IFSA Butler Daily PlannerMary Stang

Date:11/11/14

Class:Primary 5

Title:Telling Time – Twenty-four hour clock

Pupils’ prior learning

The children have had two lessons related to time last week. These lessons focused the 12-hour clock and AM/PM. Students have a pretty strong foundational knowledge of telling time within five minutes.

Thinking skills and personal capabilities focusWorking with others – Students will be working on completing the time chart with a partner. The whole-class activity also requires all students to participate in order for the “puzzle” to be completed.Managing Information – With the activities each student has one piece of information that is part of a much bigger puzzle. They must manage this information and share it when necessary to complete the task.

Cross curricular skills focus

Communication Listen to and discuss concepts with partner Participate in whole group activity

Using Maths Time is a math concept; therefore students are using math skills.

DifferentiationBy Support – The teacher will touch base more frequently with the students who are showing difficulty with the activity or may struggle more with math. The students will also be working with partners as an additional form of support.By Task – Students who are known to have math difficulties will be given an I Have, Who Has card that is on the hour or half-hour. Additionally it will be one that they either do not need to convert to 24-hour time or a time that has been previously modeled.

Learning intentions Students will be able to: Accurately describe the difference between the 12 and 24-hour clocks. Tell time using the 24-hour clock. Change a 12-hour pm time to a 24-hour time.

Introduction (10 minutes)

Teacher will ask students what time it is. They will then review the important components of telling time, specifically AM/PM. Teacher will then use the PowerPoint to reiterate half past, quarter past, and quarter to using the fraction visuals as aides. Finally, the teacher will facilitate a discussion on any other ways this time could be communicated. The students will either give the response of 24-hour clock or the teacher will introduce it and then model how to convert a 12-hour time

Role of the teacher

Demonstrator: The teacher will be explicitly teaching and demonstrating how to tell time using half past, quarter past, and quarter to. In addition, the teacher will be modeling how to convert from a 12-hour clock to 24-hour clock.

into a 24-hour time.

Times to Model with (use large clock) – do until students seem comfortable:(I DO – think aloud): (WE DO) 5:00 am 6:45 am 2:00 pm 9:45 pm 8:00 pm 7:00 pm 11:00 pm 4:30 pm

Facilitator: The teacher will be walking around and assisting students as needed once they begin their activity with a partner. They will also facilitate the I Have, Who Has activity. They will provide support who need it and ask extension questions to those who finish quickly.

Activity -->Students will now have the opportunity to work with their table partner to write their six am/pm times and convert them into 24-hour time. They will do this task on their whiteboard and the teacher will circulate the room and support students as needed.

Once students seem to have a firm understanding of the 24-hour clock and how to change a am/pm time into 24-hour time the students will complete a class round of I Have, Who Has. Each student will receive a card that has a picture of a clock on it and a written time. The students will take turns reading their cards in response to one another questions. For example, the first student will say “I have the first card, who has 21:15?” The next student will need to read the clock on their card and say “I have 21:15, who has 15:45?” The activity will continue until each student has read his or her card and we have arrived at the end card.

If time permits, the activity can be timed. After completing it once the cards can be redistributed and the class can try to beat their time.

Key Questions

What time is it?What is ____ + 12?How many times does the hour hand go around a 12-hour clock in a day?What is the difference between 12-hour clocks and 24-hour clocks?

PlenaryOn a part of a piece of paper, students will complete:

Write 6:00 pm, 8:45 pm, and 11:15 pm in 24-hour time. One difference between 12-hour clock and 24-hour clock.

Resources

Time PowerPoint & ProjectorBig Model ClockI Have, Who Has cardsDry Erase Marker & White Board

Assessment/MonitoringTeacher observation while circulating the room will serve as an informal observation as to who seems to understand and who is struggling. The activity will allow all students to participate and will indicate student understanding. The plenary activity that students will turn in will be used to more formally assess students.