Maths – Elapsed Time Unit

Pre-service Teacher name: Rebecca Jones Highlight planning process: Date:

Planned collaboratively with ST 10/09/20
Planned collaboratively with peer
Year level/ age range & number of students: Planned independently based on ST lessons
28 Year 4 Students Planned Independently
Unit title: Understanding Elapsed Time Problems
Learning area and outcomes: (E.g. English, Mathematics, Science, Health & Physical Education, Humanities & Social Sciences, The
Arts, Technologies and Languages & Australian Curriculum links)

Content Descriptor: Use ‘am’ and ‘pm’ notation and solve simple time problems (ACMMG086)
Elaborations:
 Determining arrival time given departure time
 Calculating the time required to travel between two locations
 Calculating the time spent at school during a normal school day

Content Descriptor: Convert between units of time (ACMMG085)

Elaborations:
 Identifying and using the correct operation for converting units of time

Achievement Standard:  They solve problems involving time duration. 

General capabilities consideration: literacy, numeracy, ICT, critical & creative thinking, ethical understandings,
intercultural understandings, personal & social capabilities
Student diversity consideration: students with disability, gifted and talented students, students for whom EAL/D
Learning intentions: (Descriptions of what learners should Success criteria for students: (clear and specific
understand and be able to do by the end of a learning period, measures of how students have met the learning intentions,
the ‘what and why’ of the learning task: ‘We are learning to …. i.e. how they are going with the task, this can include both
(learning intention ‘what) so that we can …… (learning learning content and strategies; ‘I know that I can do this
intention ‘why’)) when I have..)

By the end of the unit, students will:

I can:
 be able to read analogue and digital o’clock, half-
past, quarter to and quarter past times.  read analogue and digital o’clock, half-past, quarter
 be able to use number lines to solve worded time to and quarter past times.
problems.  use and understand time terminology.
 be able to convert between units of time.  use strategies to solve worded time problems
 be able to solve problems involving durations of time involving durations of time.
(elapsed time)

Formative assessment: Summative assessment:

Students will engage in a prior knowledge test where they Students are given a timetable with various appointments,
match worded times to analogue and digital times by drawing travel times and meetings. Students need to…
clock hands on analogue clocks. Students then solve problems
involving duration. i.e. the time is quarter past 3 – represent
this on an analogue and digital clock. Show the time 5 minutes
earlier, 10 minutes later, 3 hours ago, 1.5 hours prior, etc.
Range of teaching strategies: preparation/ organisation/ resources:
(What range of teaching strategies will I use and so what resources will I need for the students to engage in the activity? Where
will I access the resources from?)

Resources Needed:
 Concrete materials (for everyone, to extend and support learners) – analogue teaching clocks
 Task cards with worded problems differentiated to cater for learning needs (3 different groups of learners)
 Slideshows (with explicit instruction/strategies)

Teaching Strategies Used:

 Scaffolding (I do, we do, you do)
 Sequenced lessons – work on telling the time, solving worded problems, looking at timetables to solve problems
involving durations of time.
 One-on-one and group teaching (differentiated approach to support students)
 Differentiated groups according to prior knowledge results and results from each task.
 Collaborative work – students work with learning partners to support their learning.
Differentiation: (Are there any students that I need to personalise the activity for)
Specific student needs: learning/ behaviour Adjustment and considerations
 EALD Students  One-on-one and group teaching
 Low Motivated Students  Differentiated learning goals
 Differentiated groups  Check ins throughout lesson (make sure to check on
students with low motivation)
 Collaborative work (to support students – learn from
more knowledgeable peers)
 Scaffolding approach to support all student’s needs.

UNIT TIMETABLE
Week: Mon Tues Wed Thurs Fri
8 Students participate in the
prior knowledge assessment.

9 Students create a Group One: LG Group One: LG - Group One: LG - To be able Group One:
craft activity that (learning goal) - To be able to use to use number lines to solve Group Two:
demonstrates the To be able to read number lines to timetable problems (simple Group Three:
units of time.
analogue and solve worded time time duration problems)
digital o’clock, problems (simple Group Two: LG – To be able
half-past, quarter worded problems) to use number lines to solve
to and quarter Group Two: LG – timetable problems (trickier
past times. To be able to use worded problems)
Group Two & number lines to Group Three: To be able to
Three: LG – to be solve worded time use number lines to solve
able to solve problems (trickier timetable problems (difficult
timetable problems involving
problems worded problems)
multiple steps)
involving time. Group Three: To
be able to use
number lines to
solve worded time
problems
(problem solving
task)
10 Group One: Group One: Assessment ?
Group Two: Group Two:
Group Three: Group Three:
SEQUENCE OF LESSONS/ LEARNING EXPERIENCES

Lesson Main
Check for learning/
sequence Learning Experiences Resources
Assessment
Focus
 Week Eight:
Lesson One:  Students will engage in a prior knowledge test where they Prior knowledge Check that students have
Prior match worded times to analogue and digital times by drawing test used the clock hands correctly
Knowledge clock hands on analogue clocks. to show no misconceptions.
Ensure students have
 Students then solve problems involving duration. i.e. the time is
matched the worded
quarter past 3 – represent this on an analogue and digital clock. problems to the digital time
Show the time 5 minutes earlier, 10 minutes later, 3 hours ago, correctly.
1.5 hours prior, etc.

