Practicu

Time
m
of
AM
Lesson
Lesson
Number
Topic
and
Time (Read, Make, Convert)
Focus

Duration of
lesson

20 minutes

Year
Leve
l

Mentor
teacher

Class
Size

24

Miss Power

Learning Intentions:
To revisit time and work on making time (oclock, half past and quarter past)
Extension- convert time from digital to analogue.
AUSVEL
S
Strands
Level:

Domains

Dimensions

Mathemati
cs

Mathemati
cs

Tell time to the

half-hour
Tell time to the
quarter-hour,
using the
language of
'past' and 'to'

Key elements of standards to which

lesson is focussed

Practice Identifying half- hour times to

revise knowledge.

Introduce quarter of an hour times,

using language of past and to.

Assessment Criteria and Method of Evaluation

Focus
Increase
capability to
create time.
ExtensionIncrease
ability to
convert time

Assessment Criteria
Are they able to create half past,
quarter past and quarter to on the
toy clock

Extension- convert digital to analogue

Evidence
Pre-test and Post test, Work
samples- Through
Photographs and my
observations.
Pre-test and Post test, Work
samples- Through
Photographs and my
observations.

Students Background Knowledge?

The students already know what are oclock times and basics about a clock.
Some students know half past as well.
A few students already know how to read time to the minute, which is a level 3.
A couple of students have difficulty reading oclock and half past.
Most students arent sure about quarter to and quarter past times.
We have grouped the students according to their prior knowledge. I have
collected data from a pre test to create groups to work on time
together(Piagetian approach). Also have reviewed the created groups and made
some changes, to boost students self esteem (Holistic approach).
Higher Groups- work on quarter to and conversion of digital time to analogue

clock.
Middle Groups- revise oclock and half time and extend to quarter past
Lower groups- revise basics about a clock and go over oclock and extend to
half past
Resources and Materials
Toy Clocks
Book with digital and analogue clock
Pre test to form groups
Camera to take photos of students work samples
Teacher Focus
My focus is to ensure all students understand the basics of time and for each student
to learn something new from this session.

How will you recognise and value the ideas of children?

Small group work going around a circle. Taking in turns of their answers and
discussing how we know what the time is (discussing hour and minutes hand)
Stage of
lesson
Stage 1
Introducti
on

Tasks

Stage 2
Body of
lesson

Make Time- Ask to show a time on

their clocks (oclock and half past).
Then see how they are going and move
on to quarter past.
Extension- Convert Time- Use a
Digital clock to ask the times.

8
min

Stage 3:
Conclusion

Concluding the lesson

Clean up students clean up
workstations

2
min

Stage 5:
Closure &
Transition

After the lesson

Speak to students about
progress and how they feel
with time.

Read Time- Talk about time and what

they already know
Show times similar to what you would
ask them to create and ask what time
they think it is?

Tim
e
5
min

Student
action
Students
read what
time is on the
clock
provided and
explain how
they know
(big and
small hand)
Students
create the
times they
have been
asked on
their clock

Teacher
action
Give students
different times
to read
according to
their abilities
and ask
questions of
how they know
Ask the
students times
to make on
their clocks.
And
photograph
each students
answers.

Students put
equipment
away
Converse
with teacher
about
feelings

Talk to students
about their
thoughts about
time and how
they feel the
lesson went.
Look at
students
progress and
see what stage
of time they
are up to for

there next time

group
Reflection on Student Learning
Group 1- Had a good understanding of time in making, reading and digital time
conversions some students struggled with making time that was not an even 5
or 0
Group 4- Students have the ability to read and create oclock and half past, next
stage is to teach quarter to and quarter past, some students struggled with
what hand was what. (one student shared how they remember the hands as the
little hand is a little old man who is slow so that is why he is the hours hand)
Group 5- Students had very little concept of time many did not know what hand
was what and how to make oclock and half past
Comments on Future Lesson Directions
For group 1 I think a work sheet with times that are not even, and have them
both read and draw the time.
For group 4 I think the next stage is to teach quarter to and quarter past and re
assuring knowledge of what hand was what
For group 5 I think they need to keep revising time and practice identifying
which hand is which
Reflection on Lesson The timing and flow of the lesson went well
I observed students in lower groups get upset and shut down when they didnt
know the answer or wasnt sure if they were right and needed reassuring.
The higher group found the activity quite easy and was more of a confidence
building and reassurance task.
Reflection on own practice
My focus was met as the lesson was only short I would have liked more time to
continue building their understanding more.
Other areas that I would want to concentrate on are listed in future lesson
directions.
Mentors feedback
No negative feedback mentor was interested in how the students went, as it
was the first time they have revised time this year from grade 1.