Lesson Focus

Learning Area / Strand

Maths Time

Mathematics/Measurement and
Geometry

Year Level
Grade 2 (Grade 3)

Implementation Date
27th October 2016
Duration 1hr

Prior knowledge of learners

Reading time on analogue and digital clocks and observing the characteristics of half-hour

times
Tell time to the half-hour

Lesson Objectives

Describing the characteristics of quarter-past times on an analogue clock, and identifying that
the small hand is pointing just past the number and the big hand is pointing to the three
Tell time to the quarter-hour, using the language of 'past' and 'to'
Grade 3
Recognising there are 60 minutes in an hour and 60 seconds in a minute
Tell time to the minute and investigate the relationship between units of time
Links to Curriculum

Mathematics / Year 2 / Measurement and Geometry / Using units of measurement / ACMMG039

Mathematics / Year 3 / Measurement and Geometry / Using units of measurement / ACMMG062

Evidence of learning
Students are able to recognise telling the time using the language Qtr to and Qtr past on an analog clock. This is
established through collection of the students work sheets as well as the whiteboard activities.
Students are able to use the match cards to recognise Qtr To and Qtr Past in Analog, Digital and how it is said. Students
are able to write the digital time and how it is said when displayed on digital time
Use a checklist to determine students ability based on observation. Collect workbooks for marking to establish learning.
Open questioning throughout
Formative assessment.
The use of an anecdotal record to record formative assessment (checklist) outcomes throughout the lesson in order to
plan further.

Classroom Management Strategies

Use of All Essential Skills with a focus on :- Establish Expectations and Cueing with parallel acknowledgement

Green, Amber and Red face behaviour management system

Give Instructions, Descriptive Encouraging (curriculum and behaviour)
*noted from discussion with mentor teacher increase use of reward faces, included amber if required, remind
students*
Differentiation
Class is split into two groups. Mrs RB will take the extension students (established through anecdotal records
and formative assessment collected during the lesson sequence to date) Card game for extension students
extends beyond the Qtr To and Qtr Past and includes 5 minute interval times (yr 3 Australian Curriculum
content). All other students concentrate only on the Qtr to and Qtr past as required by the Australian
curriculum content descriptors.
All students are provided with clocks to use, this will aid those who need further support in telling the time.
Workbook 2 are used for the students remaining with me and workbook 3 will be used for students that are
joining Mrs RB. (This situation would not ordinarily exist, unless a parent helper/student teacher or teacher aid
was available to split. I will need to consider how I would tackle differentiation for this class without the extra
help)
Resources
Lesson Plan, Whiteboard, Pencil, Eraser, WALT and WILF chart, card game, Worksheet. Game Cards
Lesson
Introduction
Introducing the
topic
Engagement
of the
learners
(15minutes
including
game)

Prior to lesson make sure all photocopying is complete. Clear whiteboard. Prepare resources
required. Place WALT and WILF on the Whiteboard.
Seating arrangement Georgi, Kadie and Chalize need to be at the front of the class, not the side.
Riley L needs to be nearby. As they are beginning to be recognised as struggling compared to other
students.
Gain students attention using Attention Grabber Clap
Cue with parallel acknowledgement
*try to select Riley L early on in the lesson for positive behaviour*

Reward behaviour
Set expectations
Today I will be looking for people who are following the class rules. Lets revisit what those class rules
are. Who would like to tell me a classroom rule? Student responds Why is it important for us to follow
that rule?
WALT Today we are looking at recognising Qtr to. Qtr past, half past and oclock. How to tell time on
an Analog clock and digital clocks.
WILF I will be looking to see if you can read and write Qtr to and Qtr past. I will be also looking at
which students are showing respect by making sure they do not talk or distract others while someone
is speaking.
I will also be looking to see if you are following all of the other classroom rules (ask displayed in the
classroom) and working well together in work groupwhat might that look like?
To start today we are going to ask Spiderman for some help with us revising what we looked at
yesterday.(Refer to the spiderman time poster)
Then we are going to play a little game that will hopefully help us lock in the Qtr past and Qtr to
concept. We will split into to groups at this time, to make the game playing easier and so we can work

more closely together. I will pick some students to go off with Mrs RB and stay with her until the end of
class.
Those with me will stay at our desks and Mrs RB are taking the other students to the desk/table just
outside. We will then see if we can write the digital and how you say it times that I display on the
Analog clock in our grid books, Mrs RBs group will have some textbook work, as will we. Lets start by
reviewing yesterday!
Explicit teaching
Stick the Spiderman poster on the whiteboard, point to the oclock, half past, Qtr to and Qtr past
(concentrate on the To and Past, and the minute hand)
Where is the big hand (minute hand or hour hand? Pointing when it is Qtr Past, give me the number
please? Where is the minute hand pointing for Qtr to?
Modelling
Use the large clock and represent Qtr to on each hour, then represent Qtr past on each hour have
the students follow along on their clocks. Start from OClock and visit each hour on the hour and in
between stop at the Qtr past, Half past and Qtr tohave the students follow.
*Ask questions relating to minute hand and hour hand to Georgi*
*Keep an eye on Chalize, struggling with Analog
Make sure CN and KF are not copying others work, as this will not provide accurate formative
information
Modelling
Ask the students to get out their whiteboards. On the large clock display a Qtr to or Qtr past time and
have them write past or to, once all correct, get them to write the correct time. Then ask them to write
the full time. Keep records, use information to help inform final decision on the extension group.
Ok we are now going to move into our two groups Can RG, TN, JN, NT, CH, AS, ID, DS, LJ all go and
join Mrs RB and take your playing cards with you. Thank you Mrs RB.
My group, we are going to move to the carpet around the back to play.
Lesson Body
Delivering the
content
through
specific
strategies

Transition to the carpet around the back. Classroom organisation .

