Grade all
Theme Town
Lesson Mathematics,Time
References
Date/period/dura tion
Teaching Materials
clocks
Skills/Competency
Specific objectives
I = grade 1 and 2
II = grade 3 and 4
III = grade 5,6 and 7.
I
Interpret the difference between the long and the short hand of a watch.
Put into words what time it is (only the hour) and use the conceptions: almost, just
The pupils can put into words: to the hour, past the hour, but also half past.
They can put the hands on five minutes to the hour.
II
The pupils can read the clock, 5 minutes to the hour.
They can put the hands on five minutes to the hour.
III.
The pupils can divide the hour in minutes and the minute in seconds.
They can exactly find the duration between the points of time on one minute exact.
They can read, interpret and use a timetable.
Arrangement of the materials/classroom.
Questions that could be asked all over the grades.
1.How many hours are there in 1 day, ½ day, ¾ day and 1/3 day.
2.At what time does a new day begins?
3.What time does school start?
4.What time does school finish?
5.How long are you at school?
6.What time do you go to bed?
7.What time do you get up?
8.How long are you in bed?
9.What time does it get dark?
10.What time does it get light?
11.How many hours of the day are in darkness?
12.How many hours of the day are in the daylight? 
I.
You can sentize the children by a short educational talk about time.
Start from now to arrive at then. Tie on to confidant situations or givens.
Ex. Refer to the reading lessons.
We are on time at school
Mammy and daddy are on
time at work.
The train leaves on time.
With which means people can be on time thanks to the clock. People can so measure time by using the position of the sun. Later on the people had the sundial and the hourglass. More lately the first watches were made (try to illustrate with concrete objects or drawings).
The teacher can also tell the story of big Tembo and small Banda (can be a woman or a man) to explain the difference between the short and the long hand of a clock.
Mister small Banda is the short hand and is the boss.
II.
Mention the parts of the clock, dial plate, hands, and numerals.
Repeat hour, ½ hour and quarter.
III.
We resume some known matters in connection with time and duration of time.
The division of a year in months, weeks and also the leap year.
The duration of a month.
The duration of a natural day, 24 h
Conceptions like term, college half year, season, century.
The division of the hour in minutes and quarters.
The spelling of an indication of time. Ex: a quarter to four or
03h45 or 03.45 or 03.45h.
We discuss also the indication of time before and afternoon.
04.15h  16.15h difference 12h.
Indicate the number of days between two given dates.
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday 
I.
Presentation of the clock. Present a concrete clock (real, carton, BB) and introduce the hands. Use the correct vocabulary.
It is five oclock.
It is almost
It is past
You let walk Tembo over the plate, now and then you stop and you ask the questions:
Who is the boss?
The small hand? Why?
He shows us what it is.
To what is pointing the short hand?
To
That is about an hour
So it is hour.
Put everything into words, the children have to put into words.
Do a lot of exercises like this.
When the pupils understand the whole system the teacher will stop the short hand between two numbers.
The next step is
It is about hour (The hour the most close to the small hand).
It is almost
After that the children will work with individual clocks.
We use the conception to and past.
Divide the clock in two, parts
Yellow is to (left)
Red is past (right)
Make two cards and a chart with the clock and the colours.
When Tembo is in the red zone then we call it past, is he in the yellow zone then we call it to.
When it is past it will be after the hour when it is to , it will before the hour.
We limit to maximum fifteen minutes.
Half an hour
When Tembo is pointing 12 then the hand is neither in the zone to or in the zone past.
Who can tell me what time is it now?
We look at the small hand, which is just on, so it is now. hour.
When big man is on 6 then is he neither in the zone to or past.
We look at the small hand and see that is just between two numbers.
Big man did already half an hour work and he needs to do another half an hour work.
We call it half and always the hour that is coming up.
We train everyday a little bit.
Make sure that the children put every step into
It is before eight oclock
It is after three oclock.
It is half past nine.
Give some more exercises and let put the children the hands on the right place.
Let dramatize the children, ask for the time, use the exact form of address
Missis
Miss
Mister
The exact wording: can you please tell what time it is now?
It is
Thank you
It is a pleasure.
II.
Train the clock on 5 minutes precise, use different kind of clocks.
We move on through one hour with leaps of five minutes.
It is also interesting by use of a daytime table of a child to compose a say clock.
Get up in the morning.
Breakfast
Start of school
Start and end of playtime.
During the exercise the time will be red and the given time will be showed with the hands.
Vocabulary:
Five to eight.
Five past seven
Five minutes to half past nine.
Five minutes past half past five
Twenty minutes past six
Ten minutes to half past seven
Twenty minutes to ten.
Ten minutes past half past nine.
III.
We discuss the division of a minute in seconds.
Refer to the time we did at the racing, walk racing and hopping. Put the time on the BB.we follow with our eyes the second hand of the watch: count.
Conclusion one minute = 60 seconds.
We count the number of pulse rate in 15 seconds, so we can calculate the pulse rate in 1 minute, x 4.
We hold ones breath during 30 seconds by looking at the watch.
We put the conclusion on the BB.
1 min = 60 sec.
½ min= 15 sec.
¼ min = 15 sec
¾ min = 45 sec.
1/6 min = 10 sec.
20 sec.= 1/3 min.
Refer to analogy minutehour.
The time of the races.
Try to read a train time table with the children.

All the children must be involved as much as possible>
Let them put the hands at the right position.
Let them mention the time.
Let them read the clock.
Let them make the exercises at the BB.
Let them repeat as much as possible the right time.

Exercises for II.
1h = 60 ...
4h = ....min
1h + 30 min = ...min
75 min = ....h + ....min
130 min = ....h + ... min
220 min = ....h + ...min
Till the next hour...
O6.15 min
18.40 min
16.12 min
12.04 ...............min
1 min = .60................
Exercises for III.
From 14.30 h till 16.45h =
From 14.30h till 15 h = min
From 15.00h till 16h =. Hour
From 16.000h till 16.45h min
________________
.h.min
.h.min
shorter:
From 06.30h till 09.50 h
= min + .h + .min
= ..h + ....min
= ....h....min
Train timetable:

Arrive 
Depart 
Kitwe 
 
20.00h 
Ndola 
21.51h 
22.11h 
Kapiri 
04.20h 
04.40h 
Kabwe 
07.00h 
07.06h 
Lusaka 
08.59h 

1.What time does the train leaves Kitwe?
2. What time does the train arrives at Ndola?
3.What time the train arrives at/leaves at/waits at KapiriMposhi.
4.Between which 2 stations is the train travelling at midnight?
5.At which station the train waits for exactly 20 minutes?
6. How long takes it from Lusaka to Kitwe by train?
Problems:
1.A lorry travels 315 kms in 7 hours. How far does it travel in one hour? What is the speed?
2.Ali walks at a speed of 5 km / h.
How long does it take him to walk
a. 5 km
b. 10 km
c. 2 ½ km
d. 12 ½ km
3. Make your self a problem.
