Lesson Plan Understanding 24 Hour Time

Sarah Lind and Sarah Johnston

Grade/Class/Year: End of Grade 4 into Grade 5 Date: 31st of March, 2017
Time: Between 1:30pm and 4:
Length 30 minutes (20 for Acti
: and feedback)

Curriculum Area/s: Strand/ Sub Strand:

Mathematics Measurement and Geometry / Using u

Time, Understanding 24-hour time

Cross Curriculum Priorities and General Capabilities:

Investigating the ways time was and is measured in different Aboriginal Country, such as using tidal change,
sky.
The use of sundials to tell time before clocks.

Where are they now?

Curriculum descriptor/s:

http://victoriancurriculum.vcaa.vic.edu.au/mathematics/curriculum/f-10#level=5
Mathematics / Level 4 / Measurement and Geometry / Using units of measurement
Content description
- Convert between units of time
- identifying and using the correct operation for converting units of time

Mathematics / Level 5 / Measurement and Geometry / Using units of measurement

Content description
- Compare 12- and 24-hour time systems and convert between them

Where to next?
Learning Intentions/ Outcomes: (What do you want the students to know, understand and be able to do? Are they
how to make it clear to the students and how you will explain it to them.)
To prompt students into reading 24 hour time with more understanding and ease.
To understand the reason that we use 24 hour time in day to day life

Success Criteria/ Indicators: (How will you and the students know if the learning intentions have been achieved?)
Lesson Plan by Sarah Lind and
Sarah Johnston
Understanding 24 hour time Page 1 of 5
Students will:
We will know that the students are successful if they can correctly match the written version of the time to th
The student will be able to articulate why we use 24 hour time

Key Vocabulary/ Metalanguage:

Time, analogue, digital, 12 hour, 24 hour, clocks, day, night, am, pm.

Planning for inclusive practice/ Group Structure: (Strategies for addressing the needs of diverse learners consi
content, product, process and/or environment and multiple options for representation, expression and engagement.)

When considering inclusive practice for this activity we will be using small group activities and whole class discu

This will allow us to find out what the students know and help us to direct the lesson accordingly through the sma

Warm-Up/ Engage:

http://splash.abc.net.au/home#!/media/1566174/late-again- (as hook) 5 minutes for the video and the introduction

- watch the video from splash about using 24 hour time

- ask the students what they know about 24-hour time write some answers on the board.

Introduce ourselves and the topic/ activity

Hello my name is Sarah and My name is Sarah!

Today we are going to look at 24-hour time and why we use it and how.

- Today we are going to look at what 24-hour time looks like when it is in written form and on an analogu
- Hand out the analogue clocks and the packets of time match ups

Whole Class Experience/ Explain: (modelled / shared)

Explain the 24 hour analogue clock

Lesson Plan by Sarah Lind and

Sarah Johnston
Understanding 24 hour time Page 2 of 5
Can then use the arrows to help you identify what time on the analogue clock matches the time on the 24-hour clock

It is a short activity and should take only 5 or so minutes

Today you will be using the cards the we have given you to match the numerical 24-hour time to written time senten

Once you have done this we would like to you to think about at least 3 things that you could do at the times you hav

Think about

did you agree with your peers?

why? / why not? Do you agree with the answers of your group members?
What else can we measure with -hour time

Independent or Group Activities:

Lesson Plan by Sarah Lind and

Sarah Johnston
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 - Have the students match the cards and give examples of what could be done at those times
E.g. bed time, lunch time, school
- Once they have completed this activity the students will share with the class
- The teacher will then right the answers on the board.
- Ask the rest of the class to add to what the others have already mentioned
Why do they think this/
What else could they be doing at that time?
-
If the students finish this task in the required time frame they will then be asked to figure out how many plac
over a 24 hour time frame.

Reflection/ Evaluate/ Elaborate: (How will you gauge how the students met the success criteria?)

5 minutes at the end of the lesson (also time for peer feedback and questions

We will know that the students are successful if they can correctly match the written version of the time to the 24-ho

Students will be able to identify where on the analogue clock the 24- hour times would be located and successfully d
each time.

Resources
Materials, Resources and Equipment: (Include any photocopying, books, manipulatives, technology etc.)

12 and 24 hour clock time cards

Analogue clock assistance cards
http://splash.abc.net.au/home#!/media/1566174/late-again-

References/Sources: (Where did you get your ideas?)

Self-Reflection on the lesson

What worked well?

Lesson Plan by Sarah Lind and

Sarah Johnston
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What were the students reactions?

Did everyone achieve the learning outcomes?

If not, why not?

What can I do this time to improve?

How can I make this lesson engaging and achieve the lesson objectives?

What improvements could be made for future lessons?)

Lesson Plan by Sarah Lind and

Sarah Johnston
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