# Lesson Notes By Weeks and Term - Primary 2

Time and calendars

TERM: 3rd Term

WEEK: 8

CLASS: Primary 2

AGE: 7 years

DURATION: 5 periods of 40 minutes each

DATE:

SUBJECT: Mathematics

TOPIC: Time and calendars

SPECIFIC OBJECTIVES: At the end of the lesson, the pupils should be able to

1. Tell 12-hour time in hours, half hours and quarter to/past on analogue clocks.
2. Work with calendars. Name the days of the week and months of the year and place birthdays, religious festivals, public holidays, historical events and school events on a calendar.
3. Calculate elapsed time.

INSTRUCTIONAL TECHNIQUES: Explanation, question and answer, demonstration, practical

INSTRUCTIONAL MATERIALS: Analogue clock, Months of the year and days of the week name cards, different types of calendars

PERIOD 1: Telling the time

 PRESENTATION TEACHER’S ACTIVITY PUPIL’S ACTIVITY STEP 1MENTAL MATHS The teacher begins the lesson with some mental calculationsWhat is 10 more than1 84  2 65  3 33  4 445 1   What is 10 less than6 537 108 569 7110 16 Pupils respond and participate STEP 2CONCEPTDEVELOPMENT The teacherThis is a whole-class activity to revise minutes and hours with your learners.• Uses an old analogue clock for this activity or a paper one, or draw one on the board.• Uses a clock to show time in hours, e.g. 3 o’clock.• Asks: Where is the long hand? (On the 12.)• Asks: Where is the short hand? (On the 3.)• Shows the class more examples of time on the hour to revise the position of the long hand and the short hand of an analogue clock on the hour.• Uses a clock to show learners time in half hours, e.g. half past two.• Asks: Where is the long hand? (On the 6, which shows 30 minutes past the hour.)• Asks: Where is the short hand? (Half way between the 2 and the 3.)• Shows the class more examples of half past time to revise the position of the long hand and the short hand of an analogue clock on the half hour. ACTIVITY IIThe teacher• Draws or shows learners clocks, showing times at quarter past.Quarter past one. Draws it onto the board.The short hand has just passed one.The long hand is on the 3, which shows fifteen minutes after the hour.We say that it is quarter past one. This means it is a quarter of an hour (15 minutes) after one.• Shows the class more examples of quarter past time – use the times shown below (or others – add as you wish – all quarter past times). The short hand has just passed (ten). The long hand stands on (fifteen) minutes. We say it is quarter past (ten).• The short hand has just passed (two). The long hand stands on (fifteen) minutes. We say it is quarter past (two). • The short hand has just passed (twelve). The long hand stands on (fifteen) minutes. We say it is quarter past (twelve). ACTIVITY II• Introduces quarter to to the learners.Quarter to three. Draws it onto the board.• The short hand is just before the three.• The long hand is on the 9, which shows fift een minutes to hour,(OR 45 minutes past the hour).• Lets the learners count backwards from 12 in 5s until they have counted 15 minutes. Asks:What do you notice? (You are on the 9).• Lets the learners count forwards from 12 in 5s until they have counted 45 minutes.( Asks:What do you notice? (You are on the 9 again).• Says: 15 minutes before OR 45 minutes after is in the same place – we call it ‘quarter to’.The short hand is just before three.The long hand stands on the 9.We say it is quarter to three.We mean it is a quarter of an hour (15 minutes) before three o’clock. Pupils pay attention and participate STEP 3CLASS-WORK Show the following times on the clock faces. (Make sure that the learners draw the long hand and the short hand in the correct place each time.)a 11 o’clock.b. 9 o’clockc. 2 o’clockd. 3 o’clocke. Half past 9f. Half past 11g. half past 4h. quarter past 10i. quarter to 3j. quarter past 2k. quarter to 7 Pupils attempt their class work STEP 4HOME-WORK 1 Which comes first, quarter to 10 or 10 o’clock? 2 Which comes first, quarter to 11 or quarter past 11? 3 Draw a picture of something you do at 7 o’clock in the morning. The pupils writes it in their homework book STEP 5SUMMARY The teacher summarizes by reminding the pupils that in this lesson we have learnt to tell the time using analogue clocks. She marks their class works, makes corrections where necessary and commends them positively

