Lesson Plan

Topic area: Working with Time Stage of Learner: Stage 6 Syllabus Pages:

Date: 24/03/2017 Location Booked: Lesson Number: 1.2

Time: 50 minutes Total Number of students Printing/preparation

25

Outcomes Assessment Content

Syllabus outcomes Lesson assessment -calculation of times and
solves problems involving time differences around
quantity measurement, Warming up questions the world
including accuracy and the -review using units of
choice of relevant In class discussions time, converting between
units(MS11-3) 12-hour and 24-hour
clocks and calculating
performs calculations in time intervals
relation to two-dimensional
figures (MS11-4)

justifies a response to a
given problem using
appropriate mathematical
terminology and/or
calculations (MS11-10)

Cross Curriculum themes & General capabilities

 Time Teaching and learning actions Organisation Centred
T/S
Intro Open up revision questions from last week on the smart board while Teacher: marks the
10 mins class is settling down. attendance list

Student: works on solving

question in pairs

Give 5 mins for class to think, solve the question and discuss with the Resources: Mats Quest hsc
partner next to them about the solution. Sign the attendance list. general maths textbook
When the time is up, ask for any volunteers to solve for the answer on
the board.
After finding the solution, ask again for different techniques to solve it.

Question their procedure, which is explained in the previous lesson. If

there is a student with different solution let them show their work. To
understand level of students’ knowledge ask students ‘how.’ Proceed
to next topic and main part of this lesson by asking students if it is
possible to calculate the time in the cities that were found in previous
question, and how to do that. This lessons’ topic is calculation of time
differences around world and use of time units and time intervals.
Body Firstly, start with a question about how day and nights occurs. After Teacher: introduces topic
getting ‘rotation of the Earth’ as an answer, explain that as a result of with a question, shows
40 mins that rotation, every meridian of longitude on the Earth should have calculation
different time of day. Division of Earth’s time zones are made to
simplify this. Student: takes notes,
attempts to solve question
and actively engages with
the class

Resources: -world map

explicitly shows sunlight
Show short video - YouTube video
https://www.youtube.com/watch?v=pLl8sDZRSYg
Explain that earth spins through 360 degrees in a day. The day is 24
hours. On the board show the calculation of the degree. (360:24 =15
degrees). Proceed to calculation of time difference of each
longitude.
1 hour = 15° of longitude
1° = 4 minutes
Introduce Greenwich Mean Time (GTM). History of GTM’s Teacher: carry out with the
establishment was at Royal Observatory at Greenwich in 1675 to topic. Observes students
support marines in calculating their longitude at ocean. Meanwhile and listens them
each town and city of England had their own time in accordance to
local noon. These differences started conflicts when railway networks Student: carefully listens to
were constructed within the country. Until 1880, GTM was not teacher, watches videos and
standard time for across the country. participates in the reflection
Put on the videos part
https://www.youtube.com/watch?v=oogTmoV9Hac and ask what
they think about GTM and why it was necessary. Resources: two YouTube
Display second video videos
https://www.youtube.com/watch?v=WyKekYE8Iss , ask questions to
students; e.g. What have you learnt from this video? Pick different
students to see if they on the track. ‘Why is it important to learn about
it?’ While students think and attempt to answer the question, open up
 full screen of world map and put big mark on the Greenwich to use
teaching GTM.

Extend the time zone history with: New Zealand was the first colony Teacher: continues with
country of British who adopted standard referenced time called New topic and solves sample
Zealand Mean Time in 1868 and set clocks 11 hours and 30 mins ahead question
of GTM. On that point ask students how they would they show that
mathematically. Continue with topic of time zones by stating that time Student: listens and take
zones were set by most countries, however it took until 1986 for all notes
countries to set their own time zones. Yet, there are countries
exception to this, such as Australia. South Australia and Northern Resources: questions that
Territory have time zones equalizers by 30 mins or 15 mins to balance attached left column,
with noon time. On the other hand, China and India have a single time maths quest hsc general
zone for the whole country. Back to GTM notation; Places that are mathematics textbook
located with longitudes east of Greenwich are forward of GTM, while
places located with longitudes west of Greenwich are behind GTM. Ask
students ‘Why’ again. Use the map to show east and west and draw
big ‘–‘ on the west side of map and ‘+’ to east side of map. Ask the
student who knew the answer to write on the board the notation of
their answer. Give an example to make clear.
Example is, Eastern
Standard Time is GMT + 10, meaning that Sydney is 10 hours
ahead of GMT. When GMT is noon,
EST is 10.00 pm.
Indicate that the calculation of global time differences between two
places is possible by subtracting the comparison time with GMT. Solve
the question below on the board.

Find the solution to the question and ask class for any concerns. If not,
continue to explain. Once we have calculated the time differences, we
are able to determine the time in one place if given the time in
another. Calculation of the time depends on whether the time in the
city is ahead of GMT or behind of GMT. If it is behind, do addition
otherwise subtraction. Warn students to be aware of the time units
while solving questions. If necessary, convert to avoid mistakes. Solve
question below on the board. Asking if anyone would like to answer
the question or share opinion beforehand.

Conclusion Wrap up the lesson with revision of some important points such as Teacher: summarises the
GTM and meaning of ‘-,+’ notations after GTM. Ask students what the main outcomes. Ask
5 mins relation of GTM to real life is, giving hints from the video. Write on the students to reflect
board next lesson’s homework. Briefly mention content of next
lessons’ content- further problem solving about time zones in Australia Student: contributes to
and neighbouring countries. reflection
Resources:
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?

References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.

Powers, G. K. (2013). HSC Mathematics General . Melbourne , Vic , Australia :

Cambridge University Press.
Rowland, R. (2007). Maths Quest. Milton : John Wiley&Sons Australia.

Resources Attached:
You must list all the resources that you have created or found in this space.