Unit Planner

NAME: TERM: LEARNING AREA:

Laura Johnston 2 Maths Clock Times

LESSON DURATION: WEEKS: YEAR:

NO. OF LESSONS: 4 & 5 (Term 2) 1 hour Year 2 (25 students)

STRAND: Measurement SACSA Key Idea: Children construct concepts of size and measurable attributes by comparing a wide variety of familiar figures, objects and events drawn from the world around them. ACARA: Tell time to the quarter-hour, using the language of 'past' and 'to'.

Student learning Outcomes for the lesson: Students will be able to tell the time to quarter past and to including half past and the hour. Students will recognise that the minute hand is past the hour when at quarter past and to. Students will be able to write and convert time from analogue clock faces to digital form.

Essential learnings: Futures Identity Interdependence Thinking Communication

Key Competencies KC1: collecting, analysing, organising KC2: communicating ideas and info KC3: planning & organising activities KC4: working with others in teams KC5: using mathematical ideas KC6: solving problems KC7: using technology

Equity Perspectives Aboriginal & Torres Strait Islander Multicultural Gender Socio economic Disabilities Rural and Isolated

Resources: Smart board, Internet, Timer, Hourglass, Butchers Paper, Textas, Pencils, Glue, Rulers, Number Line (1 number of each A4 paper, 1- 12), Paper Plates, Safety Pins and Maths Books. Activity sheets - Black Clock Face, Clock Face Numbers, Clock Hands, Time Memory Cards, Time Line, Match the Time, Blank Clock Face, Whats the Time Mr. Wolf?, My TV guide and Sunshine Time Memory Cards.

Assessment:
Pre-assessment - Students will paste on all the numbers and hands onto a clock and will display a time given to them by the teacher. Once completed they are to write out, digitally, what each clock reads. Lesson 4 Students will draw a timeline of their day and include the time (on a clock face and written digitally) that each of the events occur. The activity sheet will be collected and marked. Lesson 7 Students will make their own TV guide with TV shows that they like. They are required to write the starting and finishing time of the show both digitally and on the face of a blank clock. Assessment will be on the positioning and accuracy of the clock hands and whether students can identify the duration of the program.

Test Oral testing. Students are to write out the times given to them.

Lesson Description:

Resources Needed:
Clock, smart board, timer, hourglass, watch, digital clock, number line, butchers paper with clock face, pencils, number line (1-12) and activity sheets (black clock face and clock face numbers).

LESSON 1
HOURS: Concept map write up ideas and words that we know about clock. What are they used for? How do we use them? Direct student's attention to the clock. How many big numbers are on the clock? Have students point to the hour hand and minute hand. Which one moves faster than the other? When the hour hand moves from one number to the next, one hour has passed. What can you do in an hour? Have students point to the minute hand. Tell them that when the minute hand moves from one tick mark to the next, one minute has passed. What can you do in a minute? Lead a discussion about different timepieces (clock- digital and analogue, watch, timer, hourglass). Look at the features of a clock hands, minute and hour marks, and length of hands. Introduce a number line which contains the numerals one through twelve. Bend the number line into a circle to resemble a clock face. Pre-assessment: Provide a worksheet with a large circle. Ask the students to place the numerals inside the circle to make a clock face. Look at how the 12, 3, 6 and 9 are at quarter marks on the face. Suggest sticking these on first to then mark out the other numbers. Students will then complete an activity independently where they will stick on the numbers on the blank clock face in correct order. Once they have stuck on the numbers they can stick on the clock hands. Give students a time that they need to display on their clock face.

Week 4 & 5 Clock Times

Show a range of times on clock faces and get students to write out these times digitally once they are finished.

LESSON 2
PAPER PLATE CLOCK: Set the students up in a circle outside on the lawn. Give 12 students a number from 1 12 and they can represent the numbers of the clock. (Write each number in big bold numbers on A4 paper), Pick two students to be the hands of the clock. Look at taller and shorter students. Who should be the minute hand? (Shorter person) who should be the hour hand? (Taller person). Ask students to give a time and for the students being the hands to make that time. Continue activity until everyone has had a turn. Return back to the class where the students will then make a paper plate clock face. Students will be provided with clock hands which they can cut out and pin onto the clock. Using textas get the students to write on the clock numbers on the face. Again look at starting with the 12, 3, 6 and 9 to set in place for the other numbers. Throughout the day and week, refer to the time and get students to show that time on their clocks. They will need to hold their clock up and once their time has been seen they can return to their task. For students who finish early they can quiz a partner on times. Provide students with playing cards and a model clock. Cards with be double sided (one side will show an analogue clock and the other will show the same time digitally). Students need to show the time either on a clock face or written down, whichever one they are not shown on the card. 1 12 written on A4 paper, paper plate, textas, safety pins, clock hands and time cards. **Make time cards

LESSON 3
HALF HOUR: Discuss the fraction 1/2. Look at the shape of a clock where is half war around the clock? What do we know about half? Draw a concept map about halves try to keep it focused on clocks or time. Show past and to halves. Clock, smart board, Time for Time website, time memory cards, maths books, clock

