Maths – Elapsed Time Unit

Pre-service Teacher name: Rebecca Jones Highlight planning process: Date:

Planned collaboratively with ST 10/09/20
Planned collaboratively with peer
Year level/ age range & number of students: Planned independently based on ST lessons
28 Year 4 Students Planned Independently
Unit title: Understanding Elapsed Time Problems
Learning area and outcomes: (E.g. English, Mathematics, Science, Health & Physical Education, Humanities & Social Sciences, The
Arts, Technologies and Languages & Australian Curriculum links)

Content Descriptor: Use ‘am’ and ‘pm’ notation and solve simple time problems (ACMMG086)
Elaborations:
• Determining arrival time given departure time
• Calculating the time required to travel between two locations
• Calculating the time spent at school during a normal school day

Content Descriptor: Convert between units of time (ACMMG085)

Elaborations:
• Identifying and using the correct operation for converting units of time

Achievement Standard: They solve problems involving time duration.

General capabilities consideration: literacy, numeracy, ICT, critical & creative thinking, ethical understandings,
intercultural understandings, personal & social capabilities
Student diversity consideration: students with disability, gifted and talented students, students for whom EAL/D
Learning intentions: (Descriptions of what learners should Success criteria for students: (clear and specific
understand and be able to do by the end of a learning period, measures of how students have met the learning intentions,
the ‘what and why’ of the learning task: ‘We are learning to …. i.e. how they are going with the task, this can include both
(learning intention ‘what) so that we can …… (learning learning content and strategies; ‘I know that I can do this
intention ‘why’)) when I have..)

By the end of the unit, students will:

I can:
• be able to read analogue and digital o’clock, half-past,
quarter to and quarter past times. • read analogue and digital o’clock, half-past, quarter
• be able to use number lines to solve worded time to and quarter past times.
problems. • use and understand time terminology.
• be able to convert between units of time. • use strategies to solve worded time problems
• be able to solve problems involving durations of time involving durations of time.
(elapsed time)

Formative assessment: Summative assessment:

Students will engage in a prior knowledge test where they Students are given a timetable with various appointments,
match worded times to analogue and digital times by drawing travel times and meetings. Students need to…
clock hands on analogue clocks. Students then solve problems
involving duration. i.e. the time is quarter past 3 – represent
this on an analogue and digital clock. Show the time 5 minutes
earlier, 10 minutes later, 3 hours ago, 1.5 hours prior, etc.
Range of teaching strategies: preparation/ organisation/ resources:
(What range of teaching strategies will I use and so what resources will I need for the students to engage in the activity? Where
will I access the resources from?)

Resources Needed:
• Concrete materials (for everyone, to extend and support learners) – analogue teaching clocks
• Task cards with worded problems differentiated to cater for learning needs (3 different groups of learners)
• Slideshows (with explicit instruction/strategies)

Teaching Strategies Used:

• Scaffolding (I do, we do, you do)
• Sequenced lessons – work on telling the time, solving worded problems, looking at timetables to solve problems
involving durations of time.
• One-on-one and group teaching (differentiated approach to support students)
• Differentiated groups according to prior knowledge results and results from each task.
• Collaborative work – students work with learning partners to support their learning.
Differentiation: (Are there any students that I need to personalise the activity for)
Specific student needs: learning/ behaviour Adjustment and considerations
• EALD Students • One-on-one and group teaching
• Low Motivated Students • Differentiated learning goals
• Differentiated groups • Check ins throughout lesson (make sure to check on
students with low motivation)
• Collaborative work (to support students – learn from
more knowledgeable peers)
• Scaffolding approach to support all student’s needs.

UNIT TIMETABLE
Week: Mon Tues Wed Thurs Fri

8 Students participate in the

prior knowledge assessment.

9 Students create a Group One: LG Group One: LG - Group One: LG - To be able Group One:
craft activity that (learning goal) - To To be able to use to use number lines to solve
Group Two:
demonstrates the be able to read number lines to timetable problems (simple
units of time. analogue and solve worded time time duration problems) Group Three:
digital o’clock, problems (simple
Group Two: LG – To be able
half-past, quarter worded problems)
to use number lines to solve
to and quarter
Group Two: LG – timetable problems (trickier
past times.
To be able to use worded problems)
Group Two & number lines to
Group Three: To be able to
Three: LG – to be solve worded time
use number lines to solve
able to solve problems (trickier
timetable problems (difficult
problems worded problems)
timetable problems involving
involving time. multiple steps)
Group Three: To
be able to use
number lines to
solve worded time
problems
(problem solving
task)

10 Group One: Group One: Assessment ?

Group Two: Group Two:

Group Three: Group Three:

SEQUENCE OF LESSONS/ LEARNING EXPERIENCES
Lesson
Main Resources Check for learning/
sequence Learning Experiences
Assessment
Focus

Week Eight:
Lesson One: ➢ Students will engage in a prior knowledge test where they Prior knowledge Check that students have
Prior match worded times to analogue and digital times by drawing test used the clock hands correctly
Knowledge clock hands on analogue clocks. to show no misconceptions.
➢ Students then solve problems involving duration. i.e. the time is
Ensure students have
quarter past 3 – represent this on an analogue and digital clock.
matched the worded
Show the time 5 minutes earlier, 10 minutes later, 3 hours ago, problems to the digital time
1.5 hours prior, etc. correctly.

