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4°5°6 My Book of Learning about Hours and Half-Hours If your child is starting to leat'n how to tell time, then this book will build on that foundation. Use this book to introduce your child to telling time in hour and half-hour increments while also improving his or het understanding of number's, | My Book of Here Is one example. ‘Let your chil form the shape pcturod here, using fis or hor own fingers. Putte poncl tween the bonding middle finger an Joist part of nurnd anc | foretinger 1 Have your child ip the ‘poncl with thumb and foretinger Check the way that your hil is holding the pene Against he picture to Gocide whether oF not Ris the proper way. can be slieut for a child who does nat yet have ‘enough strong in his or her hand and fingers to hold ‘he pono propery. Please teach ths ski gradually ‘0 that your chi wil remain intrested and wating t0 hola a pct natural. EASY TELLING TIME ‘This book will develop your child's understanding of hours and halt- hours as well as strengthen his or her sense of numbers. ‘"citdren accustomed to basic daily routines may already recognize how our lives are based on time. For example, children understand “getting up at 7 o'clock in the morning,” or “going to bed at 8:30 in the evening" The exercises in this book are designed to use this familiarity to develop an accurate understanding of time. "Your child wil begin by concentrating on the numbers from 1 to 12, which are essential for learning to tell ime. Aer studying the numbers by hime or herself, your child wil progress to earring whole hours from 1 O'clock up to 12 otclock. Once your eid understands whole hours, he or she will move on to hal-hours. ‘4 ?the exercises begin by asking your child to tell time first by looking at fa clock and tracing the time, and then by looking at a clock and writing the time by him- or herselt. Later, your child will practice these skils by ‘matching the correct clock with the corresponding digital display, as well 2 filing in the time for different daily activities. These activities will help your child tell time with cortainty while furthering his or her grasp of numbers. “Fry to make a habit of asking your child the time. This will foster your chil’ interest in teling time and increase motivation for learning this important sil. LAO Ree Le hs “otter praise at the end of each page, and write encouraging words or place stickers on completed pages as a special prize. “lease rotor to the “To parents” notes in this book, which provide more ‘comments and advice on how to help your child progress through this book. “Tis a good idea to set the number of pages your child will complete in ‘a day. It may be one sheet (two pages) or two sheets (lour pages) a day. ‘The essential point to remember is that the practice should come to an ‘end when your child stil wants to do a lite more. ‘“iuost workbooks contain the same paper stock, but each Kumon ‘Workbook features a diferent type of paper, tailored to a specitic activity and use. This book features @ good quality paper geared to children who are learning to write. The paper can stand up to rough drawing, even from children who have not yet acquired basic pencit-control skills. tis ‘also made for easy erasing, which gives your child the opportunity to draw the lines again and again on each page. ‘5 Coe aio y Mos Cover dg by STUDIO'COM feria dg by YARUYARUYA HOMPO Ta nero istration by YARUYARUYA HOMO be Sepa 08 en ca. Reem aene ates Nk Mana Sp Nome ie Sat aaa ae pew cae Ramen Pub Not Arai Writing Numbers 1to 12 mTrace the numbers in each (_). ™ Trace the numbers in e . ess Writing Numbers 1to 12 = Trace the gray number and fill in the missing numbers in each (_). i i ae Leet Me i ee a” See Ae eo eee ae \2| lO 8 Writing Numbers | 1to 12 a "Trace the gray number and fill in the missing numbers in each (_). 4. On ~ Writing Numbers 1to 12 ™Write the numbers from 1 to 12. ; Abe = Write the numbers from 1 to 12. - V\ | 2) 3 4 5 6 What Time Is It? 1 o'clock to 2 o'clock "Look at the clock. Then trace the time inthe(___). What Time Is It? 3 o'clock to 6 o'clock Look at each clock. Then trace the timeineach(___]. NE What Time Is It? = 7 o'clock to 12 o'clock fe 5 ™Look at each clock. Then trace the timeineach{__]. o’clock @ Look at each clock. Then trace the time in each ; What Time Is It? 1 o'clock to 4 o'clock = @Look at each clock. Then write the time in each Ie oO” aa) _f oO” a What Time Is It? 5 o'clock to 8 o'clock ee Look at each clock. Then trace the time in each ie What Time Is It? | 9 o'clock to 12 o'clock a = Look at each clock. Then trace the timeineach{___]}. a we 6 5 o’clock o’clock ie es hia me ew x % 8 3 ° 2 re 3 8 3 Revi 10 1 "Look at each clock. Then write the time ineach{__]. .