Standard 2.

2
EMM310 Extract
Geometry and
Measurement
Syllabus Outcomes:

Stage:
1

Class: 2L

Describes, compares and orders durations of events, and reads half- and quarter-hour time
MA1-13MG

Unit Focus:
In this unit students learning experiences focus on telling the time. In particular students will investigate the
relationship between analog and digital clocks, estimating time using formal and informal units and telling time in
terms of quarter past and quarter to. Students will also investigate the ways some different cultures tell the time
without clocks.
Lesson
1. Making a clock

Syllabus Content

Learning Experiences

Resources

Assessment

- Describe the hands on a

clock as turning in a
'clockwise' direction
(Communicating)
- Associate the numerals 3, 6
and 9 with 15, 30 and 45
minutes and with the terms
'quarter past', 'half past' and
'quarter to', respectively
(Communicating)
identify which hour has just
passed when the hour hand

Student create an analog clock that

highlights all the key features for the
unit including clockwise, 3,6,9
(13,30,45), to and past. The clocks
students make should use the same
colour code as the model to aid visual
learners.
Key Questions
What can you see on a clock?
How many minutes are there?
Can you suggest a strategy to use
rather than counting every single

Construction paper
Paper Plates
Split pins
Scissors
Glue

Observation
Consultation/ questioning

is not pointing to a numeral

minute?
Differentiation
EAL students: write the numbers of
their primary discourse on the clock to
help with their learning.

2. Reading Analogue
clocks- Students read
analogue times as past
and to, identify hands of
the clock at angles hour
past, simple time
problems

- read analog and digital

clocks to the quarter-hour
using the terms 'past' and
'to', eg 'It is a
quarter past three', 'It is a
quarter to four'
describe the position of the
hands on a clock for quarter
past and quarter to

Direct instruction about time as past

and to on analogue and digital clocks.
Students use their clocks to create past
and to times drawn at random, they
use a past or two to identify it then take
a picture of it (if sharing cameras
students will also need a name card in
photo). During this time teacher takes
anonymous photographs. These
photographs are projected for the
whole class to see. Students check the
answers.
Key Questions
Where at the hands of the clock at
past/ to?
Differentiation
Extension: Students use the written
words cards to create their times
Modification: Students use a digital
clock to create the times (either from
the digital time cards, an analogue
clock or the written word cards)

Clocks (previous
lesson)
Cameras
IWB/ projector
Time Cards (digital
times)
Past/ To cards (2.1)
Digital clock that
students can
change time on
Times written in
words e.g. quarter
to four (2.2)

Work Samples
(photographs)

3. Analogue and DigitalStudents read quarter

to and quarter past
times on analogue and
digital clocks

Tell time to the quarter-hour

using the language of 'past'
and 'to' (ACMMG039)
record quarter-past and
quarter-to time on analog

Students compare analog past and to

times to digital past and to times.
- Use photos from previous
lesson and write the digital
time on the picture (IWB)

IWB digital and

analog clock icons
Photos from
previous lesson
Poster paper

Work Samples

and digital clocks

Compare analogue and digital

times
- Students record on poster
paper by gluing analogue and
digital clocks they have
recorded times on.
Key Questions
- Which way is easier?
- How can we use the easy way
to help us with the more
difficult?

Glue
Pencils
Blank analogue
clock sheet (3.1)
Blank digital clock
sheet (3.2)

Differentiation
Modification: Give students clocks with
the times on to compare
Extension: Students create a third
column for written word times

4. Estimating time- using

informal measurements
students estimate times
(PB)

- compare and order the

duration of events measured
using a repeated informal
unit,
eg 'It takes me ten claps to
write my name but only two
claps to say my name'

Estimating time- using informal

measurements students estimate times
(PB)
Andy is learning about informal units of
time in class. He needs to find activities
that take 15 claps or less.
What activities can you and your
partner do in 15 claps or less. (If it
takes less than 15 claps dont forget to
record the number of claps). Record in
two columns in workbook.
Key Questions
-How many activities did you find that

Stopwatches
Workbooks

Work Sample

took 15 claps?
-Can you add any of your activities
together to make 15 claps?
-What combinations can you make?
-How many seconds do you think there
are in 15 claps? Use a stopwatch to
check?
-Time some of your activities? Do they
take the same number of seconds as
15 claps? Why/ Why not?
Key Questions
What was your longest activity?
Sort your activities from longest to
shortest?
5. Estimating timecultural informal units

recognise that some cultures use

informal units of time, eg the
use of tidal change in
Aboriginal communities
(Reasoning)

Students investigate the different ways

different cultural groups tell the time.
This information is collated on a poster.
If possible have a guest speaker
Key questions
What culture is it from? How does it
work?