Week Nine
Lesson Two: • Introduce students to the units of time (seconds, minutes, hours, Paper (3 strips of Ensure that students have
days, weeks, fortnights, months, years, decades, etc.) coloured paper for accurately recorded the units
Units of each student) of time and how they fit into
• Students create a craft where they display the units of time, and
Time each other.
how each unit fits into the next (there are 60 seconds in a minute,
Slideshow with
60 minutes in an hour, 24 hours in a day, etc.) explicit steps This tool can be referred to in
• Students can extend themselves by adding more units of time or future lessons to support
by adding to their units (2 days = 48 hours, 2 minutes = 120 Pre-made example students.
seconds, etc.)
Lesson • Introduce learning intention: To be able to solve problems Slideshow with Ensure that students in group
Three: including time. explicit steps 1 have recorded the hands
• As a class, collaborate to answer 3 worded time problems. correctly and matched the
Solving Teaching clocks (1 correct analogue, digital and
Encourage students to share the strategies they would use to
worded time between 2 approx.) worded time.
problems. solve these problems.
• Each student will have an analogue time with them, and as we go Larger teaching Group 2 – 3 – ensure that
through the questions, they will create the analogue time on their clocks students have used strategies
clock to show their understanding. to answer worded problems.
Worded time
• Group 2 and 3 students then work through a list of worded time problems REFLECTION FROM LESSON:
problems.
Should have taught students
• Extension: If students finish, they can engage in a challenge Analogue/digital
clock stamps a specific strategy to
where they solve how old they are in months, fortnights, weeks,
implement rather testing
days, minutes and seconds. their knowledge of prior
FLUENCY MATH
• Group 1 students are then introduced to their learning intention BOOKS strategies they knew to use.
as a group on the floor: To be able to read analogue and digital Students still reached correct
o’clock, half-past, quarter to and quarter past times. answers, but it was difficult to
• Explicitly teach students how to show these times on the see what strategy they used
analogue clock, digitally and using worded times. to solve the problems.
• Students use the analogue/digital clock stamps to draw hands on
clocks and record the digital and worded times of several o’clock,
half past, quarter past and quarter to times.

Lesson Four: • Introduce learning goal: to be able to use number lines to solve Number Lines REFLECTION FROM LESSON:
worded time problems. written on board Explicit time took the entire
SINGLE with questions to lesson to ensure students
• Recap questions from yesterday’s lessons but teach students 2
LESSON solve. understood strategies to use
strategies for working out – using a number line and using an
analogue clock. Very Explicit – I do, we do, you do! to solve worded time
problems.
In next lesson, students need
to begin working through
time problems using the
strategies in differentiated
learning groups.
Lesson • Commencing the Lesson: Number Line Ensure students have
Five: • Begin lesson with explicit teaching of strategies for and Analogue represented the number
worded problems – using a number line and an clock prepared line correctly.
OBSERVED
analogue clock. before
LESSON Make sure students
commencement
• Ask students questions to guide the construction of have added the hands
of lesson.
the number line – how could we divide the number to the analogue clock
line into the parts of the clock (15, 30, 45 minutes)? 3 Sets of correctly (hour hands
• Ask students what kind of time terminology tells us Differentiated pointing to the correct
whether the problem requires us to look forward in worded place, (i.e. halfway
time or look backwards. problems. between 7-8 when it is
• Prompt students of what is required when using 7:30).
Concrete
number lines in their books (using a ruler, needs to materials – Ensure there are no
include numbers) teaching clocks misconceptions with the
• When explicit recapping of strategies is complete, for students. hands of the clock
give groups their tasks. (minute hand is longer
Printed
• Introduce group learning goals and tasks: than the hour hand).
analogue clocks
• Group One: (THIS WILL BE DONE WITH THE GROUP for students to Ensure students have
ON THE FLOOR AFTER THE OTHER 2 GROUPS HAVE show working understood time
BEGUN THEIR WORK) - LG - To be able to use number out in books. terminology (what
lines and analogue clocks to solve worded time terminology is asking us
problems (simple worded problems) – group one to look forward or
work on the floor with teacher. They recap telling the backwards in time)
time (o’clock, half past, quarter to and quarter past
times). Students then create an analogue and digital
timetable of our classroom timetable. They then refer
to this to work through worded problems relating to
the classroom timetable they created.
• Group Two: LG – To be able to use number lines to
solve worded time problems (trickier worded
problems) – these students finish their task from
yesterday using the new strategies taught. They then
engage with new worded problems that involve
numerous operations.
• Group Three: To be able to use number lines to solve
worded time problems (problem solving task) – These
students finish their work from yesterday, then
engage in 2 problem solving tasks working in pairs.
• Finishing the lesson:
• Work with group 2 to go through the answers to the
questions. Students share their strategy and mark
their work with a coloured pencil.
• Work with group 3 to question what strategies they
used to solve the problem. Encourage students to
share what they did using whiteboards.
• Revisit group 1 to ensure they have met the learning
intention of the lesson. Go through the answers by
asking students to share their working out. Students
mark their work with a coloured pencil.
• Bring all students back to the floor. Revisit learning
intention and ask students if they feel as though they
met the learning intention. Ask students to colour in
their level of understanding on the task card and refer
to this when marking.