Week Nine
Lesson Two:  Introduce students to the units of time (seconds, minutes, Paper (3 strips of Ensure that students have
Units of hours, days, weeks, fortnights, months, years, decades, etc.) coloured paper for accurately recorded the units
Time  Students create a craft where they display the units of time, and each student) of time and how they fit into
Slideshow with each other.
how each unit fits into the next (there are 60 seconds in a
explicit steps This tool can be referred to in
minute, 60 minutes in an hour, 24 hours in a day, etc.) Pre-made example future lessons to support
 Students can extend themselves by adding more units of time or students.
by adding to their units (2 days = 48 hours, 2 minutes = 120
seconds, etc.)
Lesson  Introduce learning intention: To be able to solve problems Slideshow with Ensure that students in group
Three: including time. explicit steps 1 have recorded the hands
Solving  As a class, collaborate to answer 3 worded time problems. Teaching clocks (1 correctly and matched the
worded time between 2 approx.) correct analogue, digital and
Encourage students to share the strategies they would use to
problems. Larger teaching worded time.
solve these problems. clocks Group 2 – 3 – ensure that
 Each student will have an analogue time with them, and as we Worded time students have used strategies
go through the questions, they will create the analogue time on problems to answer worded problems.
their clock to show their understanding. Analogue/digital REFLECTION FROM LESSON:
 Group 2 and 3 students then work through a list of worded time clock stamps Should have taught students
FLUENCY MATH a specific strategy to
problems.
BOOKS implement rather testing
 Extension: If students finish, they can engage in a challenge their knowledge of prior
where they solve how old they are in months, fortnights, weeks, strategies they knew to use.
days, minutes and seconds. Students still reached correct
 Group 1 students are then introduced to their learning intention answers, but it was difficult to
as a group on the floor: To be able to read analogue and digital see what strategy they used
to solve the problems.
o’clock, half-past, quarter to and quarter past times.
 Explicitly teach students how to show these times on the
analogue clock, digitally and using worded times.
 Students use the analogue/digital clock stamps to draw hands
on clocks and record the digital and worded times of several
o’clock, half past, quarter past and quarter to times.

Lesson Four:  Introduce learning goal: to be able to use number lines to solve Number Lines REFLECTION FROM LESSON:
SINGLE worded time problems. written on board Explicit time took the entire
LESSON  Recap questions from yesterday’s lessons but teach students 2 with questions to lesson to ensure students
solve. understood strategies to use
strategies for working out – using a number line and using an
to solve worded time
analogue clock. Very Explicit – I do, we do, you do! problems.
In next lesson, students need
to begin working through
time problems using the
strategies in differentiated
learning groups.
Lesson  Commencing the Lesson: Number Line Ensure students have
Five:  Begin lesson with explicit teaching of strategies for and Analogue represented the number
OBSERVE worded problems – using a number line and an clock prepared line correctly.
D LESSON before Make sure students
analogue clock.
commencemen have added the hands
 Ask students questions to guide the construction of t of lesson. to the analogue clock
the number line – how could we divide the number 3 Sets of correctly (hour hands
line into the parts of the clock (15, 30, 45 minutes)? Differentiated pointing to the correct
 Ask students what kind of time terminology tells us worded place, (i.e. halfway
whether the problem requires us to look forward in problems. between 7-8 when it is
Concrete 7:30).
time or look backwards.
materials – Ensure there are no
 Prompt students of what is required when using teaching clocks misconceptions with the
number lines in their books (using a ruler, needs to for students. hands of the clock
include numbers) Printed (minute hand is longer
 When explicit recapping of strategies is complete, analogue clocks than the hour hand).
give groups their tasks. for students to Ensure students have
show working understood time
 Introduce group learning goals and tasks:
out in books. terminology (what
 Group One: (THIS WILL BE DONE WITH THE GROUP terminology is asking us
ON THE FLOOR AFTER THE OTHER 2 GROUPS HAVE to look forward or
BEGUN THEIR WORK) - LG - To be able to use backwards in time)
number lines and analogue clocks to solve worded
time problems (simple worded problems) – group
one work on the floor with teacher. They recap
telling the time (o’clock, half past, quarter to and
quarter past times). Students then create an
analogue and digital timetable of our classroom
timetable. They then refer to this to work through
worded problems relating to the classroom
timetable they created.
 Group Two: LG – To be able to use number lines to
solve worded time problems (trickier worded
problems) – these students finish their task from
yesterday using the new strategies taught. They
then engage with new worded problems that involve
numerous operations.
 Group Three: To be able to use number lines to
solve worded time problems (problem solving task)
– These students finish their work from yesterday,
then engage in 2 problem solving tasks working in
pairs.
 Finishing the lesson:
 Work with group 2 to go through the answers to the
questions. Students share their strategy and mark
their work with a coloured pencil.
 Work with group 3 to question what strategies they
used to solve the problem. Encourage students to
share what they did using whiteboards.
 Revisit group 1 to ensure they have met the learning
intention of the lesson. Go through the answers by
asking students to share their working out. Students
mark their work with a coloured pencil.
Lesson Six:  Timetable/calendar Focus

Week Ten
Lesson 
Seven:
Lesson Eight: 

Lesson Nine: 