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# Curriculum and lesson objectives

## Prior Knowledge and Standards

Tell time to the quarter-hour, using the language of 'past' and 'to' (ACMMG039
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

## Current learning outcomes

Tell time to the minute and investigate the relationship between units of time (ACMMG062
recognising there are 60 minutes in an hour and 60 seconds in a minute

Inspire/inform
Lesson objectives: revision of existing
knowledge of the clock features, face, minute
and hour hands, Positions: quarter past, half
past, quarter to

## How did everyone go in their time test

yesterday?
Thumbs gauge.
Personal Experience of losing the time.
phone died, had to look around the city to
find out what the time was.
Where in the city can I find the time?
Is the bell tower a clock?
How come it does have a face?

In todays lesson we are going to make our of clocks that could go on the bell tower.
What are the features of a clock?

Show/Share
Show the clock I made previously.
Take apart the clock and blue tac and label all the pieces.

Instruct the students about how many minutes are in one hour.
How the minutes between each number?

## Mental math: five times tables

Counting on
So 3x5=1516..17

Try/Transfer
Instruct the students to make their own clocks that include all the features
1: Write the numbers on the paper plate (1-12)
2: Cut out the minute and hour hands
3: Put holds through the centre of the plate and hands and pin
4: decorate and colour in your clock
Supply students with materials and allow the time to construct their clocks
Apply
Using their clocks as aids to help them have the students solve this puzzle
What time is it when you sit on a pin?

Spring time
Review
Go over teaching points and learning objectives.

## The features of a clock

How and hour is divided into 60 minutes
How the minute hand indicates how many minutes has past
Assessment
Formative assessment of student understanding: Use thing thumbs gauge, after giving students
instructions to gauge and identify student who understand, dont understand or are improving.

## Product/performance assessment: Students who complete their clocks correctly demonstrate

understanding of the features of a clock.

Summative assessment: Students who use their clocks and solve the puzzle, demonstrate
understanding of the minute hand and how to read a clock to nearest minute.