Lesson Focus

Learning Area / Strand

Maths

Mathematics/ Measurement

Year Level
Grade 2 (Grade 3)

Implementation Date
25th October 2016
Duration 1hr

Prior knowledge of learners

Reading time on analogue and digital clocks and observing the characteristics of half-hour

times
Tell time to the half-hour
Lesson Objectives

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
Tell time to the quarter-hour, using the language of 'past' and 'to'
Grade 3
Recognising there are 60 minutes in an hour and 60 seconds in a minute
Tell time to the minute and investigate the relationship between units of time
Links to Curriculum

Mathematics / Year 2 / Measurement and Geometry / Shape / ACMMG043

Mathematics / Year 3 / Measurement and Geometry / Shape / ACMMG063
Evidence of learning
Students handcrafted clocks are handed in at the end of lesson, looking for correct labelling of hands,
OClock, Half past,Qtr to and Qtr past, as well as the correct hours and minutes. Record observations on
student profile.
Students hand in supplied worksheets, students are able to use newly made clocks to aid them with worksheet.
Student self-evaluation traffic lights to be written on worksheet and handed in to teacher. Results to be
analysed and compared to performance.
Classroom Management Strategies
Use of All Essential Skills with a focus on :- Establish Expectations and Cueing with parallel acknowledgement
Green, Amber and Red face behaviour management system
Give Instructions, Descriptive Encouraging (curriculum and behaviour)
Differentiation

Focus on this lesson is to establish differentiation required. At this early stage, differentiation is based on
support. Students who need assistance are provided with resources - their newly made clocks, as well as
mechanical clocks. Arrange classroom with students who I predict may have difficulties based on guided
maths results KF, KA, RM, RP, RL, CH. At the front of the classroom so I can monitor progress at all times and
assist when required. The worksheet is designed to get more difficult as it goes on. Students advised that they
are not expected to complete the entire worksheet.
Resources
Lesson Plan, Whiteboard, Pencil, Eraser, Text book, Worksheet, Pre-cut/glued clock sets.
Lesson
Introduction
Introducing the
topic
Engagement
of the
learners
(15minutes
including
game)

Prior to lesson make sure all photocopying is complete. Clear whiteboard. Prepare resources
required. Place WALT and WILF on the Whiteboard.
As students enter the room, ensure the . Group the tables at the side. Classroom organisation.
Gain students attention using Attention Grabber Clap
Cue with parallel acknowledgement
Try to select RL,CF early on in the lesson for positive behaviour reward

Reward behaviour
Set expectations (Essential Skills)
Today I will be looking for people who are following the class rules. Lets revisit what those class rules
are. Hands up. Who would like to tell me a classroom rule? Select student with hand up, or select
student that is distracted or not paying attention Student responds Why is it important for us to follow
that rule? Who can give me another one? Student responds That is great, yes and why would that
be a classroom rule? Aim question at student who has had difficulty following particular rule lately
Hand up, instead of calling out (Noah). Dont speak when someone else is speakingPoint to classroom rules displayed on the wall. I will also be looking to see if you are following all of
the other classroom rules (as displayed in the classroom - point)
So what will we be doing today? Well we will first be warming up with a quick game on the large mat.
Then we will be looking at Telling the time! Why would it be important for us to be able the time? Who
knows the difference between Analog and Digital? What is an analog clock, what is a digital clock?
Why do you think it is important for us to tell the time on both? (students to raise hands, and teacher to
select) Aim question at student if speaking when I am speaking (RB,GD, RG have habit of doing so
monitor)
After we have finished our warm up, we will come back to our desks, review time which you did last
year and last term. The way we will be doing this is through a brief classroom discussion and then we
will be making our own clocks! When we are making our clocks, hands up who thinks they can tell me
what our behaviour might look like ..when we are working on our clocks? Aim question at RL, CF or
TKstudents who have displayed disruptive behaviour in like activities over the time.
Once we have finished our clocks, we will use them to help us complete a worksheet. We will add our
traffic lights to our worksheets and hand the clocks and the worksheets in to me. Tomorrow we will
use our clocks in class again and then you can take them home and share them with your family!
So let us look at our WALT and WILF (point to the whiteboard)
WALT What are we learning to.Name all the parts of a clock and start to tell the time to Qtr to and
Qtr past
WILF I will be looking to make sure we are following the classroom rules, I will be specifically looking
for people who are putting their hands up to ask/answer questions (written on the WILF board) I will
also be looking to see if you can name and understand all the parts of an Analog clock and If we can
tell the time to Qtr to and Qtr past.

