LEARNING EXPERIENCE PLANNER – suitable for Prior Knowledge and or Exploratory Learning Experiences
PRIOR KNOWLEDGE LESSON:
MATHEMATICS TOPIC: Time
ACARA Content Descriptor(s)
Compare 12- and 24-hour time systems and
convert between them (ACMMG110).
Achievement Standard(s)
Students convert between 12 and 24 hour time.
© Unsworth, Brown, Trenholm 2017
Year Level(s): Year 5 NAME: Sage
Proficiency Strands Key Mathematics Concepts: Learning Intentions:
 Fluency What key mathematics ideas do students need to understand? Students will …
 Understanding
 Understand the duration of time. Recap on their previous knowledge about time.
General Capabilities  Understand the difference between the minute hand and the hour Students will also start to understand the
 Numeracy – particularly using measurement hand. concepts of 12 and 24 hour time.
(able to read clocks).  Understand the difference between a digital clock and analogue
 Literacy – particularly word knowledge clock.
(aspects such as ‘quarter past’ etc.)  Understand the difference between 12 and 24 hour time.
 Pedagogical Strategies What the teacher does What learners do Learning Experience Resources Time

What students notice - respond to:
Ways to introduce include…
Viewing & visualisation;
Tactile play with concrete materials
Scaffolds and worked examples …
Introducing or recapping the experience - Individually students will brainstorm different concepts of time from - Students maths books 20 mins
previous years of schooling and/or at home.
- The teacher will introduce the topic of time to students. - Pens/pencils
- Students will then watch an ABC splash video, which will introduce
- When students are brainstorming the teacher can use - ABC splash video
them to 12 hour and 24 hour time. It can also help remind students
prompting questions (e.g. what about time in terms of last
about different aspects of time. - Computer/projector
week, months and years etc.)
- Table groups will then brainstorm ideas about 12 and 24 hour time - Butchers paper
- The teacher will set up an ABC splash video on time (Late
(e.g. where we use time, where they have seen examples of 12
Again!). - Markers
and 24 hour time, or attempt to convert some examples between
- The teacher will provide table groups with butcher’s paper 12 and 24 hour time).
for them to write down their ideas about 12 and 24 hour
time.

Key questions that may be asked in the introduction to focus children’s attention include - What do you notice? What do you think is happening here? (Westwall, M 2016)

Problem solving and reasoning:
Ways in which students think and work
mathematically include …
Investigating, testing, sorting, pairing,
constructing, drawing, organising,
connecting, instructing, explaining,
questioning, directing, sharing …
Individually, in pairs, small groups or
combinations and rotations …
Developing the experience. - Students will participate in a game of red light, green light. - Laminated analogue and 15 -25 mins
digital clocks
- Students will have laminated digital and analogue clocks that have no
- The teacher will participate in a teacher led game of red times shown on them. - Whiteboard markers
light, green light.
- When the teacher turns around the students will need to freeze and - Teacher with prepared
- The teacher will need to provide students with laminated answer the questions that the teacher asks them (by moving the hands questions and answers
digital clocks, analogue clocks, and whiteboard markers. on their laminated analogue clocks, or writing times with a whiteboard
marker on their digital clocks).
- The teacher will have his/her back facing the students while
the students sneak up on him/her. - If they get it right the students stay where they are. If they get it wrong
they go back to the start.
- The teacher will then turn around and ask the students a
question to do with time (this could be asking the students - Once the teacher turns back around, the students will sneak up behind
to show a certain time on their analogue clock, or asking him/her again.
them to show or convert between 12 and 24 hour time
writing on their digital clock). This step will be repeated - Whoever reaches the teacher first will need to answer the question the
until students start reaching the teacher. teacher asks, and provide a goal they want to reach about learning the
time.

Key questions that may be asked to engage learners or to challenge their ideas include: How do you think we can we solve this? Lets’ explore what we know about this topic. Let’s find out what you’re thinking!

