Australian Curriculum: Mathematics Unit Plan
Name: Chiara D’Angelo Student ID: 2151908 Email: [email protected]
Unit Theme: Time
Year Level: 3 Subject: Mathematics Period: 3 week block (2 x 50 minutes weekly)
Aim of the Unit
Students will complete a unit of work learning how to tell the time on both an analog and digital clock. They will learn to read, write and verbally say the
correct time shown on these clocks. While doing so they will develop their word knowledge using proper terminology including o’clock, half past, quarter
past and quarter to, as students didn’t have this prior knowledge. The students will progress to telling the time in five-minute intervals as well as to the
minute towards the end of unit. There will be an opportunity for students to create their own clocks, to assist in their learning. At the end of the unit students
should have a sound understanding of time and be able to read an analog clock to the nearest minute.
Making and Responding Australian Curriculum
Curriculum Strands: Year 3-4 Content Descriptions
Tell time to the minute and investigate the relationship between units of time (ACMMG062)
General Capabilities
Numeracy: The unit is designed for students to practiced using measurement. Students will develop their knowledge and skills on areas of mathematics
that is used in their everyday lives.
ICT: This will be incorporated into the unit by using a number of PowerPoint presentations to deliver content to students, it can also be used as a tool for
investigation, doing so by researching questions to do with time.
Critical & Creative Thinking: Time can be a tricky concept for students, therefore it requires them to think critically and creatively when generating and
evaluating knowledge and ideas. Critical and creative thinking also allows them to find solutions for difficult problems.
Achievement Standard
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By the end of Year 3, students will be able to tell time to the nearest minute. They will also recognise the connection between addition and subtraction and
solve problems
Learning Objectives
Students will understand that people use clocks to tell the time.
Students will know the difference between an analog and digital clock, recognise features of the analog clock, know the difference the hour and minute
hands, use key words like o’clock, half past, quarter past and quarter to.
Students will be able to count in 5s when telling the time, make their own clocks, and be able to read, write and draw the time.
Assessment
Assessment used throughout the unit will be formative and summative. This will include a pre-test, observation, exit cards, reflections and a final test.
These assessments are all used to track students’ progression and knowledge in the unit. Starting with a pre-test, which is used to identify students’ prior
knowledge, then to using observation, exit cards and reflections to gain an understanding of what students know and what they are still finding difficult, and
a final test to calculate students knowledge and progression by the end of the unit.
A pre test was completed before the commencement of this unit to determine what areas of time need to be addressed. The results from the pre test
showed that majority of students are able to read a digital clock but were unable to transfer this time to an analog clock. Students identify the features of an
analog clock but do not understand key terminology like o’clock, half past, quarter to and quarter past. This information helped design an outline for the unit.
Although there is possibility for the unit will be altered during the weeks depending on how students are travelling with the information, if they need more
time on specific areas or need to move forward quicker.
Resources
Smart Board Paper plates
Whiteboard Stationary (pencils, erasers, scissors,
Workbooks glue, texters, coloured pencils)
PowerPoints Clock
Differentiated Worksheets
Unit Outline
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Lesson Focus of Lesson Content Resources Assessment Differentiation
the lesson
1 O’clock Learning Intention: Time PowerPoint Observations of 3 levels of worksheets
Students will begin to understand time, they will Smart Board students participation are designed for
know o’clock and the features of an analog clock and knowledge during students based on their
White Board group discussions readiness.
and they will be able to read and draw the hands Student workbooks
to tell the time. Differentiated Marking students’ Level 1: This group is
worksheets workbooks to see if they practicing reading
Begin by looking at the features of an analog (Appendix 1) have understood o’clock o’clock on the analog
clock. Identify the numbers that are on the clock. These students
clock, the numbers of minutes, the hour and are not yet able to draw
minute hand, clockwise and anti-clockwise. the hands on the clock.
Have the PowerPoint to show students Level 2: These students
are reading and drawing
the hands on the analog
The focus is on o’clock. Once students have clock. They are focusing
a good understanding of the minute and hour on o’clock.
hand, it is time for them to learn o’clock.
Level 3: These students
When the long hand points to the 12, we say have a good
o’clock. This means it is starting a new hour. understanding of
reading the clock,
therefore are reading
A worksheet is given to students to work on
and drawing the hands
at their tables individually. for o’clock and half past
times. This is to
Reflect on the lesson with students. What did challenge their thinking
they find difficult or easy? Is there any as we have not covered
questions or comments from students? half past yet.
Teaching Strategies:
Group discussions
Guided Instructions
Observations
Differentiation
Individual work
2 Making Learning Intentions: Paper plates Collect their clock
Clocks and Students will know the features on the face of an Texters creations at the end of
3
looking at analog clock and will be able to create their own Pencils the lesson. This will
half past paper plate clock. These can be used as a Split Pins show which students are
able to listen and follow
learning tool in the future. Printed clock
instructions when
hands (long and drawing the numbers on
short) the clock. It will also
Activate prior knowledge by going through Glue identify which students
the features of an analog clock. Scissors know the features of the
clock.
Give students step-by-step instructions on (Appendix 2 shows
make and draw the numbers on their clocks. examples)
Start with 12, 6, 3 and 9. Fill in the gaps with
the missing numbers.
Students to colour and decorate clocks. Cut
out hands and find the middle of the plate.
Teacher should put pins in the clocks for
safety reasons.
Once clocks are complete start looking at
half past
**If there is time look at quarter past and quarter
to**
Teach students half past and quarter past.
When the minute hand is pointing on the 6
we say half past. Half way around the clock.
Students make different o’clock and half past
times with the clocks they have made.
