Standards:

CCSS.MATH.CONTENT.2.MD.7 - Tell and write time from analogue and digital clocks to the nearest five
minutes, using a.m. and p.m.
CCSS.MATH.CONTENT.3.MD.1 - Tell and write time to the nearest minute and measure time intervals in
minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram.
Grade

Topic:

Set:

No. Pupils:

Time:

Duration:

Date:

Subject:

2/3

Time

Same Ability

10

1pm

60 Mins

10/02/2016

Maths

Prior Pupil Attainment & Progression from prior learning:

Additional Adults and their roles:

In Grade 1 children should be able to tell and write time in

hours and half-hours using analogue and digital clocks.

No Additional Adults

Context

Connections:

In Grade 2 children should be able to tell and write time

from analogue and digital clocks to the nearest five
minutes using a.m. and p.m.
The teacher stated that in prior-assessments, students
struggled grasping the concept of time and had not gained
the required subject knowledge to pass the standards. As I
know that the students are not secure in their subject
knowledge, the introduction will take the students back to
basics where we can build a strong foundation to build
their confidence of the topic from.

There are strong connections to what the students have

been learning about times tables. It is important that
students know their five times tables in order to easily
read the times on the clock. The five times table will be
reviewed in the introduction in order to make sure the
knowledge is secure before we move on to the topic of
time.
Fractions are another link into the topic of time. Students
have been developing the concepts of halves and
quarters, which can be used when reading an analogue
clock.

Knowing how to tell time is a very important skill. It can

help you determine whether youre running late or
whether you have plenty of time to spare. It can help you
catch a train, bus, or plane on time, and allows you to
know if youre going to make it to an important gettogether early or late. Being able to tell time by looking at
a traditional clock is essential to understanding other
things like time zones and international times as well.
Learning how to tell time can also help students with their
motor and cognitive skills as well as mathematical skills.

Learning Objectives:
Can I tell and write time to five minutes, quarter

Misconceptions

Key Learning

hour, half hour and hour

Success Criteria: How will you know/ the children

know if they are successful?
Childrens Success Criteria:
Remember to
Look at the number the little hand is pointing to
(or has just gone past) to find out the hour
Look at the big hand to see how many minutes
past the hour it is
Count the little lines round the edge of the clock
to find the minutes past (dont use the numbers
in the middle!)
Count the minutes in 5s if you are confident

Students
Students
Students
Students

will mix up the hour and minute hand

think the hour hand goes to the next hour when it gets close to the next number
misread the minute hand
confuse metric measurements and time measurements e.g.
o A film starts at 17:20. It ends at 19:10. How long is the film?
19.10
- 17.20
1.90

2016

Introduction / Starter (Timing):

What are some important times in your day?
Practice counting by fives in unison and individually.
Get students to make a physical clock with their bodies. Arms straight up for 12 OClock. One arm up, one arm down
for half past, arms to the left or the right for quarter past/quarter to. Explain how even though they have correctly
shown the minute hand, the hour hand wouldnt be exactly on 12 if you were demonstrating quarter past, half past or
quarter to. It would be closer towards the number 1.
Get the little personal clocks out. Have students, starting at 12 and move the minute hands of their clocks, counting the
minutes by fives as the hands pass each number until they get to 15.
What time is it now? 12:15

Whole Class Input

Write 12:15 on board and fifteen minutes after 12 on the board

Children continue moving the minute hands around the clocks and counting by fives, stopping at each quarter hour and
saying the time. Write each time on the board.

Directed Teaching: (Timing) How will you model and demonstrate key learning? What are your stimuli?
Identify key and differentiated questions and learning points/steps towards the objectives
Discuss what happens during the students' day at specific times. Have students write the time in standard notation
form, then draw a picture to illustrate the activity.
Write a list of different times in words on the board:
Four fifteen
Half Past Nine
Three forty-five
Ten minutes after five
Thirty-five minutes after two
Ten twenty
Ask for volunteers to show each time on their clocks to the class and write the times in numbers on the board.
Play "What Time Is It?" One student is the town crier. He/she describes the time; e.g. "The hour hand is on the three,
the minute hand is on the 2. What time is it?" Other students must guess the time. Cl ocks may be used to help figure
the time.

