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Lesson Plan

Day: M T W T F Date: 22/08/17 Time: 10:45 Year: 2

Learning Area: Mathematics Topic: Using units of
Curriculum content description: (from ACARA)
Tell time to the quarter-hour, using the language of 'past' and
'to' (ACMMG039)

Students prior knowledge and experience:

(Outline what the students already know about this topic)
The students have been introduced to the topic in a previous lesson where
they have identified halves and quarters through fractions.
They know what a clock looks like

Learning purpose: (May refer to the Elaborations of the curriculum content

description here)
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

Learning objectives: Evaluation:

On completion of this lesson, (Explain how you will know that lesson
objective have been achieved / monitor
students will be able to: student learning)
(What will students know and be able to do
at the completion of the lesson specific, 1. Students will demonstrate an
concise and attainable objectives) understanding of the small
hand and big hand and what
1. Enable students to understand they mean
between an analogue clock and digital 2. Students will demonstrate an
clock and how each differs. understanding of the
2. Be able to confidently do 3 difference between an
examples of telling the time. analogue and digital clock.
3. Describe how quarter past, half past 3. Students will be able to
and quarter to work on an analogue demonstrate proper jargon of
clock. quarter to instead of 3:45.
Preparation and Resources:
(Detail what resources will be used and what other preparation of the learning environment
will be required)

Students will need

Teacher will prepare
Picture of an analogue clock
Examples of different times.

Catering for diversity (detail any adjustments considerations for educational/

resource adjustments)

Group work when completing the worksheets so that all are involved.

Have prepared an extension activity: AM and PM.

Have an awareness of the students who may need more assistance or

Timin Learning Experiences:
1. Introduction: (How will I engage the learners?)

Move students into the class in an orderly manner and have them sit
5mins in the pre-prepared groups of desks.
Introduce the lesson through an engagement question:
- Does anyone have an idea on what time is?
Answers can include;
- Time is ongoing of events taking place.
- Measure time using seconds, minutes, hours, days, weeks, months
and years.
- A clock measures time.
2. Sequence of learning experiences: (What will you do to help the students
achieve the learning objectives? What tasks and activities will the
students be involved in to help achieve the learning objectives?)

Focus question: When do we use time?

Answers can include: Everywhere at Anytime eg. Going to school,
recess, lunch, your birthday, months of the year, Christmas etc.

Assess: Ask students what this clock is called? (Holding up an

analogue clock). And how does this differ from a digital clock?
mins Guided lesson: Explain analogue clocks ie. hour hand, minute hand,
quarter past, half past, quarter to, and o clock. (And ask how it
relates to the fraction lesson from yesterday).
Give examples: Show 3 different examples of different times. for
example: 3:45, 5:15 and 12:10pm.

Consolidate: Discuss and help with any misconceptions.

Challenge/Extend: Whats AM and PM?

Answers can include: In a day we have 12 hour periods = 2 x 12 = 24
hours. Meaning before midday its AM, and after midday its PM.

Thank you class!

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
What worked?
- Showing them the analogue clock and immediately a student said
it was old school and that he has a digital clock, and I asked
him to elaborate more and how its also important to know an
analogue clock as we have them within school.
- The examples and they worked as a group to answer the
- Teaching them the hour hand, minute hand, and quarter to,
quarter past, and half past jargon and how It related to their
previous lesson.

What didnt work?

- Some students knowledge was quite advanced with the lesson I
was teaching, therefore, those who may of struggled may have
been disadvantaged as some students were getting bored, while
some may struggled.
- Would print out a clock rather than draw as I had a few
misconceptions with my minute and hour hand placement on one
of my examples.

What would I change?

- The complexity because students knowledge was quite advanced
with time and easy, therefore, I skipped a bit of content to try
and engage the students.
- I would change on how I would handle a student if they are
speaking over someone else. Was unsure on how to handle the
situation but next time I would tell them to respect one another.
- Make my drawings more clear, and not done with a light pen so
they could see the example of the clock hands.