To grade 1, explain the clock (part 1).

Good morning. It's snowing and it's a refrigerator! I haven't gone and seen it yet, but Takeda-dori is wearing light crampons.

This time, I felt that the "homework on how to read a clock" in the first grade was not interesting at all, and I was not motivated to do it at all. I'd like to write a few thoughts for all the kids in the world who feel that the "how to read a clock" homework I'd like to write a few thoughts for kids all over the world who feel that the "how to read a clock" homework in the first grade is not interesting and they are not motivated to do it at all.

The enemy is this.

This probably has an atmosphere that nothing has changed in the approach for 50 years. It's the same one type of fill-in-the-blanks quiz, and that's all you need. The amount of questions is unimportant, and it's a formula that you have to practice repeatedly. It's exactly the same way of making addition and subtraction problems. I wish they would insert some kind of explanation from a different angle. You don't have to do the same kind of problems in print. Is there any way to make it look like "bang, bang, bang"?

Yes, I do. How about this? I'll introduce them in several parts, I'll introduce them in several parts.

How about we make the "minute" and the "hour" look different. How about this?

The back side looks like this. It's held in place with split pins. ↓↓

You can stack the disparate pieces and re-pin them with a split pin. So the layers of minutes and hours merge.

This is a bit of a side-track, but I sometimes see problems that say "make your own problem"... First of all, you should make an interesting problem. Also, explain to me how to make a problem.

That's enough for today. Next time "Clock with Depth Flower Shape Straight clock