Reflection
Ways to reflect include...
Posing questions for inquiry
Short presentations by students
Random feedback – e.g. pop stick
method
Setting proximal goals - KWLs
Display of outcomes - Wonder Wall
Closing the experience.
- The teacher will start off a discussion with the students
about the game.
- This will give the teacher an indication as to what still needs
to be developed about time or what needs to be developed
further.
- The students will engage in a discussion with their peers and teacher 10 mins
about the time game they participated in.
- Each student will talk about how they were able to work out the
questions. Each student should also talk about one thing that they
struggled with.

Teacher’s Professional Resources: Analysis of Learning Experience:

(readings, viewings, contacts) Data Collection: – work samples, checklist, pre-test, interviews, observation, presentation, folio, blog …
Diagnosis: –use of rubrics, matrix, graphic organisers, scales, test results – in relation to Achievement Standards
- Lewis,Brown,
© Unsworth, A & Thompson, 2010, Activating Strategies for Use in the Classroom, viewed 15th
TrenholmA2017 Specific Learning Needs Identified:
September 2017, < http://www.gcasd.org/Downloads/Activating_Strategies.pdf>. Follow-On Lesson recommendations

- Reys, R, Rogers, A, Falle, J, Frid, S & Bennett, S 2013, Helping children learn Mathematics, 1st - Data collection in the form of observations and classroom discussions.
Australian edition, John Wiley & Sons Australia, Milton, Qld.
FIRST FOLLOW ON EXPERIENCE:
MATHEMATICS TOPIC: Time Year Level(s): Year 5 NAME: Sage
ACARA Content Descriptor(s) Proficiency Strands Key Mathematics Concepts: Learning Intentions:
 Fluency What key mathematics ideas do students need to understand? Students will …
Pedagogical
Compare 12- Strategies
and 24-hour time systems and What the
 teacher does
Understanding What learners do Learning Experience Resources Time
convert between them (ACMMG110).  Understand the duration of time. Learn more about 12 and 24 hour time. They
What students notice - respond to: Introducing or recapping the experience - Individually students in their books will write down each time shown on the - Students maths books 15 mins
Ways to introduce include… General Capabilities  Understand the difference between the minute hand and the hour will learn about converting between 12 and 24
laminated cards, and next to it they will need to write down if the time hour time, and also be able to match 12 and 24
Achievement
Viewing Standard(s)
& visualisation;  Numeracy
- The teacher will– introduce
particularly using
the topicmeasurement
of 12 and 24 hand. - Pens/pencils
displayed
 Understandon each card is 12 between
or 24 hour time. clock and analogue hour time (e.g. 8:00 is 20:00). Students will also
Tactile play with concrete materials hour(able
time.to read clocks). the difference a digital
Scaffolds
Students andconvert
workedbetween
examples12
… and 24 hour time.  Literacy – particularly word knowledge clock. should also have a go at converting between the times on the sequence- time.
- Students Laminated clocks
- The (aspects
teacher will
suchgive the students
as ‘quarter past’laminated
etc.)  Understand the difference between 12 and 24 hour time. displaying different
laminated hand cards (e.g. if one card is showing 15:00, students should try
digital clocks displaying different 12 and 24 hour times
and convert that to 12 hour time etc.).
time.

Key questions that may be asked in the introduction to focus children’s attention include - What do you notice? What do you think is happening here? (Westwall, M 2016)

Problem solving and reasoning:
Ways in which students think and work
mathematically include …
Investigating, testing, sorting, pairing, constructing,
drawing, organising, connecting, instructing,
explaining, questioning, directing, sharing …
Individually, in pairs, small groups or combinations
and rotations …
Developing the experience.
- The teacher will provide students with laminated
digital clocks and analogue clocks, displaying
different 12 and 24 hour time.
- The teacher will explain the activity to the class.
- Individually students working in their math books will look at the different - Laminated analogue and 20 mins
analogue clocks, and they will then write down the time displayed on the digital clocks
clocks both as a 12 and 24 hour time format.
- Students maths books
- In partners, students will then sort out the different digital clocks displaying
12 and 24 hour times. Students in their partner groups will need to work out - Pens/pencils
the matching pairs of 12 and 24 hour time (e.g. 4:00 and 16:00).
- Students can also sequence the time in time order.

