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Lesson Plan Format

Class:

 

Date:

Time: Start: _________________________

3W

13/05/14

Finish: _________________________

Key Learning Area:

 

Lesson Topic:

Mathematics

Time

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

 
  • - Understand the difference between the minute hand and hour hand

 
  • - Are familiar with the terms o’clock and half past

 
  • - Are familiar with digital and analogue time

 

Syllabus Outcome(s):

 

Indicators of Learning for this lesson:

 

Assessment:

One or two only. Please note the syllabus

Behaviours that contribute toward achievement of outcome(s).

Strategies, which will be used to assess

reference number AND write out in full.

 

Quote syllabus numbers. Must be clear, specific, observable. Curriculum Content Strands may be used as headings.

learners’ attainment of learning outcomes. Should be linked to each learning indicator.

-

Uses

appropriate

terminology

to

By the end of this lesson, the students will:

 

describe, and symbols to represent,

- Read analog and digital clocks to the minute, including using the

mathematical ideas MA2-1WM

 

terms 'past' and 'to', e.g. 7:35 is read as 'seven thirty-five' or 'twenty-five to eight'

  • - Observation - Questioning

 

- Recognise the coordinated movements of the

hands on an

  • - Observation and Handout

Reads and records time in one-minute intervals and converts between hours,

-

analog clock

 
  • - Workbooks and Handout

minutes and seconds MA2-13MG

 

- Record

clocks

in words various times shown

on analog and digital

A final assessment will be conducted in closure of lesson

Any safety issues to be considered:

   

Resources:

N/A

List resources you used in preparing the lesson AND those used in the lesson implementation.

  • - Worksheets see attached

  • - Hands on clocks for students 15cm x 15cm

 
  • - Large clock for teacher

  • - 5 x Just in time Game – 10 x Counters and 5x dice

 
  • - Smart board

  • - Group 2 – 5x Computers

LESSON SEQUENCE

Lesson Content / Indicators of Learning

Timing

Teaching Strategies / Learning Experiences:

Resources and Organisation:

(What is Taught):

(mins)

(How it is taught)

what students (Ss) will do.

Note key skills, concepts and values addressed in each section. Link to your Indicators of Learning.

Write detailed steps showing what the teacher (T) will do and

INTRODUCTION

   

-

T will introduce the topic time to Ss – time intervals and time record

-

Smart board

  • - Recognise the coordinated movements of the hands on an analog clock

-

T will brainstorm with Ss how we use time in our lives

 

5 mins

-

T will ask students what language we should use when dealing with time

DEVELOPMENT

     

Group 3:

 
  • - Read analog and digital clocks to the

T will give Ss their specific tasks and explain what is

-

25

mins

required of them.

minute, including using the terms 'past' and 'to',

  • - Recognise the coordinated movements of the hands on an analog clock

  • - Record in words various times shown on analog and digital clocks

 

Cut out and arrange clocks in books – matching the clock, with the analogue and words. Answer the Enrich question as a group recording answers in workbook Answer Worksheet – Your heart beats and cryptic clocks

Worksheet 3

Enrich Question x2

Worksheet 4

Group 1 & 2:

T will explicitly teach past and to looking at clock on smart board

  • - Recognise the coordinated movements of the hands on an analog clock

15

mins

T will discuss the sizes of the hands, the movement of the hour hand and minute hand

   

T will use clock and Ss will use their clocks discussing quarter past, half past, quarter to

 

T will look closely at twenty past and to, 25 past and to as children have difficulty with this time. Pointing out our five times tables and making the connection.

Worksheet 1

  • - Read analog and digital clocks to the minute, including using the terms 'past'

T will ask students to make on their clock

 

Student Clocks

and 'to',

Twenty five to eight,

quarter

past

5,

quarter to

eight,

twenty past 9, half past 2.

 
  • - Record in words various times shown on analog and digital clocks

This will be recorded on Worksheet 1 in analogue, digital and recorded in words

Group 1:

 
  • - Read analog and digital clocks to the

-

Ss

will

be

required

to

cut out

and

stick in

their books

Worksheet 2

minute, including using the terms 'past'

Worksheet 2

 

and 'to',

-

Ss will become in pairs and play just in time game

 

Just in time Game Sheet, 5x dice and 10 counters, students in pairs

10 mins

Group 2:

 
 

Worksheet 3

  • - Read analog and digital clocks to the minute, including using the terms 'past'

-

Ss will be required to cut out and arrange clocks in books – matching the clock, with the analogue and words.

Computers x 5 students in pairs

and 'to',

-

Ss will use computers and play

 

CLOSURE

   

-

Ss will all come to the floor

   

5 mins

-

Group 3 will share cryptic clocks with class and their findings about how many times there heart beats per day

-

T will ask Ss to turn to the person next to them and share 2

things they have learnt today.

 

Smart board

     
  • - T will play with Ss on smart board time game to reflect and refresh learning

 
  • - Ss will be chosen at random to motivate students to listen

Worksheet 1

 

Worksheet 2

- T will play with Ss on smart board time game to reflect and refresh learninghttp://www.teachingtime.co.uk/draggames/sthec3.html http://www.teachingtime.co.uk/clock2/clockwordsres.html Worksheet 1 Worksheet 2 Worksheet 3 Worksheet 4 Australian Catholic University 4 2014 " id="pdf-obj-3-25" src="pdf-obj-3-25.jpg">

Worksheet 3

Worksheet 4

- T will play with Ss on smart board time game to reflect and refresh learninghttp://www.teachingtime.co.uk/draggames/sthec3.html http://www.teachingtime.co.uk/clock2/clockwordsres.html Worksheet 1 Worksheet 2 Worksheet 3 Worksheet 4 Australian Catholic University 4 2014 " id="pdf-obj-3-31" src="pdf-obj-3-31.jpg">
Australian Catholic University 5 2014

Pre-Service Teacher’s Evaluation (write reflections on the following):

Assessment of Learning Outcomes

To what extent did the learners achieve the intended learning outcomes?

Describe the evidence you have for this.

Outline the follow-up to this lesson for the learners.

Evaluation of Teaching

Identify the teaching strategies / learning experiences that were most effective. Explain why.

Identify the teaching strategies / learning experiences that were least effective. Explain why.

How appropriate was the timing throughout the various sections of the lesson? Why?

Describe how the selection and use of resources supported learning in the lesson.

Identify what motivated the students. Explain why.

Identify the classroom management strategies that were most effective. Explain why.

What was most satisfying about the lesson?

Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.

Supervising teacher’s comments: (Reference could be made, for example, to planning and preparation, knowledge of curriculum, organisation, motivation of pupils, strategies used, interaction with students, classroom management, catering for individual needs, use of resources, etc.)