These are our goals for today! (smile)

So who can remember what we are doing first? compliment students on hands up
Transition to the carpet to the side.
Set expectations Do not move until I have finished giving the instructions, Move quietly to the carpet,
sit down with your legs crossed on your bottoms please and wait quietly for me to tell you what we are
doing next away you go. Gain students attention using Attention Grabber Clap (if required) Cue
with parallel acknowledgement, reward behaviour.
Give Instructions Ok so we are all sat in a big circle. We are going to skip count up in 5s around the
circle, but we are going to stop at 60! I will start..Away we go. 5!
After we have been around the circle twice, stop and ask the following questions. Why would we be
skip counting in 5 and stopping at 60? select KA, she displayed difficulty in counting in 5s during the
guided maths session.
Lets go again..this time I want you to stop when it gets to half pastwhat time would half past be?
Lets count again and this time we will stop at 15, which is what on an Analog clock?
Transition to Desks
Set expectations Do not move until I have finished giving the instructions, Move quietly to your
desks. You will need, a ruler, pencil, rubber and felt pens. When you have everything you need,
please place then down in front of you on the desk, eyes to the front, so I know you are ready. and
wait quietly for me to tell you what we are doing next away you go. When back at the desks - Gain
students attention using Attention Grabber Clap (if required) Cue with parallel acknowledgement,
reward behaviour.
Lesson Body
Delivering the
content
through
specific
strategies

Ok, so soon we will start working on our clocks! But what did I say we were going to briefly do first?
And why would we want to revisit what we know about clocks and time? select RP, often distracted
during instruction giving.
Give descriptive encouraging example That is right RP , I like how you explained that to all of us
we need to know about clocks as we are about to make one. We will need to know which hand is the
hour hand and the minute hand. And you are absolutely right we will need to know which is the hour
hand and which is the minute hand.
Who can tell me which is the hour hand and which is the minute hand (hold large class clock)
What else do we need to know about the Analog clock, do you think, if we are about to make one?
Do you think we will need any numbers on our clock?
What numbers?
What is the time, when both hands are pointing to 12?
Who can tell me where the minute hand is pointing for half past?
Ok and the new learning for today, who thinks they may already know where the minute hand would
be pointing for Qtr past? (using props/clocks throughout all questioning)
Why would it be pointing there? We did fractions in the last unit
(selecting students with hands up, if same students with hands up, select student not yet heard from)
Qtr past is a bit more difficult, anyone think they may be able to work out where the minute hand would
be pointing? Why?
We are now going to make our clocks and they may help use a little more with telling the time to the
Qtr to and Qtr past! I will hand out the kits to each desk, please take one, place it in front of you and
await my instructions thank you.
We will be making the clocks together. So I have an example of a clock I have already made.well
my son made (hold it up) this is what they will look like when they are finished. I will show you each
step on the completed model So, I do. I will then demonstrate each step and we will work through
them together (We do) and I will leave it with you to complete each stage before we move on to the
next one.

(Modelling)
The paper plates you have in your kit are glued together, and the front one has cuts in it. Please do
not pull those plates apart, there are supposed to be two together.
Demonstrate (I Do, We Do, and You Do)
Ok so step one, we need the hour numbers on the clock (point on current clock) Like this, lets write
the numbers like this 1,2,3.. ( make sure each number fits perfectly on to one of the flaps, one
number per flap)
What do you think we might be writing underneath the flap of each hour? Question RM, descriptive
encouraging.
So like we skip counted on the carpet at the start of the lesson, we will be skip counting and writing in
5s underneath.
Now we will draw a line from the 6 to the 12What do you think we are going to write on this line?
Then we draw another line from the 3 to the 9? Again why do you think we would do that?
We are going to label the two hands..Who can remind me which one I will write hands on? The
smaller one or the bigger one? Hands up who thinks bigger? Hands down, hand up who thinks
smaller?
Ok next we are going to label the lines we drew on our clock. What do you think we are going to write
next to OClock, Half past, Qtr to and Qtr past?
Lets attach our hands now, like thisthis is tricky so work in pairs and two of you help to get one
butterfly clip through and then switch over. If you still need help, pop you hands up in the air and I will
come around and help you. While we do this stage, if you are waiting for me you can decorate your
clock with colours and stickers.
Ok lets have a practise with our new clock! Who can set their clock to 1 OClock (prior learning). Who
can set their clock to Half past 3 (prior learning). Who thinks they may be able to set their clock to Qtr
past 5? How would our newly made clocks help us do that? Who thinks they would be able to set their
new clocks to Qtr to 6? (continue practising with various times, teacher to demonstrate on a clock
also, use a lot of body language (pointing).
Lesson
Conclusion
Concluding
activities
Summarizing
the lesson
(10 minutes)

