Lauren Kennedy

30125179

YEAR LEVEL: 1

Teaching and Learning Mathematics

Assessment two

CLASS SIZE: 27

DURATION:
one hour

DATE:
Term 3-Week 2

Lesson Title : Telling the time

MENTOR TEACHER: Lauren Kennedy
AusVELS STATEMENTS:
Level one:
Measurement and Geometry: Tell time to the half-hour (ACMMG020)
Describe duration using months, weeks, days and hours (ACMMG021)
Fractions and decimals: Recognise and describe one-half as one of two equal parts of a
whole. (ACMNA016)
Level two:
Measurement and Geometry: Tell time to the quarter-hour, using the language of 'past' and
'to' (ACMMG039)
Fractions and decimals: Recognise and interpret common uses of halves, quarters and
eighths of shapes and collections(ACMNA033)
Foundation:
Measurement and Geometry: Compare and order the duration of ;events using the
everyday language of time (ACMMG007)
Connect days of the week to familiar events and actions (ACMMG008)
This lesson has been planned for a grade one class, level two and foundation level
statements have been included as the students may all be at differing levels in mathematics.
Teachers must guide and support the students of every level.
Teachers will support children of diverse abilities through, modification of content, modification
of the products (or resources) used and modification of the process, the way that a lesson is
taught can be flexible for students of varying abilities.

Lauren Kennedy
30125179

Teaching and Learning Mathematics

Assessment two

OBJECTIVE:
For the students to be able to read time on analogue and digital clocks and observe the
characteristics of half-hour times
For the students to recognise that an hour is equal to sixty minutes, and half an hour is 30
minutes.
For the students to recognise that an hour can be split into two equal times and describing
how two half hours equal an hour.

RESOURCES and MATERIALS

White board and markers
IPads (with internet connection and intranet files)
Worksheet (telly sheet for Stop the Clock)
Worksheet (TV guide)
Hula Hoop Clock

LESSON OUTLINE (focusing mainly on what the teacher

TIME

and students will be expected to be doing)

TEACHING POINTS:
Key questions
Key
organisational/manag
ement issues

Introduction/Opening
1. The whole class will be called to sit on the mat. The
teacher will gain an understanding of what the students
already know about telling the time and clock structure.
1 (a). the teacher will draw digital and analogue clocks on
the board and ask the students to name the two types of

1a. hands up.

10
minutes

1b. students will put

their hands up. List
will have two

Lauren Kennedy
30125179

Teaching and Learning Mathematics

Assessment two

clock

columns, the pictures

of the different types

1(b). The teacher will ask the students the difference

of clock will be under

between a digital and analogue clock writing their

the headings for easy

answers on the board.

identification.

2. The teacher will explain how the hands on a clock work

and what the 12 and 6 represent.
3. Teacher will sing a song to help develop the concept of

10

3. To the tune of Im a

minutes

little tea pot.

the hour and minute hands.

3. Hand out monitors

Im a smaller hour hand, short and stout, I tell the time

to place one

and give a shout

worksheet on each

Im a longer minute hand, big and tall, I tell the minutes

desk.

and that is all.

Class will sing this song together with the teacher two or
three times to help them remember the hour hand is
smaller and the minute hand is the bigger hand.
Activities

Students will be spilt

1. Teacher will explain activities two and three to the

class, splitting them into three groups of 9. One group will

minutes

go to their desks for activity 3, one group will go to the

up into their math

groups (which have
already been
predetermined

IPad station and collect an IPad and a tally sheet from the

throughout the year,

station. the group that participates in the first activity will

based on students

stay on the mat with the teacher for further instruction.

24

2. Rotation between activities will be times on the

minutes

interactive white board using a timer app. A buzzer will

(8

sound after 8 minutes at each activity. Groups will be

minutes

Activity one:

sent off to their activities. At the sound of the buzzer each

x3

students will have to

group must stop what they are doing and move to the

activities)

try to create a minute

next workstation.

mathematical ability)

hand an hour hand

using their arms,

Lauren Kennedy
30125179

Teaching and Learning Mathematics

Assessment two

Workstation one: Hula hoop clocks (game I have created

teacher will offer

see appendix for photos)

open ended

Hula-hoop clocks, this activity will be led by the teacher.