6. Estimating time using

formal units

use the terms 'hour',

'minute' and 'second'
experience and recognise
activities that have a duration
of one hour, half an hour or a
quarter of an hour, one
minute, and a few seconds
indicate when it is thought
that an activity has continued

Throughout the day students estimate

and time the different activities they do
e.g. spelling, lunchtime. The first
activity is timed together after this
students need to estimate and time at
least 8 activities and record their
results. As a class students then sort
their activists in accordance to
seconds, minutes, half an hour, quarter

Source sheet (5.1)

Poster paper
Markers
Scissors
Glue
IWB

Timers
Clock
Stopwatch
Recording sheet
(6.1)
IWB/ whiteboard
and markers

Work Sample

Work sample

for one hour, one minute or

one second (Reasoning)

of an hour and an hour and discuss

how reliable their estimations were.
Key Questions
- how close were your
estimations?
- Was their anything that really
surprised you
Differentiation
Extension: time more/ the 8 activities
by timing from a clock
Modification: time less activities

7. Estimating time (PB)

. compare and discuss the

relationship between time
units, eg an hour is a longer
time
than a minute
(Communicating, Reasoning)
. make predictions about
the duration of time
remaining until a particular
school activity
starts or finishes, eg the
length of time until lunch
begins (Reasoning)

Students work on the following problem

to estimate and compare units of time.
In the morning before school Evan has
1 hour before he needs to catch the
bus in this time he must:
-

Get dressed (10 minutes)

Eat breakfast (20 minutes)
Brush his teeth (5 minutes)

He can then choose from the following:

-

Watch toasted TV (15 minutes)

Shoot hoops (10 minutes)
Clean his room (10 minutes)
Feed the dog (5 minutes)

Differentiation

Clock (L1)
Task Sheet
Evans activities
(7.1) -cut out for
manipulating
Highlighters
Workbooks
Pencils

Work Sample

Extension: Create some 3 more

activities and see what combinations
Evan can do in 2 hours
Modification: Have students use their
clock and move the hand 10 minutes
(get dressed) and continue to add to
this

8. Summative assessment

- describe the hands on a clock

as turning in a 'clockwise'
direction (Communicating)
- associate the numerals 3, 6
and 9 with 15, 30 and 45
minutes and with the terms
'quarter past', 'half past' and
'quarter to', respectively
(Communicating)
identify which hour has just
passed when the hour hand is
not pointing to a numeral
- read analog and digital clocks
to the quarter-hour using the
terms 'past' and 'to', eg 'It is a
quarter past three', 'It is a
quarter to four'
describe the position of the
hands on a clock for quarter
past and quarter to
Tell time to the quarter-hour
using the language of 'past' and
'to' (ACMMG039)
record quarter-past and
quarter-to time on analog and
digital clocks
compare and order the duration

Summative Assessment Task

(see details below)

Analog clocks
Digital clocks
Numbers on
Velcro dots
Time Lord Quest
Diary (8.1)
Events for
challenge 5 (8.2)
Pens
Prepared questions
based on formative
assessment
Clocks from L1
Glue

Work sample
Consultation/ questioning

of events measured using a

repeated informal unit,
use the terms 'hour', 'minute'
and 'second'
experience and recognise
activities that have a duration of
one hour, half an hour or a
quarter of an hour, one minute,
and a few seconds
make predictions about the
duration of time remaining

Reflection:
Were students engaged with the teaching and learning strategies? What was particularly successful?
Did the suggested differentiation work? Why/ Why not?
How could the unit be improved?