Lesson Plan (Primary)

Lesson title:
Topic:
Links to the
Australian
Curriculum:

Read the time to OClock, half past, quarter past & quarter
to.
Time
Learning areas
Strands & sub-strands
Mathematics

Date:

14/09/2015

Year level:

3&4

Duration of lesson: 50 mins

Content descriptors

Measurement & Geometry Using

units of measurement

Tell time to the minute and investigate the relationship

between units of time (ACMMG062)

Lesson rationale: What influenced your lesson choice? e.g. student interest, global/local event.
Students background knowledge: What is your starting point what do the

Teacher focus: What areas will you concentrate on yourself? e.g. classroom management, voice,

students already know, what have they done before, how does this lesson connect to
or build on their existing knowledge?

body language, student motivation.

Students were given a pre-assessment at the beginning of the term

and it was determined that this group of students did not have a great
understanding of the features of an analogue clock. Two lessons have
now been given on the features and the students seem to now have a
good understanding on Oclock, half past and quarter past. So in this
lesson we will now build their knowledge further by introducing quarter
to and minutes.
Learning objectives: What will the students learn?

My focus will be to keep students motivated. I will do this by introducing the lessons
with a new game and by enabling the students to interact with the lesson by practicing
with their cardboard clocks.

Learning environment and resources: Where will this lesson take place? e.g. indoors or
outdoors. What resources will you need to have prepared?

Student to understand that the hour hand is smaller than the minute
hand.
Students will understand what oclock, half past, quarter past quarter to
means.
Students will be able to read an oclock, half past and quarter past time
and quarter to, as well as minutes on an analogue and digital clock.

Lesson will be indoors

Resources:
Clocks
Interactive Whiteboard
Clocks Worksheets

Assessment strategies: How will you identify what the students have learnt and how will you record this?

Students will be given a cardboard clock. I will assess the students through class discussion and also through the correction and collection of their worksheets.
Records are kept in Google Drive of what each student has learnt and notes kept of where they are at.

Stage of
lesson

Approx
.
time

Pre-service teachers actions

Student actions/tasks

What will you do during this time?

What prompting questions might you need to prepare?
How might you assess and record student learning?
How will you cater for individual differences?

What will the students be doing during this time?

Stage 1
Introduction

Tuning In:

How will you gain

the students
attention, engage
the interest of the
students and
introduce the
concept(s)?

Play the clock game on the interactive whiteboard

Stage 2
Body of lesson

Discuss the WALT Read the time to quarter to, and minutes of an analogue and digital
time.

Describe each
activity and the
order in which it will
be undertaken.

Students will gather on the floor

http://www.bbc.co.uk/bitesize/ks1/maths/telling_the_time/play/popup.shtml

Look at an analogue clock on the smartboard http://www.visnos.com/demos/clock

Revisit what we learnt in our last lesson on clocks.
What are the features of an analogue clock?
What do the numbers mean?
What link can the children make to their timetables?
How many minutes are between each of the numbers?
How many minutes in an hour?
What does the little hand mean?
What does the big hand mean?
What does the number 12 mean on the clock? (Oclock, 60 minutes).
What does the number 6 mean on the clock? (half past, 30 minutes).
Draw a line to show half the clock, to help the children identify half past.
What does the number 3 mean on the clock? (Quarter past, fifteen minutes).
Draw a line to show of the clock to help the children identify past.
So weve learnt what Oclock mean, what half past and quarter past means what about
quarter to, what number on the clock represents quarter to?
If we count by fives from now how many minutes until its Oclock again?
Can you see the relationship between quarter two and quarter past?
When we draw a clock we need to make sure that we draw the hour hand smaller than the
minute hand, this is really important.
Revisit minutes on the clock, give an example of how the minutes are represented on an
analogue clock e.g. 6.12.
Pick students to demonstrate what the following looks like on an analogue clock:

Students will gather on the floor

9.02
2.07
3.16
5.21

Stage 3:
Conclusion
How will you draw
the lesson ideas
together so that the
students can
evaluate what they
have learnt? How
will you prepare the
students for the
next task?

Student to complete clock worksheet. The worksheet shows the digital

time. Students to complete the hands on the analogue clock correctly.

Students to sit at their desks and complete their

worksheets.

Early Finishers: I have two additional worksheets for early finishers

1/ Elapsed Time: - students record the time on each clock then work out
the difference, i.e. the time which has elapsed (this is a fairly simple
worksheet, using only hours as a total difference)
2/ Elapsed Time Challenge: - This worksheet is for those who need to be
challenged and will only be given to students who finish the first two
worksheets.

Evaluation and self reflection of the lesson: How well did your lesson plan meet your lesson objectives? What aspects of the lesson worked most effectively? What aspects of the
lesson could be improved and how could they be improved? e.g. Lesson flow, classroom management, resources, assessment of student learning.

The game introduced our learning. As this was not our first lesson on clocks it enabled me to test the childrens understanding from what we previously learnt. I
went over what was previously learnt and the children seemed to get that much. It is hard to judge however on the floor if they are all getting it. Following the
activity I realised that I did not explicitly tell the children where one minute starts from and I had a few people get the minute question on their worksheets
incorrect because of my lack of explanation. When children finished they brought their worksheet to me for checking. I gave a little one on one tutoring if they
had something incorrect and sent them back to fix it. By the end of the lesson I believe the majority of the children understood the learning objectives. The
couple that didnt will require a little more one on one tutoring to get them up to speed.
Follow up: Are there any areas that you feel you need to follow up with the students?
There were two students Tae and Ashton who I will have a one on one session with. I did this with Olivia after the last maths session and have found a massive improvement in her understanding,
she even came back to me to tell me that she practiced clocks on the weekend .

Mentor teacher comments:

Pre-service teacher comments:

The choice of your game for the tool session was great. It was also great to
see you begin with an easy level to see what they know and to promote
success from the beginning of the lesson. It was then great to see you
move through the different levels once the students became confident with
the level they had just completed.

The particular lot of children I was teaching were the lower levelled children in the
community. I believe that they are now grasping the basics that they needed to
revisit in order to move onto the grade four learning descriptors..

It was great to revisit what they have already learnt with you from previous
lessons and to consolidate what they learnt.
Also I noticed that when you saw some students struggle with the concept
of telling the time to the minute you kept revisiting the concept to them.
Good choice of finishing off task for students.