Lesson Focus Learning Area / Strand Year Level Implementation Date

Time – o’clock, half past, Mathematics – measurement 2 2/6/21

quarter to, quarter past and geometry Duration
30 mins
Prior knowledge of learners

The students have already been introduced to time – o’clock, quarter to and quarter past. They are regularly
asked to tell the time when the class clock reaches one of these times.
Lesson objective/s
By the end of this lesson, students should be able to:
 Identify o’clock, quarter to and quarter past the hour.
 Begin their understanding between digital time and analogue time.

Links to Curriculum (identify relevant Strands and Content Descriptors)

Measurement and Geometry – Tell the time to the quarter hour, using the language of past and to (ACMMG039)

Evidence of learning
Children will be asked to identify and draw the hands on the analogue clock on the whiteboard. The rest of the
class will have their own whiteboards to copy or draw the hands on the analogue clocks.

Classroom Management Strategies

Use wait and scan for attention; have children interact with the lesson to keep their engagement.
Resources
Class whiteboard, individual whiteboards, whiteboard markers and rubbers.
Differentiation strategies
Assist identified children with identifying time – let them have success with demonstrating o’clock or half past
whilst reinforcing quarter to and quarter past.
Lesson Introduction We are going to do some revision on time and telling the time on an analogue clock and
 Introducing the topic a digital clock – who can tell me or show me which one is an analogue clock and which
 Engagement of the one is a digital clock? Can we see the analogue clock in the classroom? can we see a
learners digital clock?

Today we will revise how to tell the time on both clocks using our knowledge of quarter
to, quarter past, half past and o’clock.

There are two hands on an analogue clock: a long-hand and a short-hand. All stand up,
now imagine you are an analogue clock – the one that has a face and hands. Your arms
are the hands of a clock – one arm would need to bend a little bit and the other would
need to be straight out – like this (demonstrate). Start at 12 o’clock -0 move your straight
arm round to quarter past, half past, quarter to and back to o’clock.
Move to position of quarter past. Ask What has happened to the long hand, what
position is it in – what does it read? (quarter past)
Continue to half past ad quarter to.
What’s happened to the short-hand, the hour hand?” (it has moved to the number one,
so the time is now one o’clock.

Lesson Body Draw clocks on the whiteboard. Put the digital time underneath – have children come
 Delivering the out and add the hands to the analogue clock – using the language of time.
content through Have the other children put the hands on their own whiteboards.
specific strategies Ask the children to hold up their whiteboards to indicate they have placed the hands
correctly.
Lesson Conclusion
 Concluding activities Play game ‘what’s the time Mr Wolf?’ use cards with analogue clocks with o’clock,
 Summarizing the quarter past and quarter to – timing it to the lunch bell to make it 1 ‘clock.
lesson
Evaluation / Reflection
Lesson Focus Learning Area / Strand Year Level Implementation Date
Time – o’clock, half past, Mathematics – measurement 2 2/6/21
quarter to, quarter past and geometry Duration
30 mins
Prior knowledge of learners

The students have already been introduced to time – o’clock, quarter to and quarter past. They are regularly
asked to tell the time when the class clock reaches one of these times, the children say ‘clock alert’ to identify
when the clock says o’clock, quarter to, past and half past and say the time in both analogue and digital times.
Lesson objective/s
By the end of this lesson, students should be able to:
 Identify the digital times.
 Improve their understanding of the relationship between digital time and analogue time.

Links to Curriculum (identify relevant Strands and Content Descriptors)

Measurement and Geometry – Tell the time to the quarter hour, using the language of past and to (ACMMG039)

Evidence of learning
Children will be asked to identify and write the digital time on the whiteboard. The rest of the class will have their
own whiteboards to write the digital time in.

