Lesson Notes By Weeks and Term - Primary 3

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

How many

1. Minutes in ½ of an hour?  

2 Minutes in ¼ of an hour?  

3 Minutes in ¾ of an hour?  

4 Minutes in 2/4 of an hour?  

5 Minutes in an hour?

What are the following minutes in hour?

6 60 minutes

7 30 minute

8 15 minutes

9 120 minutes

10 45 minutes

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

• In this activity the teacher revises analogue time. An analogue clock should be on hand to show to the class. Tells them it is called an analogue clock and compares it to a digital clock, which will be talked about in the next activity of this lesson.

• Talks about the differences between the two kinds of clocks.

• Asks questions such as:

- How many minutes are there in an hour? (60).

- What do we mean when we say 4 o’clock? (That the time is exactly on the hour – not

before or after.)

- Show me 4 o’clock on this clock. (Get learners to come to the front of the class to demonstrate where the hands on the analogue clock should be to show the time.)

- How many minutes in half an hour? (30)

- When we read time, how do we say half an hour from the full hour or the o’clock?

(half past)

- On this clock show any time that includes half past and read the time to me. (Ask a learner to come to the front and demonstrate how to show e.g. half past three.)

- Show me a time that is quarter past and quarter to. (Ask a learner to come to the front and

demonstrate.)

CLASS ACTIVITY

The teacher

• Compiles a table like the one below on the board before the lesson. The digital clock

column will be filled during the lesson.

• Asks if any learners can read the time on cell phones, microwave ovens, etc. Discusses

digital clocks by covering the following points:

- Digital clocks can work in 24-hour cycles – day and night. So we see any hour only once. On an analogue clock we have 12 hours for a.m. (morning) and 12 hours for p.m. (afternoon) but on the 24-hour digital clock these are put together and we have

24 hours.

- There are also 12-hour digital clocks, where day and night times do not look different:

08:00 could be 8 o’clock in the morning or night. We will write times using a 12-hour

digital format.

- If you had two watches, one analogue and one digital, and you need to show 8 o’clock in

the morning, this is how it would look. (First show this on actual clocks, and then draw a clock face showing 8 o’clock for the analogue clock, and write 08:00 to show digital time next to it.)

• Uses analogue and digital clocks to show every hour, and ask learners to have a go at helping you to complete a table on the board from 01:00–12:00.

ACTIVITY II

The teacher

• Asks learners how we write these times in digital time:

- half past three (3:30)

- quarter past three (3:15)

• Asks: How do we write these times in analogue time:

• 07:45 (quarter to 8)

• 12:00? (twelve o’clock)

Pupils pay attention and participate

STEP 3

CLASS-WORK

NOTE: These activities relate to a digital clock which is a 12 hour clock, so there is not a difference between morning and afternoon.

1 Write these times as digital times:

a Half past seven.

b Quarter past seven.

c Quarter to 4.

d Quarter past four.

e Half past 5.

2 Write these times as analogue times:

a 05:30

b 02:00

c 12:00

d 07:00

3 Show quarter past two on the clock:

a Write the time below the clock.

b How many minutes is it before 3 o’clock?

c Where is the hour hand pointing?

d Where is the minute hand pointing?

Pupils attempt their class work

STEP 4

HOME-WORK

1 Show on the clock faces below:

a 10 o’clock

b 12 o’clock

c 5 o’clock

2 Write the times shown on these clocks:

Pupils attempt their class work

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to tell the time using analogue and digital watches.

She marks their class works, makes corrections where necessary and commends them positively

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

What is 5 less than

a. 30

b. 45

c. 50

d. 60

e. 25

What is 5 more than

f.  30

g. 45

h. 50

i. 60

j. 25

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

Uses an example of an analogue clock. Revises reading time from an analogue clock by counting on in 5s:

• Asks: How many minutes are there in an hour? (60 minutes.)

• Says: Let us count the minutes in one hour. (Start counting the minutes from 12 to 1 and point to the numbers on the clock face as you count – 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60.)

• Asks: How many minutes are there in half an hour? (30 minutes.)

• Says: Let us count the minutes in half an hour: (Start counting the minutes from 12 to

1 and point to the numbers on the clock face as you count – 5, 10, 15, 20, 25, 30.)

• Asks: Can I count 30 minutes starting from another place on the clock? (Yes – discuss

possibilities and try them out.)

• Asks: How many minutes are there in a quarter of an hour? (15 minutes.)

• Says: Let us count 15 minutes: (Start counting from 12 to 1 and point to the numbers on

the clock face as you count – 5, 10, 15.)

• Asks: Can I count 15 minutes starting from another place on the clock? (Yes – discuss

possibilities and try them out.)

ACTIVITY II

The teacher

* Refers to the clocks below

* Revises the following with the learners.

- How to read the time.

- The drawings show analogue and digital clock faces.

* Discusses each of the times below with the class, making sure that learners are able to read the time correctly.

