Grade 3 Mathematics Lesson Plan: Measurement

Grade 3 Mathematics Lesson Plan: Using a Clock to Tell Time

Materials Needed:
– Analogue clock model or interactive digital clock tool
– Worksheets with clock faces (both analogue and digital)
– Flashcards with times (e.g., 3:00, 3:15, 3:30, 3:45)
– Pencils, erasers, and coloured markers
– Projector or smartboard for demonstration

Learning Objectives:
By the end of this lesson, students will be able to:
1. Identify and name the parts of an analogue clock (hour hand, minute hand, and numbers).
2. Read and tell time to the nearest quarter hour on an analogue clock.
3. Match times shown on analogue clocks to the same times shown on digital clocks.

Vocabulary:
1. Hour Hand: The shorter hand on a clock that points to the hour.
2. Minute Hand: The longer hand on a clock that points to the minutes.
3. Quarter Past: 15 minutes after a specific hour.
4. Half Past: 30 minutes after a specific hour.
5. Quarter To: 15 minutes before the next hour.

Previous Learning:
Students have previously learned to count by fives and understand the concepts of before and after. They have also practised telling time to the nearest hour.

Anticipated Challenges and Solutions:
Confusion between the hour and minute hands: Use different colours to highlight the hour and minute hands and provide ample practice differentiating between the two.
Difficulty in understanding quarter past, half past, and quarter to: Use real-life scenarios and visual aids to reinforce these concepts.

Beginning Activities (4 minutes):
1. Introduction to Learning Objectives: Briefly share the objectives of the lesson.
2. Activating Prior Knowledge: Ask students to recall and discuss how they’ve used clocks to tell the time in the past. Show a model clock and ask a few students to identify the hour and minute hands.

Middle Activities (32 minutes):
1. Direct Instruction (10 minutes):
– Demonstrate how to read an analogue clock, focusing on the hour and minute hands.
– Explain how each number represents five-minute increments.
– Show examples of “quarter past,” “half past,” and “quarter to” using the clock model.

  1. Guided Practice (12 minutes):
  2. Distribute worksheets with clock faces showing various times.
  3. Work together to identify and write the correct times for the first few clocks.
  4. Use flashcards with specific times and ask students to match these with the appropriate times on their worksheets.

  5. Independent Practice (10 minutes):

  6. Assign the remaining questions on the worksheet for individual completion.
  7. Circulate around the classroom to provide support and check for understanding.

End Activities (4 minutes):
1. Exit Ticket Activity:
– Ask students to draw the hands on an empty clock face to show a specific time (e.g., 4:15 or 6:30) before they leave.

Assessment and Checks for Understanding:
Formative Assessment: Observe responses during guided practice and discussions.
Worksheet Completion: Check for accuracy in the independent practice section.
Exit Tickets: Collect and review students’ clock drawings to ensure understanding.

Differentiation Strategies for Diverse Learners:
For Struggling Learners: Provide additional practice with clock models and one-on-one support.
For Advanced Learners: Introduce more challenging times (e.g., 8:37) and ask them to explain their reasoning to the class.
Visual Learners: Use bright colours and interactive digital clocks to enhance understanding.
Kinesthetic Learners: Allow students to move the clock hands on a large classroom clock manually.

Teaching Notes:
– Check that all materials and resources are prepared in advance to ensure a smooth lesson flow.
– Emphasise the practical application of telling time by discussing how it’s used in daily activities.
– Incorporate peer teaching opportunities by having students work in pairs or small groups during guided practice.
– Make sure to use inclusive language and examples that reflect the diversity and cultural context of the learners.
– Be mindful of students with visual impairments and provide enlarged clock faces or tactile clock models as necessary.

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