Teachers Page
This learning trajectory is designed for Year 4 students. The information below is from the Australian Curriculum website and it is the basis of the trajectory.
Learning Goals
Year 4 Proficiency Strands
Using appropriate language to communicate times
Comparing time durations
Year 4 Content Descriptions
Measurement and Geography - Using units of measurement
Convert between units of time (ACMMG085)
Using am and pm notation and solve simple time problems (ACMMG086)
Mathematics Achievement Standard: Year 4
They solve problems involving time duration
They convert between units of time
Prior Knowledge
The following information is from the Australian Curriculum website and is the assumed knowledge the students have at the beginning of Year 4.
Year 1
Year 1 Proficiency Strands
Year 1 Content Descriptions
Measurement and Geometry - Using units of measurements
Tell the time to the half hour (ACMMG020)
Describe duration using months, weeks, days and hours (ACMMG021)
Year 1 Achievement Standards
Students explain time durations
They tell the time to the half hour
Year 2
Year 2 Proficiency Strands
Describing and comparing time duration
Year 2 Content Descriptions
Measurements and Geometry - Using units of measurements
Tell the time to the quarter hour using the language of 'past' and 'to' (ACMMG039)
Year 2 Achievement Standards
They tell the time to the quarter hour
Year 3
Year 2 Proficiency Strands
Using appropriate language to communicate times
Measurement and Geography - Using units of measurement
Tell the time to the minute and investigate the relationship between units of time (ACMMG062)
Year 3 Achievement Standard
They tell time to the nearest minute
Learning Goals
Year 4 Proficiency Strands
Using appropriate language to communicate times
Comparing time durations
Year 4 Content Descriptions
Measurement and Geography - Using units of measurement
Convert between units of time (ACMMG085)
Using am and pm notation and solve simple time problems (ACMMG086)
Mathematics Achievement Standard: Year 4
They solve problems involving time duration
They convert between units of time
Prior Knowledge
The following information is from the Australian Curriculum website and is the assumed knowledge the students have at the beginning of Year 4.
Year 1
Year 1 Proficiency Strands
Year 1 Content Descriptions
Measurement and Geometry - Using units of measurements
Tell the time to the half hour (ACMMG020)
Describe duration using months, weeks, days and hours (ACMMG021)
Year 1 Achievement Standards
Students explain time durations
They tell the time to the half hour
Year 2
Year 2 Proficiency Strands
Describing and comparing time duration
Year 2 Content Descriptions
Measurements and Geometry - Using units of measurements
Tell the time to the quarter hour using the language of 'past' and 'to' (ACMMG039)
Year 2 Achievement Standards
They tell the time to the quarter hour
Year 3
Year 2 Proficiency Strands
Using appropriate language to communicate times
Measurement and Geography - Using units of measurement
Tell the time to the minute and investigate the relationship between units of time (ACMMG062)
Year 3 Achievement Standard
They tell time to the nearest minute
Student Resources
Students will have access to learning tools throughout this trajectory, except during lesson 5. Each student will have a clock (similar to the one above), which has all of the required information on it and a calendar, to use as a reference. Using visual aides as a reference is a useful tool for them to have in the learning process only if it is used in the right manner as it can help them understand a concept with its clear information and thoroughly explained information.
Lessons: Tips for each lesson
![Picture](/uploads/2/7/5/5/27555699/1421898770.png)
Lesson 1: This lesson is to find out the students prior knowledge. No help is to be given regarding the answers to the questions or the path to get there. Highlight the fact that this is a necessary task for the beginning of the unit but stress there will have no bearing on their final grade. From the information required, adjust lessons accordingly for the necessary students. Scaffolding, change of task, intensive one on one time are all options for students that are not up to where they need to be to complete the tasks during this trajectory and/or to achieve the curriculum requirements. Special needs students need to be catered for in necessary. Depending on the students and the need of them, the task(s) may need to be altered. Knowing your students is vital, knowing their differing circumstances will give you an insight into what measures need to be taken and what direction is needed to go to cater for everyone.
Lesson 2: Provide plenty of examples when initially discussing this lesson. Clarify all questions and go out of your way to make sure the idea has been understood before the class begin the tasks. The set up to the computer tasks are relatively straight forward but be on hand to give help where necessary.
Lesson 3: This lesson is more complicated than the rest due to the language used. Go through the examples provided and use many more if necessary. Use the learning clock to help explain the concept and use the whiteboard to provide broken down, step by step examples and leave them there throughout the lesson for the students to use as a reference.
Lesson 4:
The final product should look something similar to this. The aim is for the students to build the clock, with help if necessary and to add all of the information with minimal assistance. If anyone gets to the end and has missed some information, only then should you give them the necessary information. During the initial stages of the lesson, when explaining the task, highlight the past lessons and the topics that were covered and encourage students to think back and use this information.
Resources Needed:
- Scissors - 1 per group
- Cardboard - 1 per group
- Coloured textas - 1 box per group
- Paddle pop sticks - 2 per group
- Split pins - 1 per group
- Lead pencils - 1 per group
- 5 minutes blocks, every minute if students want to include
- Quarter past, half past and quarter to, written in correct place
- 60 seconds = 1 minute
- 60 minutes = 1 hour
- 24 hours = 1 day
Lesson 5:
During this final activity the students will:
- They solve problems involving time duration
- Convert between units of time
- Solve simple time problems
- Use appropriate language to communicate times
- Using am and pm notations
- Comparing time durations
At the conclusion of this lesson, have a group reflection, discussing the unit as a whole. Praise the class for their efforts and work through any issues or concerns any students may have.