Key questions that may be asked to engage learners or to challenge their ideas include: How do you think we can we solve this? Lets’ explore what we know about this topic. Let’s find out what you’re thinking!

Reflection Closing the experience. - Pairs will then discuss with their table group what they have learnt/found 15 - 20
Ways to reflect include... out/struggled with. mins
Posing questions for inquiry
Short presentations by students - The teacher will walk around to each table and - The table groups will then present a short presentation about the above
Random feedback – e.g. pop stick method listen to students ideas. addressed aspects.
Setting proximal goals - KWLs
Display of outcomes - Wonder Wall - The teacher will then listen to a short
presentation by each table group.

Teacher’s Professional Resources: Analysis of Learning Experience:

(readings, viewings, contacts) Data Collection: – work samples, checklist, pre-test, interviews, observation, presentation, folio, blog …
Diagnosis: –use of rubrics, matrix, graphic organisers, scales, test results – in relation to Achievement Standards
- Chartres, M 1990, ‘ A look at Time’, Primary mathematics notes from the Primary Mathematics Specific Learning Needs Identified:
Association, vol. (unknown), no. 8, pp. 1-3. Follow-On Lesson recommendations

- Reys, R, Rogers, A, Falle, J, Frid, S & Bennett, S 2013, Helping children learn Mathematics, 1st - Data collection in the form of observations and a presentation.
Australian edition, John Wiley & Sons Australia, Milton, Qld. Formative Assessment Notes:
- TeachStarter 2017, Digital and Analogue Clock Template, TeachStarters, viewed 20th September N/A
2017, < https://www.teachstarter.com/teaching-resource/digital-and-analogue-clock-template/>.
© Unsworth, Brown,
- Truscott, Trenholm
J.B Boyle, 2017 S Libarkin, J & Lonsdale, J 2006, ‘ The concept of time: can it be fully
A Burkill,
realised and taught?’, Planet, vol 1, no 17, pp. 21-23.
SECOND FOLLOW ON EXPERIENCE:
MATHEMATICS TOPIC: Time
ACARA Content Descriptor(s) Proficiency Strands
 Fluency
Compare 12- and 24-hour time systems and  Understanding
convert between them (ACMMG110).  Reasoning
Achievement Standard(s) General Capabilities
 Numeracy – particularly using measurement
Students convert between 12 and 24 hour time. (able to read clocks).
 Literacy – particularly word knowledge
(aspects such as ‘quarter past’ etc.)
© Unsworth, Brown, Trenholm 2017
Year Level(s): Year 5 NAME: Sage
Key Mathematics Concepts: Learning Intentions:
What key mathematics ideas do students need to understand? Students will …
 Understand the duration of time. Students will learn about timetables and how
 Understand the difference between the minute hand and the hour timetables incorporate 12 and 24 hour time.
hand. They will be able to plan a day trip around
 Understand the difference between a digital clock and analogue Adelaide.
clock.
 Understand the difference between 12 and 24 hour time.
 Understand how timetables work.
 Pedagogical Strategies What the teacher does What learners do Learning Experience Resources Time

What students notice - respond to:
Ways to introduce include…
Viewing & visualisation;
Tactile play with concrete materials
Scaffolds and worked examples …
Introducing or recapping the experience - The students will watch the videos about timetables and - Students maths books 15 - 20
how to read them. mins
- The teacher will introduce timetables to students. - Pens/pencils
- The students will then be able to explore various different
- The teacher may also watch the start of the ABC Splash ‘Late - ABC splash video
timetable routes (flights, trains, and busses).
Again?’ video – as it talks about train timetables in the
beginning. Teacher should also show the YouTube video about - Students should make note of what time the timetables are - Computer/projector
catching busses/reading timetables. using (12 or 24 hour time). - YouTube video
- Teacher shall provide students with a range of different - Students should also notice the start time and end time of - Print outs of different
timetable formats for the students to explore (flight timetables, certain routes and if they can work out how long a specific timetable routes
train timetables, bus timetables etc.) journey would take.

