – Exactly What Is Time?”. Archived from the original on 28 March 2019. Retrieved 28 March 2019.
  79. ^ Foundalis, Harry. “You are about to disappear”. Archived from the original on 12 May 2011. Retrieved 9 April 2011.
  80. ^ Huston, Tom. “Buddhism and the illusion of time”. Archived from the original on 8 July 2011. Retrieved 9 April 2011.
  81. ^ Garfield, Jay L. (1995). The fundamental wisdom of the middle way: Nāgārjuna’s Mūlamadhyamakakārikā. New York: Oxford University Press. ISBN 978-0-19-509336-0. Archived from the original on 19 August 2020. Retrieved 19 May 2018.
  82. ^ Folger, Tim (30 November 2000). “From Here to Eternity”. Discover Magazine. Retrieved 26 February 2025.
  83. ^ Sakon, Takeshi (2020). “Presentists Should Not Believe in Time Travel”. Philosophy of science. 53 (2) – via Osaka City University.
  84. ^ Herman M. Schwartz, Introduction to Special Relativity, McGraw-Hill Book Company, 1968, hardcover 442 pages, see ISBN 0-88275-478-5 (1977 edition), pp. 10–13
  85. ^ A. Einstein, H. A. Lorentz, H. Weyl, H. Minkowski, The Principle of Relativity, Dover Publications, Inc, 2000, softcover, 216 pages, ISBN 0-486-60081-5, See pp. 37–65 for an English translation of Einstein’s original 1905 paper.
  86. ^ Quantum causality and the arrows of time and thermodynamics. 2020. Prog Part Nucl Phys. 115/13. J.F. Donoghue, G. Menezes. doi: 10.1016/j.ppnp.2020.103812.
  87. ^ The Direction of Time. 2015. Time: A Philosophical Introduction. pp. 191–214. J. Harrington, J. Harrington.
  88. ^ Time irreversibility in active matter, from micro to macro. 2022. Nat Rev Phys. 4/3, pp. 167–183.
  89. ^ J. O’byrne, Y. Kafri, J. Tailleur, F. Van Wijland. doi: 10.1038/s42254-021-00406-2.
  90. ^ The Nature and Origin of Time-Asymmetric Spacetime Structures. 2014. Springer Handbook of Spacetime. pp. 185–196. H.D. Zeh.
  91. ^ The Arrow of Time. 2016. Cosmological and Psychological Time. 285/155-62. M. Hemmo, O. Shenker. doi: 10.1007/978-3-319-22590-6_9.
  92. ^ Relativity Theory May not Have the Last Word on the Nature of Time: Quantum Theory and Probabilism. 2017. Space, Time and the Limits of Human Understanding. pp. 109214. N. Maxwell. doi: 10.1007/978-3-319-44418-5_9.
  93. ^ Complexity and the Arrow of Time. 2013. Complexity and the Arrow of Time. pp. 1–357. doi: 10.1017/cbo9781139225700.
  94. ^ Peter Coveney and Roger Highfield. The Arrow of Time : A Voyage Through Science to Solve Time’s Greatest Mystery. Hardcover – May 14, 1991. https://www.publishersweekly.com/9780449906309
  95. ^ “Albert Einstein’s Theory of Relativity”. YouTube. 30 November 2011. Archived from the original on 17 October 2013. Retrieved 24 September 2013.
  96. ^ “Time Travel: Einstein’s big idea (Theory of Relativity)”. YouTube. 9 January 2007. Archived from the original on 17 October 2013. Retrieved 24 September 2013.
  97. ^ Knudsen, Jens M.; Hjorth, Poul G. (6 December 2012). Elements of Newtonian Mechanics. Springer Science & Business Media. p. 30. ISBN 978-3-642-97599-8.
  98. ^ Greene, Brian (2005). “Chapter 6: Chance and the Arrow”. The Fabric of the Cosmos. Penguin Books Limited. ISBN 978-0-14-195995-5. Archived from the original on 20 August 2020. Retrieved 16 September 2017.
  99. ^ Andersen, Holly; Grush, Rick (2009). “A brief history of time-consciousness: historical precursors to James and Husserl” (PDF). Journal of the History of Philosophy. 47 (2): 277–307. doi:10.1353/hph.0.0118. S2CID 16379171. Archived from the original (PDF) on 16 February 2008. Retrieved 9 April 2011.
  100. ^ Wada Y, Masuda T, Noguchi K, 2005, “Temporal illusion called ‘kappa effect’ in event perception” Perception 34 ECVP Abstract Supplement.
  101. ^ Adler, Robert. “Look how time flies”. Archived from the original on 14 June 2011. Retrieved 9 April 2011.
  102. ^ Bowers, Kenneth; Brenneman, Heather A. (January 1979). “Hypnosis and the perception of time”. International Journal of Clinical and Experimental Hypnosis. 27 (1): 29–41. doi:10.1080/00207147908407540. PMID 541126.
  103. ^ Wittmann, M.; Leland, D. S.; Churan, J.; Paulus, M. P. (8 October 2007). “Impaired time perception and motor timing in stimulant-dependent subjects”. Drug Alcohol Depend. 90 (2–3): 183–192. doi:10.1016/j.drugalcdep.2007.03.005. PMC 1997301. PMID 17434690.
  104. ^ Cheng, Ruey-Kuang; Macdonald, Christopher J.; Meck, Warren H. (2006). “Differential effects of cocaine and ketamine on time estimation: Implications for neurobiological models of interval timing” (online abstract). Pharmacology Biochemistry and Behavior. 85 (1): 114–122. doi:10.1016/j.pbb.2006.07.019. PMID 16920182. S2CID 42295255. Archived from the original on 10 August 2011. Retrieved 9 April 2011.