I Do, We Do, You Do

We are going to finish with a worksheet, I am going to give you 5 minutes and you can use your clocks
to help you. The first one is asking what the time is on this Analog clock, the time is 3 OClock, so that
is what I write in the space available. So let us work through the 2 nd one together and then you can
have a go on your own with the rest. What do we also need to do on our worksheets? Who can
remember? ( select from hands up) Yes we need to complete our traffic lights point to poster. Green
means I understand this and I can do it on my own Orange means I can understand this but I need
some support and Red means I dont understand this and I need some help Please draw your traffic
light box and colour in which bests tells me how you feel. Away you go, you have 5 minutes.
Review the Lesson So today we..(refer back to visual WALT, WILF) Who thinks we achieved our
learning goal for today? Who can tell me one thing they learnt about time today that they did not know
before?
Can one person on each table please collect up the worksheets and the clocks please. Tidy up your
desks and put everything awayGood to see RG is already tidied up and has his hands on the desk
and is looking forward towards me, he is ready to be dismissed to the carpetaway you go RG
H block, you can go back to your classroom, have a great afternoon and I will see you tomorrow. Girls
remaining can you please go and sit on the carpet, and boys can you please join them.

Evaluation / Reflection
This lesson felt good compared to the last couple of Thrass Lesson. I felt I had better control of the students
and I was confident with the content, which is what my mentor teacher (Mrs RB) and I was hoping would

happen, with my planning the lesson from scratch. The lesson was well written in detail, all of the resources
were prepared long before the lesson. (3.2 plan structure and sequence learning programs)
The warm up activity was fun and easy, I was pleased that the students were able to answer Why do you think
we are skip counting in 5s and stopping at 60? They were immediately able to see the relationship with a
clock I enjoy sitting on the floor and with the students, during these activities, it really gives me a feel for how
enjoyable the task is and I am able to read their reactions better. I think the students like it too. Mrs RB,
commented on my getting down on the floor with them and she said she thinks it does wonders for
relationship building. I chose to do the activity at the front Mat as Mrs Martins class were working around the
back, I have on occasion, placed my students too close to the other class, which is disruptive to both classes,
but this worked well. We transitioned back to our desks, as Mrs Martins class were transitioning back to theirs.
(4.2 manage classroom activites)
The activity of making the clock had been tested on a student of the same age before being executed with 26
students. This enabled me to prepare for mistakes and have extras. I pre-stuck the two plates together, and precut the arrows. Mrs RB had told me that she had witnessed other students make clocks with students and
they dont fit it into the lesson and never get to teaching maths. We decided that the clock making process
should take 15/20minutes and it did (thanks to the pre-prep), and there was plenty of time for other activities
and learning! During our conversation at the end of the day Mrs RB discussed how the lesson was well planned
and that she could see that I was much more at ease with teaching that lesson. Being over- prepared really did
make the lesson run well. ( 2.2 content and teaching strategies of the teaching area) Thank goodness! After too
average lessons I felt I needed to step it up. I think this sequence will run smoothly from here on in. However,
the concept of Qtr to and Qtr past, seems to be a tricky concept for some of the students. After looking at the
formative assessment from today, it looks as though there is going to be a big variance across the class in
ability. I will need to monitor closely in the next class and consider splitting the class into two and Mrs RB can
take the more advanced students. I have already marked the names of a few students who appear to be very
good at telling time. I will write out the final list tomorrow.(1.5 Differentiate the teaching needs of students
across a full range of abilities)
The activity of making clocks was very engaging, the students really enjoyed it and were desperate to take
them home to show their family members, which was one of the reasons for the activity. The first question
asked was could they take it home. I offered out stickers for correct answers to questions, and good behaviour
so they could use them to help decorate their clocks, I gave out lots of stickers! I will need to create an activity
for the students to take home with their clock, so they can practise telling the time with their family. (3.7 Engage
with parents and carers in the educative process)
To do for the next lesson (6.1 ;- identify and plan professional learning needs)
1. Homework for students clock
2. Continue with the setting of expectations in this fashion and refer to classroom rules
3. Formative assessment to establish extension students

ADDED NOTE - Mrs Dwyer a substitute teacher is a parent to one of the students in the class, who provided
me with feedback, on the clock activity and said that her daughter had come home extremely excited about
her clock and sat with her and explained it and showed her how to set the time, to the times I had provided.
It was great to hear that the activity had worked as intended with at least some of the students. Many of the
children told me they had taken them home and used them. One student was away when we made the
clock, he took the kit home, made it with his parents that night and bought it in to show me the next day.