The 9 children will form three teams of three. Each team
will be given a hula-hoop with numbers on it to represent
a clock. Two children will hold the hula-hoop and one will
be the hands of the clock, the teacher will call out a time
and the students need to try to make this time using their

questions to get the

children thinking
about how they may
be able to
differentiate between
the two hands.

hands, with the help of their team mates. After each

question the student in the middle will swap places, so
that each student will have a turn at being the hands of
the clock.

Workstation 2:IPads ICT game

Stop the clock!
Students will be instructed to go to week 2 term three in
their Math folders on the IPad. They will open a word
document with the link to the game there. Students will
press play, then after each round they will have to record
their time, and the questions they answered in this time.
This information stays on the screen until the students
restart the game, so they can take their time in
documenting their results.

Workstation 2:
http://www.teachingti
me.co.uk/draggames/
sthec1.html
Students will be
instructed to turn the
sound on the IPad
down, as this game
does make some
loud noises which
may distract the other
students within their

Workstation 3: TV guide worksheet.

At their desks students will be required to create a TV
schedule for their favourite programs. Students fill in the
name of the show and what day it is on television this
also links to the Ausvels statement Describe duration

group or even the

other groups.

Lauren Kennedy
30125179

Teaching and Learning Mathematics

Assessment two

using months, weeks, days and hours (ACMMG021).

Then they will have to draw hands on the clock indicating
the time the show will air and the time it will finish.
Students will then have to fill in the last column which
asks how long the show will be on television for, the
duration. When they have finished they can cut the
worksheet out and place it in their math books.
Early finishers -

Closure/Pulling it all together:

Class will come back to the mat and discuss the activities

10
minutes

and how confident they feel about telling the time.

Class will sing the hour and minute hand song again as a
refresh.
Im a smaller hour hand, short and stout, I tell the time
and give a shout
Im a longer minute hand, big and tall, I tell the minutes
and that is all.

CRITERIA FOR ASSESSMENT OF STUDENT ACHIEVEMENT

Workshop one: Students are able to use their bodies to create the time.
Workshop two: improvements in time can be seen from the students worksheet. Students
have answered at 2 or 3 puzzles during the allocated time.
Workshop three: students able to identify how long the show will go for using the clock and
then describe the duration.
How this will be assessed?
Assessment is an integral step in the planning process, it focuses on the way that students

Lauren Kennedy
30125179

Teaching and Learning Mathematics

Assessment two

learn, giving teachers an insight into next steps for future learning. There are three main types
of assessment, formative, summative and diagnostic. Diagnostic assessment occurs at the
initial introduction of a topic, this is where teachers get an idea of how much the class already
knows about the topic. Formative assessment occurs throughout the unit, it is a way for
teachers to gather information about what the students are learning and what level of
knowledge they are gaining from the lessons that have been running. Finally a teacher will do
a summative assessment at the end of a topic which will document the students level of
overall achievement. This lesson has been mapped out to be used as a part of a teachers
formative assessment of the unit. It includes physical evidence, such as the worksheet that a
teacher can assess, to see the level of understanding that each student has. The AusVels
state to meet a satisfactory standard for this level that the students would be able to draw the
hands on the clock on the hour and the six (representing minutes). Even though the hour
hand should be between the two numbers, at level one it is considered acceptable to have the
hour hand on the hour. To exceed the standard, students would be able to correctly read the
time in hours and half hours from an analogue clock; they may still draw the hour hand on the
hour rather than between the two hours. Knowing this this expectation for this unit will impact
upon how the teacher will run the lesson and their expectations of the class.

References
Australian Curriculum Assessment and Reporting Authority. (2012). The Australian
Curriculum in Victoria. Retrieved from: http://ausvels.vcaa.vic.edu.au/
Department of Education, Science and Training and Gifted Education Research,
Resource and Information Centre (GERRIC), The University of New South Wales
(UNSW), 2004, Gifted and talented education: Professional development package
for teachers - Core module 5: Curriculum differentiation for gifted students.