Show 3 o'clock on a demonstration clock or use Time for Time interactive clock (http://www.time-for-time.com/swf/myclox.swf). Move the minute hand halfway around the clock to 6 while children count by fives. Refer back to what we know about how many minutes in an hour and half of that. Ask: How many minutes have passed? Where does the minute hand point? Where does the hour hand point? What time is it? Write four-thirty, 4:30 and half past 4 on the board. Continue moving the minute hand around the clock to 12 while children count by fives. Ask: How much time has passed? What time is it now? Is going from 0 30 minutes the same as going for 30 60 minutes? How do we know? Discuss the two ways to read time at the half hour. (4:30 and half past 4) Where is the minute hand at half past the hour? Lower ability: Students work in a small group with a teacher and use display clocks. As a group they work through displaying times on the clock face. Again, cards can be used to choose times that are displayed. Use interactive site (http://resources.oswego.org/games/BangOnTime/clockwordres.html) to play with students. Mid ability: Students will return back to their desks and with their partner they will play "Time Memory". Turn all cards over so the face is down, try to match the clock faces illustrating the time with the matching card which will show the time written. Students take turns with their partner to match the cards. Once someone has found a pair they have to display that time on their paper plate clock. The game continues until all the cards are matched. The player with the most matches wins. Higher ability: Students can play time memory and once they have found a pair they need to record down the time on the clock faces in written words and in digital form. Students can also use stamps to display these times on a clock face in their books also.

face stamps, stamp pad, time cards and pencils.

LESSON 4
PAST AND TO: Look at the positioning of the clock hands when it is quarter past and quarter to. Discuss with the students why the clock hands are just past the hour mark not directly on it. Ask: How many minutes have pasted when it is quarter past? How many minutes are there until the hour when it is quarter to? Use this interactive site to show students where the clock hands are (http://www.time-for-time.com/swf/myclox.swf). Make it clear to the students that if the minute hand is between the 12 and 6 it is something PAST and when its between the 6 and 12 it is TO. Always remember to get students to count by 5s when working around and counting times and refer back to the concept of 60 seconds in a minute and 60 minutes in an hour. Students will complete an activity where they must match two times together which will be written differently and then draw that time on the clock face next to it. Students can cut out the times and clock face and paste them all next to each other. Students can have the option of cutting and sticking the time or just writing it in the boxes provided. Smart board, Time for Time interactive website, match the time activity sheet, glue and pencils.

LESSON 5
Brainstorm and record the events of the students school day. Draw a timeline to represent the day. Look at what time they wake up, have breakfast, arrive at school, recess etc. Focus on times being of the hour or half past. Get students to suggest what time it would be that they do these events. Look at a clock with the students to show them that when it is half past the hour hand is half way between two numbers not directly pointing to the hour. Use Time for Time website to show students where the hour hand moves within the hour (http://www.time-for-time.com/swf/myclox.swf). Students will complete their own daily timeline using the time line activity sheet. Smart board, Time for Time for Time website, time line activity sheet and pencils.

Students much write the time on the face of a clock, digitally and in a written form. Pictures are then drawn to correspond with the time of the event. Keep the class discussion up on the board for students to refer back to but try to encourage students not to copy from the board but rather come up with their own ideas.

LESSON 6
Work with students on the floor and use time for time interactive clock (http://www.time-for-time.com/swf/myclox.swf). Look at how you write the time digitally if you are reading an analogue clock and vice versa. Get students to give a time and other student to come and write the answer. Or freeze the screen and use Blank Clock Face to draw hands on the clock. Get students to return back to their desks and complete activity sheet Whats the time Mr. Wolf? There are three activity sheets for lower and higher ability students. Students are provided with a time, either on the face of the clock or digitally, and need to write it the other way. For students who finish fast, there is an extension sheet that looks at all times or you can give them a blank sheet that they can make up for a partner and then swap with their partner. Smart board, Time for Time interactive clock, Blank Clock Face, activity sheet Whats the time Mr. Wolf? and pencils.

LESSON 7
MY TV GUIDE: Have students make their own TV Guides (use activity sheet = My tv guide). Make up some as a class and discuss when we do watch TV. Are we watching TV on Mondays at 12:30pm? Look at the hours that we are at school. For each program the student must record the name of the show, the time the program begins and ends (drawn on a clock face and written digitally) and how long the program runs for. This is optional for some students as it may be too difficult. For students who are struggling encourage them just to write the show and times before they work out the duration of the show. Smart board, activity sheet My TV guide and pencils.

LESSON 8
FINISHING WORK: Allow this lesson for students to finish off work which was not completed in previous lessons. For students who have finished all their work they can test a partner by giving them a time to write on a clock face or show them a clock face and they must write down what time it is (use Whats the Time Mr. Wolf? Activity sheet). Students can also play time memory either using cards from lesson 3 or use sunshine time match cards. Students can also test each other using their clocks that they made. Teams can be made and points can be accumulated for each right answer, the team with the most points wins. TEST: Conduct a test with the class orally. Give them times either displayed on a clock face, digitally or in words. Look at outcomes and guide questions from there. Look at features of a clock, 60 seconds in a minute, 60 minutes in an hour etc. Whats the Time Mr. Wolf activity sheet, sunshine time memory cards.