  105. ^ Tinklenberg, Jared R.; Roth, Walton T.; Kopell, Bert S. (January 1976). “Marijuana and ethanol: Differential effects on time perception, heart rate, and subjective response”. Psychopharmacology. 49 (3): 275–279. doi:10.1007/BF00426830. PMID 826945. S2CID 25928542.
  106. ^ Arzy, Shahar; Molnar-Szakacs, Istvan; Blanke, Olaf (18 June 2008). “Self in Time: Imagined Self-Location Influences Neural Activity Related to Mental Time Travel”. The Journal of Neuroscience. 28 (25): 6502–6507. doi:10.1523/JNEUROSCI.5712-07.2008. PMC 6670885. PMID 18562621.
  107. ^ Jump up to:a b Carter, Rita (2009). The Human Brain Book. Dorling Kindersley Publishing. pp. 186–187. ISBN 978-0-7566-5441-2. Archived from the original on 13 May 2016. Retrieved 27 February 2016.
  108. ^ Gruber, Ronald P.; Wagner, Lawrence F.; Block, Richard A. (2000). “Subjective Time Versus Proper (Clock) Time”. In Buccheri, R.; Di Gesù, V.; Saniga, Metod (eds.). Studies on the structure of time: from physics to psycho(patho)logy. Springer. p. 54. ISBN 978-0-306-46439-3. Archived from the original on 21 July 2011. Retrieved 9 April 2011. Extract of page 54 Archived 13 May 2016 at the Wayback Machine
  109. ^ Wilson, Jillian (16 December 2022). “Time Flies By Faster As We Get Older. Here’s Why”. HuffPost. Retrieved 26 February 2025.
  110. ^ Kennedy-Moore, Eileen (28 March 2014). “Time Management for Kids”. Psychology Today. Archived from the original on 30 July 2022. Retrieved 26 April 2014.
  111. ^ Giasson, Hannah L.; Liao, Hsiao-Wen; Carstensen, Laura L. (2019). “Counting down while time flies: implications of age-related time acceleration for goal pursuit across adulthood”. Current Opinion in Psychology. 26: 85–89. doi:10.1016/j.copsyc.2018.07.001. ISSN 2352-2518. PMC 6436994. PMID 30048830.
  112. ^ Jump up to:a b c d e f Núñez, Rafael; Cooperrider, Kensy; Doan, D; Wassmann, Jürg (1 July 2012). “Contours of time: Topographic construals of past, present, and future in the Yupno valley of Papua New Guinea”. Cognition. 124 (1): 25–35. doi:10.1016/j.cognition.2012.03.007. PMID 22542697. S2CID 17215084.
  113. ^ Jump up to:a b c d Bottini, Roberto; Crepaldi, Davide; Casasanto, Daniel; Crollen, Virgine; Collignon, Olivier (1 August 2015). “Space and time in the sighted and blind”. Cognition. 141: 67–72. doi:10.1016/j.cognition.2015.04.004. hdl:2078.1/199842. PMID 25935747. S2CID 14646964.
  114. ^ Jump up to:a b Boroditsky, Lera; Gaby, Alice (2010). “Remembrances of Times East”. Psychological Science. 21 (11): 1635–1639. doi:10.1177/0956797610386621. PMID 20959511. S2CID 22097776.
  115. ^ Hochschild, Arlie Russell (1997). The time bind: when work becomes home and home becomes work. New York: Metropolitan Books. ISBN 978-0-8050-4471-3.
  116. ^ Russell Hochschild, Arlie (20 April 1997). “There’s no place like work”. The New York Times Magazine. Archived from the original on 23 March 2017. Retrieved 20 February 2017.
  117. ^ Elias, Norbert (1992). Time: an essay. Oxford, UK Cambridge, US: Blackwell. ISBN 978-0-631-15798-4.
  118. ^ “Sequence – Order of Important Events” (PDF). Austin Independent School District. 2009. Archived from the original (PDF) on 27 September 2011.
  119. ^ “Sequence of Events Worksheets”. Reference.com. Archived from the original on 13 October 2010.
  120. ^ Compiled by David Luckham & Roy Schulte (23 August 2011). “Event Processing Glossary – Version 2.0”. Complex Event Processing. Archived from the original on 15 October 2011.
  121. ^ Nordquist, Richard. “narrative”. About.com. Archived from the original on 4 September 2011.
  122. ^ Piasecki, David J. “Inventory Accuracy Glossary”. AccuracyBook.com (OPS Publishing). Archived from the original on 3 September 2011.
  123. ^ “Utility Communications Architecture (UCA) glossary”. NettedAutomation. Archived from the original on 10 December 2011.
Tags:

Explore More

Class 1 Introduction to Division

Class 1 Introduction to Division- When introducing division to Class 1 students, it’s crucial to keep it simple and relatable. Here’s a breakdown of how to approach it: Key Concepts:

Read More

Class 1 Numbers up to 100

Class 1 Numbers up to 100- When teaching Class 1 students about numbers up to 100, the focus is on building a strong foundation in number recognition, counting, and basic

Read More

Class 1 Numbers up to 20

Class 1 Numbers up to 20- When teaching Class 1 students about numbers up to 20, the focus is on building a strong foundation in number recognition, counting, and basic

Read More