Teaching Strategies:
Guided Instructions
Individual work
3 Half past Learning Intentions: Students’ own Assess if students
and Quarter Students will know how to read half past, quarter clocks understand half past
and quarter to and if
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past past and quarter to, what this means, how many Whiteboard they can successfully
minutes are where the minute hand is pointing. make the time
themselves.
Formative assessment
Active prior knowledge by drawing a clock is completed with an exit
and having students fill it in. card. This will help see
how students are
Refresh memories of half past and teach travelling and what they
students quarter past. still don’t understand.
When the minute hand is pointing to the 3 we
say half past. We are a quarter past the hour.
Yell out times, the students have to make
these for both o’clock and half past and
quarter past.
**If there is time go through quarter to with the
students**
At the end students complete an exit card to
see what they know or are finding difficult.
Teaching Strategies:
Group discussions
Exit cards
4 Quarter to Learning Intentions: PowerPoint Assess if students can Flexible grouping for
Student’s will know how to read quarter past and Smart Board write the time for quarter students to work
past and quarter to. Pay individually or in pairs.
quarter to. Workbooks attention to students Flexible working space
Worksheets who contribute in group where students can
Refresh students’ knowledge on half past (Appendix 3) discussions. move around the
and quarter past. Extra Activity classroom.
(Appendix 4)
Start by going through PowerPoint with the The differentiation
students quarter to. worksheet for students
who need guidance.
Look at the clock in quarters Two groups
An extra worksheet for
5
Repetition of o’clock, and half past students who complete
their work earlier- start
Students complete worksheets looking at counting in
intervals of 5
Reflection with students, asking what they
found hard or easy, any comments, get an
understanding of how students are going
Teaching Strategies:
Guided discussion
Student based learning
Observation
Differentiation
5 Reading Learning Intentions: PowerPoint Assessment is Differentiation is used by
time to the Students will know how to count in intervals of 5 Smart Board formative, through the having two different
use of observation, note worksheets depending
minute and read time to the minute. Workbooks takes and looking at on how students have
Worksheets students answers in been travelling in the
(Appendix 5) their books. This will unit and their readiness
Starting by having all students count in 5’s Clocks show what students for the next topic.
out loud. understand.
Two groups:
Count around the clock in intervals of 5 all (1) Student who are
the way up to 60. Between each number is 5 struggling with half past,
minutes. The strokes tell us which minute it quarter past and quarter
is. to. These students can
still practice these areas
and then have a go at
Complete a few questions together as a reading time to the
class minute, if they are
ready. It is not expected
Students then complete worksheet that their get this correct
it is about having a go.
Return as a group to go through answers.
(2) Students who are
progressing well with
half past, quarter past
and quarter to. These
Teaching Strategies: students are ready to
Explicit teaching move onto reading time
Differentiation to the minute.
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Group discussions
Fast finishers are asked
to draw their own clocks
in their books (from
scratch). Draw a range
of time’s a partner
needs to work it out.
6 Summative Learning Intentions: Telling the This is a summative
Assessment For students to apply all their knowledge over time test assessment piece to
Task the past 3 weeks. see what students have
(Appendix 6)
learnt/understood from
Pencils the unit. It will be a tool
Students will sit at their desk ready to Erasers for the teacher to use
complete the test. Provide students with a Scrap paper when reflecting on the
pencil, eraser and scrap paper for any Timer unit and report writing.
working out. Students will receive
feedback on their test.
If students finish early have task for them
(silent reading or drawing, finishing off work The test is used to
etc.) acknowledge what
areas of the unit
students understand
All tests are collected once complete. and what areas need
improvement.
Teaching Strategies:
Explicit instructions
Observing students
Adjustments for the Learning Needs of Students
Small but affective things for students with disabilities and learning disabilities within this class.
To cater to the students with a language background other than English it is important to give clear instructions when explaining activities, use visual
clues and if necessary have a translator if students are having difficulties understanding.
Using different teaching strategies to help with students learning preferences. This can include verbal, physical and hands on presentations.
PowerPoints, physical examples or teaching tools are good for students who are visual learners. Learning games and activities can be used for
kinaesthetic learners.
Using nonverbal cues including facial expression, exaggerated mouth movements and body language, as well as short simple sentences can be used
for students with auditory problems. As well as ensuring the classroom is silent before giving instructions, speaking clearly and checking on them in-
group activities can help the student with listening difficulties.
The students with ASD will need to have visuals including charts, pictures and bright colours. It is important to provide warning and signal clearly when
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the lesson is changing as sudden change can disturb the student. Using specific instructions and simple language can also be a good tool for this
student.
It is important to encourage the student with anxiety to have a go at all of the class activities. The teacher can set expectations for this student so they
have set goals to focus on.
It is important to differentiate some of the activities depending on student’s readiness. Doing a pre-test allows us to know where to start differentiating.
Having 2-3 groups depending on students’ knowledge, understanding and readiness. These groups can change throughout the unit depending on how
quickly or slowly students are learning the content.
Having extra activities for fast finishers to ensure they are challenged and engaged. If they complete their work early the student can get bored and
distract others.
Students who are struggling can receive help from the Student Support Officer (SSO). This will provide these students opportunities to work one on
one with an adult and at their own pace.
Allowing flexibility in groups, time and working space can help students to be more comfortable and engaged in the learning. Allowing to work in
groups or individually or to work inside or outside the classroom.
Teacher reflection
Questions I would ask myself…
Did students enjoy the unit? Where they engage and motivated?
Was the work too challenging or too easy?
Did I provide students with enough time to complete tasks?
Was the assessment fair?
Could I explain tasks better?
