Beruflich Dokumente
Kultur Dokumente
Mary Stang
Date:
11/11/14
Pupils prior learning
Class:
Primary 5
Title:
Telling Time Twenty-four hour clock
The children have had two lessons related to time last week. These lessons focused
the 12-hour clock and AM/PM. Students have a pretty strong foundational
knowledge of telling time within five minutes.
Times to Model with (use large clock) do until students seem comfortable:
(I DO think aloud):
(WE DO)
5:00 am
6:45 am
2:00 pm
9:45 pm
8:00 pm
7:00 pm
11:00 pm
4:30 pm
Activity -->
Students will now have the opportunity to work with their table partner to write
their six am/pm times and convert them into 24-hour time. They will do this task on
their whiteboard and the teacher will circulate the room and support students as
needed.
Once students seem to have a firm understanding of the 24-hour clock and how to
change a am/pm time into 24-hour time the students will complete a class round of I
Have, Who Has. Each student will receive a card that has a picture of a clock on it
and a written time. The students will take turns reading their cards in response to
one another questions. For example, the first student will say I have the first card,
who has 21:15? The next student will need to read the clock on their card and say
I have 21:15, who has 15:45? The activity will continue until each student has read
his or her card and we have arrived at the end card.
If time permits, the activity can be timed. After completing it once the cards can be
redistributed and the class can try to beat their time.
Plenary
On a part of a piece of paper, students will complete:
Write 6:00 pm, 8:45 pm, and 11:15 pm in 24-hour time.
One difference between 12-hour clock and 24-hour clock.
Key Questions
What time is it?
What is ____ + 12?
How many times does the hour hand go around a 12-hour
clock in a day?
What is the difference between 12-hour clocks and 24hour clocks?
Resources
Time PowerPoint & Projector
Big Model Clock
I Have, Who Has cards
Dry Erase Marker & White Board
Assessment/Monitoring
Teacher observation while circulating the room will serve as an informal observation as to who seems to understand and who is struggling. The
activity will allow all students to participate and will indicate student understanding. The plenary activity that students will turn in will be used to
more formally assess students.