Dimension: / Measurement/ Space / Focus: / Time/ Angles

VELS Learning Focus Statement:

VELS Standard/s:
Measurement:
At Level 2, students make, describe and compare measurements of time using informal units. Students use formal units such as hour and minute for time. Students recognise the key elements of the calendar and place in sequence days, weeks and months. They describe common and familiar time patterns and such as the time, duration and day of regular sport training and tell the time at hours and half-hours using an analogue clock, and to hours and minutes using a digital clock.
At Level 3, students estimate and measure time using appropriate instruments. They read digital time displays and analogue clock times at five-minute intervals. They interpret timetables and calendars in relation to familiar events.
At Level 4, students use metric units to estimate and measure time. They measure angles in degrees. They measure as accurately as needed for the purpose of the activity. They convert between metric units of time (for example, sec–min).
Space:
At level 3, students recognise angles are the result of rotation of lines with a common end-point.
At Level 4, students classify and sort shapes and solids (for example, prisms, pyramids, cylinders and cones) using the properties of lines (orientation and size), angles (less than, equal to, or greater than 90°), and surfaces. They describe the features of shapes and solids that remain the same (for example, angles) when a shape is enlarged or reduced.

Vocabulary Development:

Analogue, digital, clock, minutes, hours, day, o’clock, half past, quarter to, quarter past, months, years, timetables, calenders, hands, positions, seconds, actual time, elapsed time, leap year

Common Assessment Tasks

Assessment FOR Learning / Assessment OF Learning / Assessment AS Learning
·  Pre test
·  Maths online / ·  Work samples
·  Reflective journals / ·  Work samples
·  Reflective journals
·  Observations

Other Resources:

Nelson Teacher Resource 3 & 4, small analogue clock faces, large analogue clock face, BLM analogue clock faces & digital faces, Maths on the Go 1, clock stamps, TV guides, train & bus timetables, 2010 calendar, stopwatches.

Teaching and Learning Sequence

Sequenced Learning Focus /

Warm Up

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Suggested Activities
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Reflection
1
To find out how a clock is used to tell the time. / How many times can you clap, jump, hop, blink in 30 seconds. / Introduction: Draw a circle on the board. Ask students what is missing? Discuss the features of a clock. Why does a clock face have numbers? What are the hands used for? What do we need clocks for?
Student Activity: Students draw things they do at a certain time of the day e.g. morning, noon, afternoon and evening and write the time. / Gallery walk. Students look at other peoples work in the room.
2
To describe how time works on a analogue clock. / Closest to 10 seconds. Each student has a stopwatch and without looking at the time needs to get closest to 10 seconds by pressing stop. / Introduction: Present students a large analogue clock. What are the things you see? Revise some points from previous session. Teacher models a time that is special to them and explains why. In pairs, have students model a time using the analogue clock that is special to them. Students share their responses to their partner. Remember to emphasise quarter to and quarter past.
Student Activity: Students complete BLM 18 in Teacher resource 3. Students will need to label and draw the hands correctly on the clock faces. Extension activity: Draw on an analogue clock times where the hour hand and the minute hand are at right angles. / List three important things to remember when reading the time on an analogue clock.
3
To investigate how analogue and digital time are different. / Take 10 seconds / Introduction: Create a venn diagram on the board. Title one circle analogue and the other digital. Ask students to list all the features of both and what they have in common.
Student Activity: Change analogue time to digital time. Use the analogue clock times from BLM 18 from the previous lesson. Extension: The time is now 20 mins past 3 o’clock. Show me this time in as many ways as you can. / Write definition of digital time and analogue time in class or personal journal.
4
To explore how to interpret timetables and investigate how they work. / Tell me 10 things about an analogue clock. / Introduction: Provide students a variety of examples of timetables, e.g. train, school, tv guides etc. What features do they have in common? Why do we have timetables? How are they organised? What is the best way to read a timetable? Ask questions about how to find something you are looking for.
Student Activity: Students read a TV guide. In pairs students need to decide what TV programs they will watch each day, if they are allowed to watch TV for 1 hour per day.
/ 3,2,1
5
To describe the features of a calendar and what it is used for. / Tell me 10 things about a digital clock. / Introduction: Present to students a 2010 calendar. What do we use a calendar for? Does anyone have one at home? Do you write anything on a calendar? What sort of things? Now ask specific questions related to the calendar.
Student Activity: Students write in the missing days on the calendar and answer the questions (Nelson Task Book 3 pg.36). Extension: The travel agent booked our holiday for January. We are going to be away for 16 days. On what date might we leave and on what date might we return? / See saw
6
To find out what an angle is. / Clock Directions. Students direct a student to walk to the class door by giving them clock directions. / Introduction: Discuss what an angle is. How do we know there is an angle? What does it look like? Etc. Have students draw an angle using two straight lines. Emphasise the need for straight lines.
Student Activity: Students locate different angles found in the room. Alternatively take the class outside to locate angles and take pictures using a digital camera. / Write down the definition of what an angle is in class or individual journal.
7
To explore the different types of angles / Clock direction with angles. Same as above but can add degrees. / Introduction: Discuss the different types of angles. Have students tell you about acute, right, obtuse and straight angles. Display examples of these out the front.
Student Activity: Provide students with magazines, digital camera and any junk mail and ask them to locate pictures featuring angles. Have them cut out the angles and place them under four class charts; Right angles, Acute angles, Obtuse angles and Straight angles. / Rocket writing