Helping hand
| Grade | Work Samples |
|---|---|
| End of Stage 2 (end of Year 4) | |
| Grade A | Jordan |
| Grade B | Casey Lesley |
| Grade C | Sam Jo |
| Grade D | Kerry |
| Grade E | Bailey Ariel |
Foundation Statement strands
The following strands are covered in this activity:
Description of activity
Students respond to a scenario about time using words and diagrams in their response.
The teacher presents the following scenario:
'Madeline is very good at reading digital clocks. All of the clocks in her house are digital. For Madeline’s birthday her grandparents bought her an analog wristwatch but she is having trouble reading the time.'
- Students are asked to write to Madeline helping her to tell the time on her new watch.
- They use diagrams as part of their response.
The suggested time allocation for this activity is 40 minutes.
Suggested materials
Paper, pens
Prior learning
Students have had experience reading both analog and digital clocks, positioning the hour and minute hand and are familiar with the minute intervals. They have had practice converting analog to digital time and vice-versa. Students have had practice reading times in a variety of ways, eg nine twenty, 20 past 9, 9:20.
Board of Studies NSW, Mathematics K–6 Syllabus, p 114
Board of Studies NSW, Mathematics K–6 Sample Units of Work, p 114
Outcomes
Time (MS2.5)
Reads and records time in one-minute intervals and makes comparisons between time units
Communicating (WMS2.3)
Uses appropriate terminology to describe, and symbols to represent, mathematical ideas
Reasoning (WMS2.4)
Checks the accuracy of a statement and explains the reasoning used
Reflecting (WMS2.5)
Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 2 content
Criteria for assessing learning
Students will be assessed on their ability to:
- convert time on a digital clock to time on an analog clock
- communicate mathematical ideas using words and diagrams