PERIOD 2: Calendars

PERIOD 3: Time passed

 PRESENTATION TEACHER’S ACTIVITY PUPIL’S ACTIVITY STEP 1MENTAL MATHS The teacher begins the lesson with some mental calculationsWhat is1 7 × 2    2 6 × 4    3 5 × 3    4 6 × 5    5 5 × 4     6 7 × 37 7 × 58 9 × 49 8 × 510 5 × 5 Pupils respond and participate STEP 2CONCEPTDEVELOPMENT The teacherRevises past and to.• Asks: What does the short hand on the clock show us? (The hours.)• Asks: What does the long hand on the clock show us?(The minutes.)• Draws a clock on the board, which is divided into halves.• Shows the learners that when the long hand is on the left -hand-sideit is ‘to’ and on the right-hand-side it is ‘past’.• Gives them some examples to show past and to.• Draws other examples of times which are past and to.• Uses the time half past. (e.g. half past 5.)• Uses the times quarter past and quarter to. (e.g. quarter past 7 or quarter to 12.)• Revises time on the hour. (e.g. 5 o’clock or 7 o’clock.) ACTIVITY IIThe teacherRevises the length and passing of time.• Asks: How many hours are there from 3 o’clock to 5 o’clock? (2 hours.)• Asks: How many hours are there from 8 o’clock in the morning to 2 o’clock in theafternoon? (6 hours.)• Asks: How many hours are there from quarter to 5 to quarter past 5? (15 minutes + 15 minutes = 30 minutes = half an hour.)• Asks learners to tell you about two things they do in the morning – write down the times that they do these things (to the nearest hour/half hour/quarter hour).• Then works out the time passed between doing these two things, e.g. I wake up (6o’clock). I eat breakfast (7 o’clock). Time passed = 1 hour.• Allows a few different times to be discussed and then move on to the classwork activity. Pupils pay attention and participate STEP 3CLASS-WORK 1 How many hours are there between 8 o’clock and 10 o’clock?2 How many hours are there between 10 o’clock and 12 o’clock?3 It is the 1st of September. School breaks up on the 13th of September. How many days until break up day?4 It is the 26th of December. How many days are there until the 1st of January? Pupils attempt their class work STEP 4HOME-WORK 1 How many hours are there between 4 o’clock and 8 o’clock? 2 How many hours are there between 8 o’clock and 11 o’clock? 3 It is the 1st of June. Your birthday is on the 12th of June. How many days are there until your birthday? The pupils writes it in their homework book STEP 5SUMMARY The teacher summarizes by reminding the pupils that in today’s lesson we learnt to calculate how much time has passed. She marks their class works, makes corrections where necessary and commends them positively

PERIOD 4: Assessment

 PRESENTATION TEACHER’S ACTIVITY PUPIL’S ACTIVITY STEP 1ORALASSESSMENTS The teacher asks questions on mental maths treated so far Pupils respond and participate STEP 2DISCUSSION The teacher discusses all the methods used by some learners in the oral assessments(some of the questions are solved on the board by the learners) and addresses any misconceptions that may have risen Pupils pay attention and participate STEP 3WRITTEN ASSESSMENTS 1 Draw the long hand and the short hand on this analogue clock to show 5 o’clock. 2 Draw the hands on this analogue clock to show 9 o’clock. 3 Draw the arms on this analogue clock to show quarter past six.4 What is the time shown on the clock below?5 How many hours are there between 9 o’clock and 2 o’clock? ____________ Pupils attempt their class work STEP 4SUMMARY The teacher marks the written assessments, corrects were necessary and commends the pupils

PERIOD 5: Weekly Test/consolidations

TEACHER’S ACTIVITY: The teacher revises all the concepts treated from period 1-4 and gives the pupils follow through exercises, quiz and tests. She marks the exercises, makes corrections and commends the pupils positively.

PUPIL’S ACTIVITY: The pupils work on the worksheets and exercises given by the teacher individually

CONSOLIDATION

1 What is the time on these clocks?

2 Draw clocks showing the following times:

(Answers must show a clock face with both arms in the correct places.)

a Six o’clock.

b Half past one.

c Quarter to twelve.

3 Which month has fewer days- November or December?

4 What was the date 3 days ago?