Pupils pay attention and participate

STEP 3

CLASS-WORK

1 What is the time? Write the time in words.

2 Show the times on the clock faces: (Learners should draw clock faces with the arms in

the correct positions for the times given below.)

a Ten o’clock

b Quarter to twelve

c Nine minutes to one

d 17:35

Pupils attempt their class work

STEP 4

HOME-WORK

1 What is the time? Write the time in words.

2 Show the times on the clock faces: (Learners should draw clock faces with the arms in the correct positions for the times given below.)

a 9 minutes past 1

b Quarter to three

c Four minutes past five

d 15 minutes to 5

Pupils attempt their class work

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to measure time.

She marks their class works, makes corrections where necessary and commends them positively

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

What is 15 minutes later

a. 3.30

b. 1.00

c.  4.45

d. 6.15 

e. 7.00 

What is 15 minutes earlier

f. 3.30

g.1.00

h.  4.45

i. 6.15 

j. 7.00 

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

Method 1 demonstration – using a clock to calculate

• Writes these questions on the board:

At what time does school start each day? (8:00)

At what time does school end each day? (1:30)

• Asks: How many hours are we at school?

• Uses an analogue clock as an aid. Ask them to place the hands of their clocks on 8

o’clock. They then count the: hours from 8 o’clock to 1 o’clock – 8:00, 9, 10, 11, 12, 1 → 5 hours and then the minutes from 1:00 to 1:30 → half an hour.

- The time spent at school is 5 hours + half an hour = 5 ½ hours.

CLASS ACTIVITY

The teacher

Method 2 demonstration – using a number line to calculate

• Writes this question on the board:

Mom puts a cake into the oven at 3:45.

It needs to bake for 1¼ hours.

At what time must she take the cake out of the oven?

ACTIVITY III

The teacher

Method 3 demonstration – breaking down to calculate

• Write this question on the board:

Mercy takes 1½ hours to do her homework.

Jenny takes half that amount of time.

How long does Jenny take?

- 1½ hours = 1 hour + ½ hour

- Half of 1½ hours = half of 60 minutes + half of 30 minutes

= half of 90 minutes

= 45 minutes.

- Jenny takes 45 minutes.

Pupils pay attention and participate

STEP 3

CLASS-WORK

1 Write these times in digital time:

a Half past eight.

b Quarter to six.

c Quarter to 9.

d Quarter past 2.

e Half past four.

2 Write these times in analogue time

a 05:15

b 02:45

c 12:15

d 07:30

3 How many minutes in one hour?

4 How many hours in one day?

5 How many days in one week?

6 How many months in one year?

7 Daniel leaves home at 7:15 and arrives at school at 8:00. How long did it take Daniel to get to school?

Pupils attempt their class work

STEP 4

HOME-WORK

a How many minutes in 2 hours?

b How many hours in 2 days?

c How many days in 2 weeks?

d How many months in 2 years?

Pupils attempt their class work

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to calculate how much time has passed.

She marks their class works, makes corrections where necessary and commends them positively

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

What time is

1 1 hour later than 12:00?

2 2 hours earlier than 11:00?

3 1 hour before 02:00?

4 2 hours after 04:00?

5 3 hours earlier than 08:00?

6 one hour earlier then twelve o’clock?

7 two hours later than five o’clock?

8 one hour after twelve o’clock?

9 three hours before eleven o’clock?

10 one hour later than nine o’clock?

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Gives the learners a copy of this year’s calendar and ask them to paste it in their mathematics books.

• Lets them name and write the following on the calendar:

- Their own birthday;

- A friend’s birthday;

- School events (e.g. mathematics test days, school sports day).

CLASS ACTIVITY

The teacher

• Gives the learner a copy of the 2018 calendar

• Lets them name and write the following on the 2018 calendar (as above):

- Their own birthday;

- A friend’s birthday;

- School events (e.g. mathematics test days, school sports day).

• Asks the learners to compare the days on which the events they have written onto their

calendars occur (this year’s and 2014).

• Asks: What do they notice? (The days change – they are not the same each year.)

ACTIVITY II

The teacher

Learners will use their calendars to calculate and describe lengths of time in days or

weeks or months.

• Writes these questions on the board and read them to the class.

Each time the learners should give the answers both as a number of days and a number of weeks and days:

- How long is it between your birthday and your partner’s birthday?

- How long is it between the first mathematics test and the second mathematics test this term?

- How long is it between the first day of school and the school sports day?

- How long is it between the school sports day and the last day of term?

Other questions about school events that your class entered on the calendar.

Pupils pay attention and participate

STEP 3

CLASS-WORK

1. Colour your country’s public and religious holidays on a 2022 calendar.

2 Colour the block of your favourite month in yellow.

Pupils attempt their class work

STEP 4

HOME-WORK

1 Colour your family members’ birthdays on the calendar you used for your classwork.

2 How many months of the year have no family birthdays? Name them.

3 How long is it between your birthday and another person in your family’s birthday?

Pupils attempt their class work

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to read calendars.

She marks their class works, makes corrections where necessary and commends them positively