Set expectations Do not move until I have finished giving the instructions, Move quietly to the carpet,
sit down with your legs crossed on your bottoms please and wait quietly for me to tell you what we are
doing next away you go.
Hand the cards out to students have the students work in 2 groups, each group is to do the same
activity which focusses only on Qtr to and Qtr past. The group with Mrs RB have a different card set as
they are very familiar with Qtr to and Qtr past, their card set is mixed with time that includes 5minute
intervals as well as oclock, half past, Qtr to and Qtr past
Modelling
I DoDemonstrate the game using 3 cards So the objective of the game is to match the Analog
time, with What we say and Digital put them all together.
We Do.With the students input create a second line asking questions such as What time is that?
How would we say it? How would we write it in digital? Do you think you can find it?
You Dook in each group get to work and when you have each finished we will get the other group to
work through it.
This activity is positioned next to a smaller whiteboard.when the students make errors in matching
stop and use different techniques to help them work out how to read the time. *show the clock split up
into 4 pieces to show the Qtrs. Explain if the hand is on this side it means To and if the minute hand
lands on the other side it is Past. Also explain that if it is 5.45pmit cannot be Qtr to 6, as it is not yet

6pmetc.
Transition back to the desk. Classroom organisation .
Set expectations Do not move until I have finished giving the instructions, Move quietly to your desk
please, sit down and wait quietly for me to tell you what we are doing next away you go.
Lesson
Conclusion
Concluding
activities
Summarizing
the lesson
(10 minutes)

Ok we now have some notebook work. Lets have a look up at the whiteboard Here is the textbook
page. Lets work through a couple togetherrefer to learning on the carpetpage focuses on Qtr to
and Qtr past.What ways can we make sure we have the correct answer?
I Do, We Do, You DoWe have 5 minutes. Remember to put your hand up if you need any further
assistance.
Give a time reminder you have 2 more minutes.walk room and aid those who require assistance
(not just the ones with their hands up)
Gain the students attention with a clap cue with parallel acknowledgement (reward)
Can one person on each table please collect up the worksheets so I can collect them.
Here come the other group to join us again, welcome back group. Lets have a look at what we learned
today. Would someone from the other group like to tell me something you learned or enjoyed today in
class.
So today we looked at Qtr to and Qtr past, concentrating on the To and the Past
Ok so, hands up, what are two things we can think of that will help us with telling time to Qtr to or Qtr
past?
I would like you to all demonstrate to me, using thumbs up, thumbs down and thumbs to the side, how
confident do you feel telling time to the Qtr To and Qtr Past. (record)
We are now going to play our stop the clock game so you will all need your whiteboards to make sure
we keep the noise down. Why would it be important for us to watch our noise levels?
Ok, away we go (Select 3 different students to rotate, yesterday I used Cayde, Tully and Chelsey)
All play game for 10minutes.
Collect everything up and pack away. Any questions? H block, good afternoon, you can head back to
your classroom.

Evaluation / Reflection
A few points of the lesson that I think I could be improved
Although the stop the clock game was used as a Maths warm up session, I would have benefitted from
providing the students revision/pointers that would have/could have provided them with the skills they
needed to play the game. As they were not familiar enough with the times on the Analog clock to play
the game successfully. Though it was engaging and they did enjoy it.
When using the space around the back I felt it more difficult to control the students, the game needed to
be planned to ensure that all students were engaged. Smaller groups would have been better in that
space and with that activity.
In the previous lesson I established that I may need to attempt other ways of approaching my teaching in order
to help a handful of the students who had not yet grasped various concepts of time. Mrs Greenhalsh the
substitute teacher who had observed my lesson today discussed how it was important to reiterate the various
stages of the clock. When I spoke with Mrs RB during our follow up lessons, she discussed how to bring the
students right back to basics each time. Ensure that you make sure they have the understanding of OClock,
start the minute hand from OClock each time, so students can recognise that is Past or To.

Points in the Lesson that I think went well.

The stop the clock game was engaging and worked well, it will be a worthwhile activity to utilise in
ongoing classes as the students knowledge and skills with time improves.
The mixture of group work, individual work and working as a whole class seemed to work really well.
The students being able to use their clocks that they made was engaging. The Qtr to and Qtr past
being labelled on the clocks, made them useful throughout this lesson. The students were excited
about taking them home and many of them made comment about looking forward to the homework
activity.
The classroom organisation worked well, though improvements needed on utilisation of the space
around the back.
Behaviour management worked well. Establishing expectations and reference to the classroom rules
appears to be working, very little disruption during the lesson. Mrs RBs advice to increase the use of
the green face reward has proven to work well in maintaining positive behaviour and responses from
the students
Today during the lesson, I noticed that some of the students appeared to be finding the work, too easy. Those
students joined Mrs RB today, after assessing the students formative assessment from the last three days,
combined with classroom observations. I also notice today that some of the students remaining with me are
struggling with some of the concepts and definitely need further support, I need to look at their formative
assessment results to confirm suspicions.
To follow up from this lesson (6.1 Identify and plan professional learning needs)
Mark the students worksheets and assess their traffic light self-assessment. Transfer data and the
anecdotal data into students database for Maths/Time.
Include Stop the Clock in next lesson plan, at the end of the lesson, to ensure students have enough
scaffolding to play. This can also work as a motivator.
Split the class into 2 groups Mrs RB to take the extension maths group.
Use anecdotal records to establish what to plan for each group. The students that are remaining with
me have various learning needs. MSg struggles with hands on the clock, MsK and MsC are struggling
with Analog and MasRL and MasC find digital challenging. Work out how to differentiate within the
group I have left with me.