Lesson Plan Format

Class:

Date:

3W

13/05/14

Time: Start: _________________________

Finish: _________________________
Lesson Topic:
Time
Mathematics
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 oclock 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. learners attainment of learning outcomes.
Curriculum Content Strands may be used as headings.
Should be linked to each learning indicator.
Key Learning Area:

- Uses appropriate terminology to

describe, and symbols to represent,
mathematical ideas MA2-1WM

- Reads and records time in one-minute

intervals and converts between hours,
minutes and seconds MA2-13MG

Any safety issues to be considered:

N/A

By the end of this lesson, the students will:

- Read analog and digital clocks to the minute, including using the
terms 'past' and 'to',
e.g. 7:35 is read as 'seven thirty-five' or 'twenty-five to eight'
- Recognise the coordinated movements of the hands on an
analog clock

- Observation and Handout

- Workbooks and Handout

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

A final assessment will be conducted in

closure of lesson

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

Australian Catholic University

- Observation - Questioning

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
1

2014

Smart board
Group 2 5x Computers

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Resources and Organisation:

INTRODUCTION

Recognise the coordinated movements

of the hands on an analog clock
5 mins

T will introduce the topic time to Ss time intervals and

time record
T will brainstorm with Ss how we use time in our lives
T will ask students what language we should use when
dealing with time

Smart board

DEVELOPMENT
Group 3:
-

Read analog and digital clocks to the

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

25 mins

T will give Ss their specific tasks and explain what is

required of them.
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:

Recognise the coordinated movements

of the hands on an analog clock

Australian Catholic University

15 mins

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

board

T will discuss the sizes of the hands, the movement of the

hour hand and minute hand
2

2014

Read analog and digital clocks to the

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

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

T will ask students to make on their clock

Student Clocks

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

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

Ss will be required to cut out and stick in their books

Worksheet 2

Worksheet 2

Ss will become in pairs and play just in time game

Just in time Game Sheet, 5x dice

and 10 counters, students in pairs

http://www.time-for-time.com/game2.htm

10 mins

Group 2:
-

Read analog and digital clocks to the

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

Ss will be required to cut out and arrange clocks in books

matching the clock, with the analogue and words.

Worksheet 3
Computers x 5 students in pairs

Ss will use computers and play

http://www.teachingtime.co.uk/draggames/sthec3.html
http://www.teachingtime.co.uk/clock2/clockwordsres.html

CLOSURE

5 mins

Australian Catholic University

Ss will all come to the floor

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.
3

Smart board
2014

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

http://www.teachingtime.co.uk/draggames/sthec3.html
http://www.teachingtime.co.uk/clock2/clockwordsres.html

Worksheet 1

Worksheet 2

Worksheet 4
Worksheet 3
Australian Catholic University

2014

Australian Catholic University

2014

Pre-Service Teachers 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.

Australian Catholic University

2014

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.

Australian Catholic University

2014

Supervising teachers 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.)

Australian Catholic University

2014

Australian Catholic University

2014