Key questions that may be asked in the introduction to focus children’s attention include - What do you notice? What do you think is happening here? (Westwall, M 2016)

Problem solving and reasoning:
Ways in which students think and work mathematically
include …
Investigating, testing, sorting, pairing, constructing,
drawing, organising, connecting, instructing,
explaining, questioning, directing, sharing …
Individually, in pairs, small groups or combinations and
rotations …
Developing the experience.
- The teacher will organise the students into pairs.
- The teacher will provide students with a range of Adelaide
Metro bus timetables for the students to use of popular places
around Adelaide.
- The teacher may edit the Adelaide metro bus timetables so
they are not as overwhelming for the students.
- Teacher will offer assistance if needed.
- In pairs students will organise a day trip around Adelaide - Printed Adelaide metro bus 30 - 45
that will consist of 3-5 different stops that the students will timetables mins
get off at.
- Students maths books
- The students will need to start and end their day in the
- Pens/pencils
same location.
- Poster paper
- They will need to read the bus timetables provided to assist
them with developing their ‘day out’. - Computers
- The students will also need to be able to read what time - Textas
the timetables suggest, be able to work out how long each
- Coloured paper
bus journey is to each stop, and they should also convert
the time on the timetables (e.g. Adelaide metro bus
timetables usually are 12 hour time, so students need to
convert the timetable to 24 hour time).

- Pairs will then get the opportunity to display their journey

on a poster in a creative way, and also their findings about
the duration of each bus stop, and also conversions of
timetables of 12 and 24 hour times.

Key questions that may be asked to engage learners or to challenge their ideas include: How do you think we can we solve this? Lets’ explore what we know about this topic. Let’s find out what you’re thinking!

Reflection Closing the experience. - The students will be able to look at other pairs work and 10 mins
Ways to reflect include... see what journeys others did and how long the trips were
Posing questions for inquiry
etc.
Short presentations by students * It should be noted that the above lesson may be extended for 2
Random feedback – e.g. pop stick method lessons. * - Students may have the opportunity to explain their own
Setting proximal goals - KWLs
day trip to peers.
Display of outcomes - Wonder Wall - The teacher will display students posters around the classroom
(wonder wall). - Student will answer the self-assessment rubric to do with
time, timetables and planning a journey.
- Teacher will provide students with a self-assessment rubric
about time.

Teacher’s Professional Resources: Analysis of Learning Experience:

(readings, viewings, contacts) Data Collection: – work samples, checklist, pre-test, interviews, observation, presentation, folio, blog …
Diagnosis: –use of rubrics, matrix, graphic organisers, scales, test results – in relation to Achievement Standards
- Avery, M 2014, Reading a Timetable, [video] YouTube, viewed 20th September 2017, < Specific Learning Needs Identified:
https://www.youtube.com/watch?v=RZOtr74RADc>. Follow-On Lesson recommendations

- Get onBrown,
Board Trenholm
2017, Timetable th - This lesson may be continued (a total of 2 lessons).
© Unsworth, 2017 Challenge, TransPerth, viewed 20 September 2017,
<http://getonboard.transperth.wa.gov.au/Portals/1/Content/Documents/Lesson_plan9/Timetable_Learning_Objec - A self-assessment rubric will be used.
tives_Rubric.pdf>. (Self-assessment rubric will be altered).
- Data collection via posters.
- Splash ABC 2014, Late Again, ABC, viewed 15th September 2017,