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KLA : Mathematics Class : 1/2W Friday 16 June Time : 12:30

Syllabus outcome/s and indicator/s: In this lesson the learners will:
- MA1-1WM: describes mathematical situations and methods using everyday and some mathematical language, actions, Use their knowledge on measuring time by the hour
materials, diagrams and symbols to complete activities that require them to read and
- MA1-13MG: describes, compares and orders durations of events, and reads half- and quarter-hour time record time using terms like oclock.
! Record hour and half-hour time on analog and digital clocks
! Read analog and digital clocks to the half-hour using the terms 'o'clock' and 'half past'
TEACHING AND LEARNING ACTIONS
Orientation: 5 minutes Reflection: 5 minutes
Focus: Simon Says OR Hand clapping motion/Expectations of the lesson Consolidate: So when do I know it is 3 oclock and I can go home from school?
Engage: Read digital copy of The Clock Struck One: A Time-Telling Tale by Trudy Harris Challenge: So why do we need to use time?
Access: Can anyone think about what this book talks about that we have been learning about in Extend: The red group was doing something extra tricky today. They were learning
Maths? about half past. Can someone from that group talk about what they learnt?
Content Time Group Teachers Assessment Resources
Guided Discovery Structure Role What How
Revision: - Display the model clock What are these two sticks things? What - Online book
Revise do they do? Hands, they tell the time - Model
elements of - Does anyone know what each hand tells us? clocks

the clock - So when the big hand is at the top that means it is something oclock and -Smart Board

and what it whatever number the little hand is on that tells us what the oclock is. - Power Point
does 10 Recalls and -Worksheets
- So when time passes does the little hand just change numbers?
Mins - Where does the big hand go? Whole Class TD describes details Observation/ - Dominoes
! So when we look at the clock, we use the hands and numbers to tell the of clocks and Questioning - Dice
time. When the big hand is at the top that means it is something oclock. To time - Spinners
know what oclock it is, we look at the small hand. - Pencils
-Paper
- Practice adjusting the time by getting children to move the hands to make - Bingo Cards
certain times. - Counters
- Have students stand up and pretend to be the clock and use their arms to
Practice point to the numbers ! we are going to be clocks, we need one hand to be
recording on the 12 so we know its oclock (Hand straight up) and the other hand is
time using going to change for the hour.

clocks and - Go around the clock with arms to show where each number will be.

their - Revise classroom expectations
bodies.
- Explain each activity and send of students in groups to the colour coded
tables



Exploration

- Orange group:

Use the clock spinner to spin to a time. Students need to say the time

using oclock, make it on their clock, and write it on the worksheet.

- Blue group: Demonstrate an
Pick up a domino, count the dots, add oclock, make it on the clock ability to read
and draw it on the worksheet. Groups based and record time
on Ability/ TM/SSD
by the hour on Work Sample
students who
20
- Green group: work best
an analog clock
Mins One caller will hold up a flash card with ____ oclock and read it to the together
Read and group. Students will need to find the analog version on their sheet and
record cover it. Switch over callers.
times by the
hour - Red group:
Half past: use the spinner to spin the hour time. Roll the dice to see if
it is half past or oclock. Find it on your sheet and cross it off.

! Put on the pack up music indicating to students that they need to
finish their activity and put away their equipment

Individualising
! Groups formed based on ability and those students who work best
together
! Extension: Fast finishers task draw a clock freehand and write and
oclock time and draw a picture of what happens at that time