of the month? Is your date after the 15th? Is your date before the 16th? Variations Use a calendar for several months. Give each child a copy of a month and everyone marks a different date. Teacher asks the questions and the last person to have their date identified is the winner. Keep working for 10 more minutes then we’ll correct together Study Ladder: ‘Calendar Time’ pod Session 3 LEARNING INTENTION We are learning to tell the time in and minutes with both analogue and digital clocks. SUCCESS CRITERIA I will be successful if… I can identify the different parts of a clock and what they do (analogue and digital). I can tell the time accurately. I can explain how hours, minutes and seconds connect to each other. TOOL SESSION Tables at Tables (number fact practise) Extra brag tags for months CLASS FOCUS Videos – You Tube ‘History of Keeping Time’ ‘Learn How to Tell Time on a Clock’ Stop at 4:34 (irrelevant stuff after) Watch, then watch again and have students write key vocab words on whiteboards. Add these to maths wall ‘Digital Clock Song for Kids Jack Hartmann’ – very corny – prob’ly just watch half! Interactive: ‘Teaching Clock’ Use this clock to teach time concepts. Broken clock activity – students must work out the time using only the hour hand (minute hand is ‘broken off’) see INVESTIGATION Task: Broken Clocks Students identify the time to the quarter hours and write beneath the clocks. Extending Prompts: Write both digital and clock face time. Enabling Prompts: Look carefully at the hand and remember the cookie from the video (rewatch). REFLECTION (20 mins before lesson end) How have you been successful? How do you know when you’ve got this? Who’d like a study buddy to help them finish? What’s the tricky bit we have to watch for? (¼ to) Keep working for 10 more minutes then we’ll correct together Ladder: ‘Time’ and ‘Time for Champions’ pods ASSESSMENT Correct as a class and collect sheets for assessment
Marg for how to ‘break’ the Teaching Clock. Session 4 LEARNING INTENTION We are learning to tell the time in hours and minutes with both analogue and digital clocks. SUCCESS CRITERIA I will be successful if… I can identify the different parts of a clock and what they do (analogue and digital). I can tell the time accurately. I can explain how minutes and seconds connect to each other. TOOL SESSION Tables at Tables (number fact practise) Extra brag tags for months WHOLE CLASS FOCUS Videos – You Tube ‘Seconds, Minutes and Hours by StoryBots’ – quick fun song ‘Telling Time to the Minute’ Interactive: ‘Teaching Clock’ Use this clock to teach time to the minute. Have students use personal white boards to draw and write several examples. (Can also use the miniature clocks) INVESTIGATION Task: Reading the Time Accurately Students identify the time and write beneath the clocks Extending Prompts: Write both digital and clock face time. Enabling Prompts: Look at the hour hand first then use the minute hand to count by fives. REFLECTION (20 mins before lesson end) Finish the sentence: I’ve learnt that… Who’s got questions? Revisit success criteria and use the ‘Where Am I At with My Learning?’ poster: Keep working for 10 more minutes then we’ll correct together Study Ladder: ‘Time’ and ‘Time for Champions’ pods ASSESSMENT Correct as a class and collect sheets for assessment Session 5 LEARNING INTENTION TOOL SESSION Tables at Tables (number fact practise) Extra brag tags for months INVESTIGATION Task: Problem Solving Time! Students work through the problems on the cards, self correcting with the answer cards. REFLECTION (20 mins before lesson end) ASSESSMENT Are students able to work out what
We are learning to solve problems involving time (calendars and clocks). SUCCESS CRITERIA I will be successful if… I am able to use a clock to calculate the time between events. WHOLE CLASS FOCUS Interactive: ‘Teaching Problem Solving Time Cards Use the clock to work through several problems from the cards. Extending Prompts: Write some time problems of your own for others to do. Enabling Prompts: What could you use to help work out the problem? (re-reading, drawing, a mini clock or the teaching clock) What tricky questions would you like to talk about together? What of time do you think we might need to do more of? bits are you confident of? Study Ladder: ‘Time’ and ‘Time for Champions’ pods the problem is asking? What are students still having difficulty with? Are students able to use play clocks and equipment to help them?