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IFSA Butler Daily Planner

Mary Stang
Pupils’ prior learning

Primary 5

Telling Time – Twenty-four hour clock

The children have had two lessons related to time last week. These lessons focused
the 12-hour clock and AM/PM. Students have a pretty strong foundational
knowledge of telling time within five minutes.

Cross curricular skills focus
 Listen to and discuss concepts with partner
 Participate in whole group activity
Using Maths
 Time is a math concept; therefore students are using math skills.

Learning intentions Students will be able to:
 Accurately describe the difference between the 12 and 24-hour clocks.
 Tell time using the 24-hour clock.
 Change a 12-hour pm time to a 24-hour time.
Introduction (10 minutes)
Teacher will ask students what time it is. They will then review the important
components of telling time, specifically AM/PM. Teacher will then use the
PowerPoint to reiterate half past, quarter past, and quarter to using the fraction
visuals as aides. Finally, the teacher will facilitate a discussion on any other ways this
time could be communicated. The students will either give the response of 24-hour
clock or the teacher will introduce it and then model how to convert a 12-hour time
into a 24-hour time.

Thinking skills and personal capabilities focus
Working with others – Students will be working on completing
the time chart with a partner. The whole-class activity also
requires all students to participate in order for the “puzzle” to
be completed.
Managing Information – With the activities each student has
one piece of information that is part of a much bigger puzzle.
They must manage this information and share it when
necessary to complete the task.
By Support – The teacher will touch base more frequently with
the students who are showing difficulty with the activity or
may struggle more with math. The students will also be
working with partners as an additional form of support.
By Task – Students who are known to have math difficulties
will be given an I Have, Who Has card that is on the hour or
half-hour. Additionally it will be one that they either do not
need to convert to 24-hour time or a time that has been
previously modeled.

Role of the teacher
Demonstrator: The teacher will be explicitly teaching and
demonstrating how to tell time using half past, quarter
past, and quarter to. In addition, the teacher will be
modeling how to convert from a 12-hour clock to 24-hour
Facilitator: The teacher will be walking around and

Times to Model with (use large clock) – do until students seem comfortable:
(I DO – think aloud):
 5:00 am
 6:45 am
 2:00 pm
 9:45 pm
 8:00 pm
 7:00 pm
 11:00 pm
 4:30 pm
Activity -->
Students will now have the opportunity to work with their table partner to write
their six am/pm times and convert them into 24-hour time. They will do this task on
their whiteboard and the teacher will circulate the room and support students as
Once students seem to have a firm understanding of the 24-hour clock and how to
change a am/pm time into 24-hour time the students will complete a class round of I
Have, Who Has. Each student will receive a card that has a picture of a clock on it
and a written time. The students will take turns reading their cards in response to
one another questions. For example, the first student will say “I have the first card,
who has 21:15?” The next student will need to read the clock on their card and say
“I have 21:15, who has 15:45?” The activity will continue until each student has read
his or her card and we have arrived at the end card.
If time permits, the activity can be timed. After completing it once the cards can be
redistributed and the class can try to beat their time.
On a part of a piece of paper, students will complete:
 Write 6:00 pm, 8:45 pm, and 11:15 pm in 24-hour time.
 One difference between 12-hour clock and 24-hour clock.

assisting students as needed once they begin their activity
with a partner. They will also facilitate the I Have, Who
Has activity. They will provide support who need it and
ask extension questions to those who finish quickly.

Key Questions
What time is it?
What is ____ + 12?
How many times does the hour hand go around a 12-hour
clock in a day?
What is the difference between 12-hour clocks and 24hour clocks?

Time PowerPoint & Projector
Big Model Clock
I Have, Who Has cards
Dry Erase Marker & White Board

Teacher observation while circulating the room will serve as an informal observation as to who seems to understand and who is struggling. The
activity will allow all students to participate and will indicate student understanding. The plenary activity that students will turn in will be used to
more formally assess students.