Summative Assessment will take place through all teachings, with constant questioning adapted to how quickly the
students respond to the topic. Making the physical clock in the introduction is not only a good pre-assessment indicator
for me to gain each individual childs subject knowledge level but will also allow me to decide how the lesson will need
to be adapted to accommodate all the needs in the classroom.
Group Activities
Assessment Opportunities

N.B.This can be adjusted for a

foundation subject
lesson

Learning &
Development Activities

Ask questions such as What would 3:25pm look like on a digital clock? How do you know this?

What will they learn and how?

(Timing)

Activity 1
Play Just In Time "Time Trail
Each player rolls the dice and moves forward to land on a
clock. The student must read the time. If the time is
incorrectly read, the move is cancelled. Play continues
until all players have reached the end.

How will pupil progress be identified against the objectives and success
criteria? e.g. mini plenaries, self/peer assessment & marking

This is a peer-assessment activity. Students will assess

how their partner does in the activity.

2016

Activity 2
Telling Time Worksheet
Each student writes the time shown on the analogue clock
on the digital clock and draws the times on the digital
clock on the analogue clock.
Activity 3
Students take turns modelling a time on a clock and
adding a.m. or p.m. to write an activity that could happen
around that time.

This piece will be marked and used as formal written

evidence that students are meeting the standards.

This is a self-assessment activity.

This piece of work will not be formally marked, but will be
used as guidance to identify any misconceptions.

Students need to write the time shown on the clock in

different ways. E.g. four-thirty can be read as thirty
minutes after four, half past four etc.
Plenary: How will the lesson end? What key points and questions do you want to ask to consolidate / extend /progress childrens learning?

Formative Assessment:
Show 1:25 on an analogue clock. Ask students to say the time in two ways. Then ask them to write the time. Students
should say the time as one twenty-five and twenty-five minutes after one. Students should write the time as 1:25.

Differentiation

Organisation

Point out to the children that there are many different ways in which time is represented, however, they are all correct.
In society, we need to understand the different ways so that we can use our knowledge of time univers ally.
Organisation & Transitions:
Resources and Materials Required:
How will you organise the children at different points during the lesson?
Whiteboard
Consider strategies to manage behaviour and safety.
Clocks
Students will be moved from group work areas to
Dice
workstations in small groups to avoid a mass group
Just in Time Time Trail Game
movement.
Telling Time Worksheet
Vocabulary:
Time
Hour
O'Clock
Minute Hand
Hour Hand
Colon
Technology:
Incorporating technology in all aspects of curri culum will
allow me to meet the different learning styles of my
students. Time is a topic which has lots of interactive
resources online. Visual interactive clocks can be used to
show children easy conversion between analogue and
digital clocks.
Student Thinking
Students will find it challenging to use two number
systems at once (1 through 12 and 1 through 60). This will
make it cognitively demanding as they will have to use
both number systems simultaneously. The students will
be asked to use visual resources, such as small clocks, to
help them visually connect these two number systems
together. The questions which will be asked, ask students
to think of many different ways in which time will be
represented, showing that there is varying answers which
are all correct e.g 1:25 is twenty-five past one, one
twenty-five and could also be 13:25 if it was a digital cl ock
and it was p.m. Children will be asked to make real world
connections, connecting their own daily schedule to the
topic of telling time to show how it has a real world
context.

Workstations will be set up in advance with all resources

already at the stations rather than students finding
resources.

Modifications

This group of students is all at the same ability so the

modifications are the way in which the activities are
accessed. There activities take on board all the different
learning styles so that no student cannot access the
curriculum.
Students will be allowed to take part in the three activities
in any order they want to allow them to build their
confidence at the appropriate rate for them.
Students will find it challenging to use two numbering
systems at once (1 through 12 and 1 through 60) as it can
be very difficult to conceptualize. Questioning will be
tailored so it is appropriate to each individual student to
best support their needs and even stretch certain pupils
further if so required.

2016

Pupil Progress:

Evaluation

What impact has your lesson had on childrens learning? What evidence have you got regarding pupil progress? How effective was your deployment
of other adults in supporting pupil progress? Reflect on what went well and what aspects of the lesson need further development.

Future Planning:
Your evaluation must clearly inform the next steps in learning and feed forward into future planned learning. Having reflected on the evidence of
learning in this lesson, what are the implications for future planning and teaching? How will your assessment inform future planning? How will
information you have gained about misconceptions inform the next steps of learning? How will you take the learning of different ability groups
forward? How did you perform against your target?

2016

2016