Lesson Plan Template 1 Primary & Secondary Unit/Topic: Key Learning Area: Time Exploring hour times Maths

s Date: 28/8/13 Time: 12.35-1.05pm

Year Level: 1D Lesson 2 ___________________________________________________________________________________________________________ Curriculum outcomes for the unit: Measurement and Geometry Location and transformation Give and follow directions to familiar locations (ACMMG023) Using units of measurement Describe duration using months, weeks, days and hours (ACMMG021) Tell time to the half-hour (ACMMG020) Number and Algebra Money and financial mathematics Recognise, describe and order Australian coins according to their value (ACMNA017) Number and place value Count collections to 100 by partitioning numbers using place value (ACMNA014) Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012) Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

LESSON OUTCOME:
(Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.) Make connections between time units. Read, say and represent time to the hour Match hour representations on an analogue and digital clock.

LESSON STRUCTURE: Time 12.3512.40pm Introduction (Set): Make connections to prior learning re oclock times on digital and analogue clocks. Time units: seconds, minutes, hours 60 secs = 1 minute, 60 minutes = 1 hour, 24 hours = 1 day Time 12.001.00pm Main Content: Teaching Approaches Teaching Approaches

What are some of the features of an analogue clock

. clock face . how many numbers? . where will you always find the twelve? . two hands: The minute hand (long or short?) takes one hour (60 minutes) around the clocks face (long leg runs further distance). The hour hand short moves to the next number in the same time ie 1 hour) . which direction do the hands move? Demonstrate: . the distance travelled by the minute hand in an hour (one complete rotation of the clock face) . compared to the distance the hour hand travels in an hour (ie moves clockwise to the next numeral).

Show students different clock/watch faces.

Watch, timer, Sams clock, student clock resource room, clock on wall Are they analogue or digital. Include classroom clock? What sort do you have at home?

Show how oclock time is represented on an analogue clock

. short hand to number -read first . long hand to the 12 read this as oclock Show an analogue clock with a few examples of oclock times and ask students: Where the hands are pointing? How have the hands changed? Which hand moved a short distance? Which hand moved all the way around the clock face? Do the hands move forwards or backwards? More examples ask students to change to oclock times: . Read the short hand first.

What are some of the features of a digital clock

. clock face . numerals that change . doesnt have any hands . has a marking of 2 dots (colon)

Look how oclock time is represented:

. the first numeral before the two dots (colon) represents the hour read first. . two zeros after the two dots (colon) represents oclock say next. Practice representing and reading oclock times on the digital clock. Have some students change the clock to another oclock time for students to read. Only need to change the hour dial.

Reflections comparing analogue and digital clocks

How are clocks the same? Both tell us the time How are they different? Look different On the analogue clock, which direction do the hands move? Where does the long hand (minute hand) point when it is an oclock time? What two digits show oclock on a digital clock? What happens to the numbers on a digital clock to show time passing? On an analogue clock which hands moves quicker? Which clock do you find easier to read oclock times. Explain.

3 groups:
1) All written oclock cards turned down in a pile. All oclock faces turned up and spread out on the floor. The first person draws a card with writing on it from the pile and matches it with an analogue clock from the cards spread out on the floor. Match the written time cards to analogue clocks. Next person chooses a card from the pile. Bingo. A person in the group selects a time from the A4 sheet (the one with 8 analogue clocks that is not laminated), and calls out a time to the group. Whoever has that time, says bingo! and places a counter on the correct clock face. The person who fills all 8 clocks with counters wins! Pick a Time Puzzles card, write its number in your work book and answer the question. Then move on to another question. Dont do the same question twice. Extension: Stamp times in work books (analogue and digital). Work with a friend. Give each other oclock times to write, or past times if you know them.

2)

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4)

Move in a clockwise direction

Extension: Image Blank clock

Resource: Lesson 4 : Representing and matching times Use hard copies: Tell a peer what time you want them to write in digital and analogue form.

Extension: IWB interactive activity

Resource: Lesson 4 : Representing and matching times

Time 1.001.05pm

Conclusion: Reflection What do we use to tell us the time? What are the two different types of clocks and watches we can use to tell us the time? How is oclock represented on an analogue clock/watch How is oclock represented on a digital clock/watch Resources: Markers Stamp pad Stamps IWB clocks

Teaching Approaches

Bingo Quiz questions Time cards

Post Reflection:

RESOURCES (Include equipment required for class and/or for teacher preparation)

SAFETY CONSIDERATIONS/MATERIALS