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[Teacher Name] [Unit Title]

[Unit Length] [Class/Grade]

Andrew Bakashaba
Lesson: Lower Primary Math.

Unit Overview
Main Idea (Claim) Summative Assessment
Telling Time What is the time by the clock?
What time do you have your lunch break? 05 min

Guiding Questions Objectives (know/understand/do/value)

What time is it when the long arm of the clock is By the end of the lesson students will be able to
pointing to 6? tell the time when it’s half past the hour.
How many minutes are in one hour?
The students will be able to tell that they are 60
minutes in an hour.
Time Instructional Procedures and Strategies
Beginning the Lesson
15 min I will start by showing them the clock and asking each one of them what time it is as I keep
moving the long the arm, I will also ask them to get out their paper watches they made in our
previous class (yesterday) and I will ask each to have a look at their friend’s watch and tell them
,what time it is by their friend’s paper watches we made the previous lesson. Then I will go ahead
to introduce the concept of telling time when the long arm is pointing at 6?

Developing the Lesson

30 min I will start the lesson by asking the students which of the two arms on the clock tell time and
which tells the minutes. I will explain to them that they are 60 minutes in one hour, I will explain
that if the long arm of the clock is middle way of the circle then it is 30 minutes past the hour that
the short arm would be pointing. I will explain that also we can tell that it is 30 minutes past the
hour when the long arm is pointing at 6. By keeping the long arm at 6, I will keep moving the
long arm as I tell them the time for example, 1:30, 2:30 etc.
Closing the Lesson
30 min With the provision of paper that contains the picture of a big clock on each paper , I will provide
each of them with their own paper and I will ask them to color with one color staring from where
the long arm is pointing (at 6) and to color the other part with a different color to show that its
half past the hour, but also to show that when the long arm has reached 6, it has moved half the
distance it needs to move to make an hour and it is remaining with half the distance to make
another hour.
4Formative Assessment Differentiation
With the help of the visual aid (the clock) I will have
I will put the long arm of the clock at 6, and I will one on one with the struggling students to try to help
keep moving the short arm to various positions of them to understand.
the hours and I will ask them to tell me what time it
is.

Resources
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[Teacher Name] [Unit Title]
[Unit Length] [Class/Grade]

Board makers, a wall clock, paper containing the pictures of a big watch and coloring pencils.

Evaluation and Reflection

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[Teacher Name] [Unit Title]
[Unit Length] [Class/Grade]

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment copied from the unit plan in order to ●
keep the goal in mind during the writing and implementation of the lesson
plan.
Guiding these questions guide the inquiry for the lesson, leading students toward ●
Questions a rich understanding of the objectives for the lesson and ultimately, the
unit.
● Factual- knowledge or fact-based questions
● Conceptual- questions that enable exploration of big ideas that
connect facts and topics
● Debatable- questions that expose areas of ambiguity, disagreement,
or tension within the unit of study
Objectives The specific aims of the lesson. As a result of the instruction, this is ●
what the students are expected to know, understand, and be able to do.
These should align with and lead to the unit understandings, knowledge
and skills.
Time - Marks the amount of time needed for each stage of the lesson. Enables ●
effective time-management for the teacher.
Beginning the The opening or warm-up that will engage the learner, producing ●
Lesson creative tension. May include review and/or activation of prior
knowledge.
Developing the The content learned and the strategies employed towards that end ●
Lesson
Closing the A conclusion or review of what was learned, providing closure to the ●
Lesson lesson.
Formative Assessment throughout the lesson that provides feedback that can be used to ●
Assessment plan or alter instruction. Should prepare students for the summative
assessment.
Differentiation ways of modifying instruction to meet the needs of diverse learners ●

Resources any texts, materials, technology, people, places or other resources that ●
have informed the unit and learning experiences
Evaluation and Reflect on using the lesson and evaluate the lesson plan and ask the ●
Reflection following questions:
 Did my students come to understand the main idea, essential understandings?
 Do my students know what they are supposed to? Can they perform the unit
skills? Do they value what was intended?
 What was most effective? least effective?
 What changes will I make for next time?