1

Teacher Name: Kisakye Angellah Nabukeera Unit Title: Time and Temperature
Unit Length: 45min Grade: 3

Lesson 16.1: Telling time

Unit Overview
Main Idea (Claim) Summative Assessment
-Time is a measurement concept that can be used to -Students will take a test at the end of the unit to test
tell when activities start and when they end as well how much they have learnt from the unit and it will
as how long they last. Temperature is also another be graded.
measurement concept that can be used to understand
what the weather is and will be like. God gave us
time to use it well and to be able to worship Him in
all that we do at all times, in addition God gave us
temperature to enjoy it honor Him in whatever
weather situation.

Guiding Questions Objectives (know/understand/do/value)

The student will . . .
-How many hands do we find on the analog clock - Be able to tell time to the minute
that tells us what time it is? - Be able to read time on a digital clock
-How many minutes do each mark on the analog
clock stand for?
In how many ways can we be able to say what time
it is?

Time Instructional Procedures and Strategies

Beginning the Lesson
- Review: students will get into groups of 3s and discuss to each other their day. What time
10min they get up, take breakfast, come to school, go back home and what time they have dinner
and go to bed. They will then choose one person from each group to tell the whole class
their day and also they tell us how they are able to tell the time they do these activities.

Developing the Lesson

Lecture
- Telling time to the nearest minute: Show student the analog clock and point out the
minute marks between 12 and the 1. Tell students that each small mark stands for 1
25min minute. Use the clock and move it around to demonstrate that from 12 to 1, we have
5minutes.(page 223)
. How else can we tell time? Move the clock to 9:20 (its 20 minutes past 9, 20 minutes after 9,
nine twenty). Also move the clock around to 8:40. How can we read this on the clock? (Its 20
minutes to 9, eight forty, twenty minutes before nine).(page 224-225)
.Practice: Draw different times on clock faces and let students practice telling what time it is,
tell students that the word past and after is used when the minute hand is before 30 minutes
and the word to and before when the minute hand is after 30 minutes.
I –Spy: This is an activity where students will be grouped up into groups of 4 and these
groups they will move around the class looking for the different clocks that the teacher has
 2
Teacher Name: Kisakye Angellah Nabukeera Unit Title: Time and Temperature
Unit Length: 45min Grade: 3

planted in different parts of the room and they will write down the right time indicated on
each of the clocks.
- Show and tell time: Students will be divided into 4-5groups and each group will be given
a paper plate, one pair of clock hands (minute hand and hour hand), sticky tape, scissors
and fastener. Direct students on how to make a clock face and write down some times on
the board and let each group turn the faces to the time that has been written on the board
and let the teacher move around to check how the groups are doing. Help out on the
groups that need help.(page 226)

Closing the Lesson

- Review the lesson by asking students what they have learnt from the lesson.
10min - Students can then start on practice exercise page (147-150) if there is time left.

Formative Assessment Differentiation

- Students will do the practice exercise from
workbook pages 147-150.
- Students will be given each a 3-activity-
time sheet, which they will take home and
note the particular times they do any activity
they choose. (Dinner, sleeping time, play
time etc.) It should be beginning and ending
time.
- The lecture will help students who learn by
listening to the lecture.
- The group work will also give chance to
those who learn by interacting with each
other.
- Individual exercise will also help those that
learn by doing work individually.

Resources
- Paper plates for each group (6)
- Scissors
- Sticky paper
- Markers or colored pencils
- Lesson from: Math Focus Singapore by Marshall Cavendish.

Evaluation and Reflection

 3
Teacher Name: Kisakye Angellah Nabukeera Unit Title: Time and Temperature
Unit Length: 45min Grade: 3

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment copied from the unit plan in order to ●
keep the goal in mind during the writing and implementation of the lesson
plan.
Guiding these questions guide the inquiry for the lesson, leading students toward ●
Questions a rich understanding of the objectives for the lesson and ultimately, the
unit.
● Factual- knowledge or fact-based questions
● Conceptual- questions that enable exploration of big ideas that
connect facts and topics
● Debatable- questions that expose areas of ambiguity, disagreement,
or tension within the unit of study
Objectives The specific aims of the lesson. As a result of the instruction, this is ●
what the students are expected to know, understand, and be able to do.
These should align with and lead to the unit understandings, knowledge
and skills.
Time - Marks the amount of time needed for each stage of the lesson. Enables ●
effective time-management for the teacher.
Beginning the The opening or warm-up that will engage the learner, producing ●
Lesson creative tension. May include review and/or activation of prior
knowledge.
Developing the The content learned and the strategies employed towards that end ●
Lesson
Closing the A conclusion or review of what was learned, providing closure to the ●
Lesson lesson.
Formative Assessment throughout the lesson that provides feedback that can be used to ●
Assessment plan or alter instruction. Should prepare students for the summative
assessment.
Differentiation ways of modifying instruction to meet the needs of diverse learners ●

Resources any texts, materials, technology, people, places or other resources that ●
have informed the unit and learning experiences
Evaluation and Reflect on using the lesson and evaluate the lesson plan and ask the ●
Reflection following questions:
 Did my students come to understand the main idea, essential understandings?
 Do my students know what they are supposed to? Can they perform the unit
skills? Do they value what was intended?
 What was most effective? least effective?
 What changes will I make for next time?