Pre service Teachers Name: Kulsum Chishti Yonzon

Mentor Teachers Name: Victoria Fisher

School: Beaconsfield Primary School, Berwick

Year level: 2

Lesson Title: Multiplication in time reading

Lesson Time and Date: October 14-16, 11:30 a.m.-12:30 p.m.
Lesson Aims
At the end of this lesson, students will have an understanding how the hands of the clock operate
and will be able to read time. They will be able to use their knowledge on five-multiplication times
table to read the clocks.

Learning Outcomes (use appropriate curriculum framework)

VEYLDF Outcome
VELS indicators
1.2 Develop their
-Develop strategies to use when they are feeling uncertain about their
emerging autonomy, learning, such as seeking assistance from the teacher
inter-dependence,
-Begin to recognize that learning from mistakes is an important attribute of
resilience and sense being a good learner.
of agency
4.2 Develop a range -Repeat observations overtime to make predictions
of skills and
-Generate questions about situations and phenomena and suggest
processes such as
-Tell the time at hours and half and hours using analogue clocks and hours
problem solving,
and minutes using a digital clock
inquiry,
-Appropriate forms of observations and measurements that are appropriate
experimentation,
for the investigation of their question (time in this case)
hypothesizing,
-Work with peers to develop a range of creative solutions and test them
researching and
against given criteria
investigation
4.3 transfer and
-Develop their own explanation for the observations they make and learn to
adapt what they
question the accuracy of other peoples explanation
have learnt from one -Begin to understand that people are more likely to believe an explanation if
context to another
evidence or reasons are provided.
Childrens Prior Learning (what do the children already know/what have they covered?)
Be familiar with the clock in general
Be familiar with the multiplication times-table
Revision of the five times table
Basic understanding of the movement of hands of time

Teaching Skill Development (What do you want to develop as a teacher?)

Classroom management
Assessment as learning
Teacher as a facilitator of knowledge and skills learned
Linking everyday concept to mathematic concepts
Communication skills

Teaching and Learning Preparation (resources etc)

Hands cut of construction paper, poster board, hand clock sheet, number cut outs, individual
clocks (optional)

Lesson Planner

Session Structure
Lesson Phase
Orientation /Introduction
How best to motivate and
explain the importance of
this lesson? This should
be for about 5 minutes
with links to prior learning
or experiences.

1.

Impromptu informal clock reading activity

2.

Revision of five times-table

Teaching
strategy/Learning
Activities

1. Make it interesting by linking it to a story on how the lesson

evolves

What will support the

students to learn the
concepts you are trying to
teach and to reach the
learning outcomes? How
will you cater for a
diversity of learning
needs?
Discussion proper

2. Involve children in group activities

3. Ask children to make their clocks
C4. ounting the minutes hand by using the 5 times-table

1. Tell a story to the class about meeting a leprechaun on the

way to school and how he offers to give his a hand.

2. Distribute the 12 construction paper hands to various children

or hide them in the classroom. Have the children bring them
up to you one at a time. Glue the hands on a large sheet of
poster board in the shape of a clock.

3. Discuss that it looks like a clock and write the numbers 1

through 12 on the palms of the hands. Emphasize that this in
the hours on the clock.

4. Use a pointer to show how the hour hand must point exactly
on the number for it to be 2 oclock, 5 oclock, etc. Review
hours as needed.

5. Ask children about the fingers on the hands What could

these be? They will be able to relate the fingers to the
minutes on the clock. After they make this discovery, write
the numbers on the fingers beginning at 1 and going to 60.

Lesson Planner

Discuss the two meanings for each number on the clock. The
2 for example, means 2 hours when the hour hand is on it
and 10 when the minute hand is on it.

6. Children are then given their own hand clock sheet to write
the hours and minutes just as it has been modeled on the
large sheet. Children will add minute and hour hands to the
clock so they can set it for different times.

7.
Conclusion /Closure

The lesson ended with reemphasizing how the world ran on time and
clocks and why it was important for us to learn how to read time.

How will you capture the

main ideas of the lesson?
Recap/revision etc.
Assessment Strategies
What assessment
strategies are used
throughout this lesson?
These should be closely
aligned to your lesson
aims. How you will you
record student learning
outcomes?

Practice setting the clock for different times following teacher

directions. The teacher would call out times such as 8:30, 4:00, etc,
(Children could use commercial clocks for this if preferred.) Second
grade working only to the half hour although they will see how the
entire clock operates. Third grade will need to continue to work on
use of the clock, as this is an introductory lesson only.
Teachers will be able to evaluate the understanding of the childs
ability to begin to tell time. Whole group assessment can be recorded
on a calendar grid or checklist as to whether the children are able to
number the clock correctly and their ability to set the clock for
different times following teacher directions.

Lesson Planner