~ PReepaeert Bee me 2 OE ke Se ee ede ee = Follow the river with your pencil. Stop and look at each clock. Then write the time in each ® Follow the river with your pencil. Stop and look at each clock. Then write the time in each E fae The Long Hand 1 o'clock to 12 o'clock [mess Maha peo se 2. Wh ee ®™ Draw the long hand in the correct position on each clock. ®™ Draw the long hand in the correct position on each clock. 7 o’clock 8 o’cloc! 12 The Short Hand 1 o'clock to 12 o'clock Jo payonts The short hand should point othe correct number fr each ‘question. The wid ofthe line is nat important ™ Draw the short hand in the correct position on each clock. 2 o’clock 2S i 1 = Draw the short hand in the correct position on each clock. The Short Hand 1 o'clock to 12 o'clock = Draw the short hand in the correct position on each clock. = Draw the short hand in the correct position on each clock. The Clock Hands 1 o'clock to 12 o'clock = Draw both the long hand and the short hand in the correct position on each clock. 2_o’clock ®™ Draw both hands in the correct position on each clock. ame The Clock Hands '®™ Draw both hands in the correct position on each clock. ™ Draw both hands in the correct position on each clock. ; 4 - 18 ly The Zoo , Follow the zoo path with your pencil. Stop and look at each clock. \ Then write the time in each | ™ Follow the zoo path with your pencil. Stop and look at each clock. Then write the time in each }. The Little Bear’s Day ® Draw both hands in the correct position on each clock after looking at the time below. The little bear wakes up at 6 o'clock. '™ Draw both hands in the correct position on each clock after looking at the time below. ©The little bear takes a walk at 4 o’clock. What Time Is It? Half past 1 to half past 2 fo parents Explain to your child that halfway between 1 andi ealed ha past 1.” What Time Is It? Half past 3 to half past 6 3 AxX ® Look at each clock. Then trace the time ineach{___]. > FF es 2 © aa. oe eee @ What Time Is It? Half past 7 to half past 12 half past ® Look at each clock. Then trace the time ineach(___}. half past half past What Time Is It? Half past 1 to half past 4 half past a] half past Look at each clock. Then write the time ineach[___). i half past What Time Is It? = a, Half past 5 to half past 8 "Look at each clock. Then trace the timeineach{____].. 8 4. Re 6 * 6 5 half past half past ~ ao = Look at each clock. Then write the time ineach{____). What Time Is It? Half past 9 to half past 12 ® Look at each clock. Then trace the time in each + 12 . | 5 5 half past 8 4 8 4 7 5 Y7 5 — 6 ~ half past half past = Look at each clock. Then write the time in each 5 | 8 > a x . 7 5 “a “6 half past half past Review Half past 1 to half past 12 kad "= Look at each clock. Then write the timeineach{___). Look at each clock. Then write the time ineach{__. half past {fame Say The Mountain Path eet = Follow the mountain path with your pencil. Stop and look at each clock. Then write the time in each a half past Follow the mountain path with your anions Stop and look at each clock. Then write the time in each The Long Hand Half past 1 to half past 12 De “ie Tanah hot a ew ene ™ Draw the long hand in the correct position on each clock. ®™ Draw the long hand in the correct position on each clock. 12 12 & i m™m il i The Long Hand Half past 1 to half past 12 = Draw the long hand in the correct position on each clock. half past _| = Draw the long hand in the correct position on each clock. half past _4 12 12 e i I il im 12 N The Short Hand Half past 1 to half past 12 To porerig The shorthand should point tothe correct number for each question. The width ofthe ie snot important ™ Draw the short hand in the correct position on each clock. = Draw the short hand in the correct position on each clock. halfpast 7, halfpast 8 The Short Hand Half past 1 to half past 12 Wh Draw the short hand in the correct position on each clock halfpast 5 | [half past | (hatfpast 6 | {half past | 0 | (half past 7 | er 10 2 The Baker’s Day The bakery opens. = Look at each clock. Then write the time in each a The bakery is crowded. ©The bakery is closed. What Time Is It? 1:00 to 12:00 [s "Look at each clock. Then write the time ineach{___}. What Time Is It? 1:00 to 12:00 . "Look at each clock. Then trace the time ineach[___. ™ Look at each clock. Then trace the time ineach(___). Review 1:00 to 12:00 = Look at each clock. Then write the time ineach[__. ™Look at each clock. Then write the time in each a What Time Is It? 1:30 to 12:30 See ® Look at each clock. Then write the time ineach{___J. What Time Is It? 1:30 to 12:30 Look at each clock. Then trace the time ineach(___). Review 1:30 to 12:30 = Look at each clock. Then write the timeineach{__). Look at each clock. Then write the time ineach{___. Write your name. To pavants_ Tho phrase “o'clock is printed in the answer boxes below if your child would ke to use ‘half pas to answer, please write that phrase in the box for him or het. @ What time do you go to school? What time do you eat lunch? B® What time do you leave school? i What time do you eat dinner? i What time do you go to bed?