0
9041

Summary of Time Lesson Plan:

A hands-on, teacher modelled lesson that allows year 3 students to get a grasp on telling the time and how to calculate elapsed time. Through teacher modelling, students learn the different times to 5 minute intervals around the clock.

• Year 2 – Tell time to the quarter-hour, using the language of ‘past’ and ‘to’ (ACMMG039)
• Year 3 – Tell time to the minute and investigate the relationship between units of time (ACMMG062)

Lesson Outline:

Learning Intention:

1. To be able to correctly tell time with an analog and digital clock.

Anticipatory set

• The teacher will ask, “Who can tell me what time it is right now?”
• The student may answer, “12:33”
• The teacher will ask, “Is it 12:33 in the morning or afternoon?”
• The student will respond, “Afternoon.”
• The teacher will ask, “So, it’s 12:33 what?”
• The student will respond, “12:33 p.m.”

Model

• The teacher will say, “Kim had a doctor’s appointment at 10:15 a.m., wanted to be at the mall by 11:47 a.m., and had a hair appointment at 2:00 p.m.”
• The teacher will say, “Let’s use our analog clocks and the digital clock to make these times.”
• The students will set their analog clocks to 10:15.
• The students will show their analog clocks to the teacher.
• The teacher will show the students his/her analog clock so the students can check the time on their clocks.
• The teacher will give the digital clock to a student.
• The student will set the digital clock to 10:15 a.m.
• The student who has the digital clock will show the rest of the group what they set the clock to, to show the time.
• The group will give thumbs up if they agree and thumbs down if they disagree to the time on the digital clock.
• The teacher will ask, “What is another way to say 10:15.”
• The student will respond, “Quarter after ten.”
• The teacher will say, “Great, next Kim had to be at the mall by 11:47 a.m.  Let show  11:47 on our clocks.”
• The students will set their analog clocks to 11:47.
• The students will show their analog clocks to the teacher to show their times.
• The teacher will show the students his/her analog clock so the student can check their time on their clocks.
• The teacher will give the digital clock to a student.
• The student will set the digital clock to 11:47 a.m.
• The student who has the digital clock will show the rest of the group what they set the clock to, to show the time.
• The group will give thumbs up if they agree and thumbs down if they disagree to the time on the clock.
• The teacher will say, “Last, Kim had a hair appointment at 2:00 p.m.  Let’s show 2:00 on our clocks.”
• The students will set their analog clocks to 2:00.
• The students will show their analog clocks to the teacher to show their times.
• The teacher will show the students his/her analog clock so the students check their time on their clocks.
• The teacher will give the digital clock to a student.
• The student will set the digital clock to 2:00 p.m.
• The student who has the digital clock will show the rest of the group what they set the clock to, to show the time.
• The group will give a thumbs up if they agree and a thumbs down if they disagree to the time on the clock.

Guided Practice

• The teacher will say, “I am going to name some daily activities.  You are going to show me on these analog clocks what time you do these activities.  We are going to take turns with the digital clock. We will start here with the first activity.  Then you will pass the clock to the person to your right and they will use the digital clock for the next activity.  After you have set the clock to the time you do the activity, you will hold your clock up for me to see what is on it.”
• The teacher will say, “What time do you wake up in the morning?”
• Examples
• Eat breakfast
• Arrive at school
• Go to bed
• Eat lunch
• Watch your favorite television show
• Go to recess
• Eat dinner
• Get home from school
• The students will set their clocks to the correct time.
• The students will hold up their clocks for the teacher to check.
• The teacher will set the teacher’s clock to the correct time for the students to check their own answers.
• The teacher will say, “You are going to get a note card.  On the note card there will be a time.  You will set your clock to that time. When you are done wait for me to check your clock and I will give you a new card.”
• The teacher will give each student an on-level note card.
• If the student solves the note card correctly, but takes a little bit more time to finish the teacher will continue giving the student on-level note cards. When the teacher feels the student has mastered the on-level note cards the teacher will give the student a step-up note card.
• Examples
• 2:47
• 9:13
• 10:39
• 3:16
• 1:24
• If the student has trouble solving the on-level note card the teacher will give the student step-down note cards.  When the teacher feels the student has mastered the step-down note cards the teacher will move the students back to on-level note cards.
• Examples
• 8:30
• 6:00
• 12:15
• 4:45
• 5:30
• If the student solves the on-level note card correctly and quickly the teacher will give the student a step-up note card.  If the student has no trouble with the step-up note card the student will continue to work on step-up note cards for the remainder of the lesson.
• Examples
• Quarter after five
• Five to nine
• Half past eight
• Ten to one
• Quarter to three
• If the student has trouble solving the step up note card the teacher will move the student back to on-level note cards.  If the teacher feels the student has mastered the on-level note cards the teacher will move the student to step up note cards.

Closure

• The teacher will say, “Set your clock to a time that is special to you and then we will show our time and share what our time means to the group.”
• The students will set their clocks to a time that is special to them.
• The students will share what their time means to them with the group.

Evaluation

• The teacher will check if the students are correctly telling time by looking at their clocks when they set their clocks to the times they do the different activities.
• The teacher will check if the students are correctly telling time by checking the students’ clocks when they are setting the clocks to the times on the note cards.
• The teacher will check if the students are correctly telling time by listening to what the students share about why a certain time is important to them.

Assessment:

Collect worksheets at the end of lesson.