Classroom Management Strategies

Use wait and scan for attention; use parallel cueing to recognise those children on task. Have children interact
with the lesson to keep their engagement.
Resources
Class whiteboard, individual whiteboards, whiteboard markers and rubbers, dice with digital times, music
Differentiation strategies
Assist identified children with identifying time – let them have success with demonstrating o’clock or half past
whilst reinforcing quarter to and quarter past. Let AR, D and ON use their knowledge of o’clock for success.
Lesson Introduction Remember our lesson on clocks last week, show me with your arms how we can show
 Introducing the topic the time. Show me twelve o’clock, show me quarter past 12, show me half past 12,
 Engagement of the show me quarter to one, show me three o’clock, show me six o’clock, show me nine
learners o’clock.

Show me where the analogue clock is in the room.

Is there a digital clock anywhere?
Where might you see a digital clock? (phone, computer, microwave, alarm clock,
outside the surf club at Noosa Heads)

Today we will continue to revise how to tell the time on both clocks using our knowledge
of quarter to, quarter past, half past and o’clock.

Lesson Body Draw digital time box on the whiteboard. Use the class display clock to show the
 Delivering the analogue time - have two children come out and make the time shown on cards (I hold)
content through on the analogue clock.
specific strategies Say, “If name shows the time on this analogue clock, name, can you write the time in
digital form?”
The second child writes the time in digital form.
Have the other children write the digital time on their own whiteboards at the same time
as the second child.
Ask the children to hold up their whiteboards to indicate they have placed the hands
correctly.

Do this 5 times.

Use sticks with names on to ensure participation.

Lesson Conclusion
 Concluding activities Play game:
 Summarizing the Have the time in analogue times in the four corners of the room. Have a dice with digital
lesson times. Students walk around the room to music, when the music stops the children go to
the nearest corner. One student will be asked to throw the dice and tell the time in
digital. The students in that corner will be out. This is a last man standing game.

Evaluation / Reflection
Lesson Focus Learning Area / Strand Year Level Implementation Date
Time – o’clock, half past, Mathematics – measurement 2 16/6/21
quarter to, quarter past and geometry Duration
60 mins
Prior knowledge of learners

The students have already been introduced to time – o’clock, quarter to and quarter past. They are regularly
asked to tell the time when the class clock reaches one of these times, the children say ‘clock alert’ to identify
when the clock says o’clock, quarter to, past and half past and say the time in both analogue and digital times.
The students know where they might find digital clocks and analogue clocks.
Lesson objective/s
By the end of this lesson, students should be able to:
 Identify the digital times.
 Consolidate their understanding of the relationship between digital time and analogue time.

Links to Curriculum (identify relevant Strands and Content Descriptors)

Measurement and Geometry – Tell the time to the quarter hour, using the language of past and to (ACMMG039)

Evidence of learning
Children will be playing three games associated with time. Formative assessment will be from observing the
children during their games.

Classroom Management Strategies

Use wait and scan for attention; use parallel cueing to recognise those children on task. Observing children during
games ensuring their engagement and using bells if the activities are too noisy..
Resources
Spin cards, whiteboard markers, rubbers, bingo cards set, counters, match cards set, pentagon puzzle (if time)
Differentiation strategies
Assist identified children with identifying time – use peer teaching and observation during games to ensure
success.
Lesson Introduction  Talk about time and advise we are going to play games associated with quarter to,
 Introducing the topic quarter past, half past and o’clock.
 Engagement of the  Three groups of children
learners  Demonstrate bingo by playing a short game
 Demonstrate matching pairs
 Demonstrate making time sheet
 Ask children which game they would like to play

Lesson Body  Three groups of 8 children

 Delivering the  25 mins per group
content through  Students to take turns in turning over card and saying the time. First to complete the
specific strategies card is the winner.
 Matching pairs - each child to turn over two cards – if the cards match they get to
keep the pair. Student with the most pairs wins.
 Making time – each student has own spinner sheet. Write the times on the sheet in
whiteboard marker. Have maths book and write 5 results in.
Lesson Conclusion  Lesson evaluation
 Concluding activities  Which game did you like the best and why
 Summarizing the .
lesson

Evaluation / Reflection