CULTY OF EDUCATION: DEPARTMENT OF CHILDHOOD EDUCATION

LESSON DESIGN TEMPLATE

FA
Student surname and initials Student number
Bophi C 222027879
Gwayi I 222168706
Jordane Z 221067995
Majikijela S 222086700
Mtati A 222136556
Mquqwana Y 222164552
Nkubu LP 221070932
Ngcobo SL 222154987
Name of school Zakhele Primary School Name of the class teacher Miss Bhobhani
Grade (Who are the learners): These are grade 4 learners of 8 between the ages of 10 to 11. Some of the learners require extra
assistance and scaffolding as they take time to grasp or understand new concepts. Two learners
cannot see clearly so the teacher will move the learners to the front desk so that they can be able to
engage in the lesson and utilize clear and bold teaching aids. Some learners do not have writing
material, so the teacher has a box with pencils and pens in the cardboard to accommodate these
learners.

Subject area: Mathematics

Topic from CAPS: Time: Calculations and solving problems relating to time.
Content strand: Measurement
Is this lesson part of a series?: This lesson is part of a series. It is the second lesson under lessons about time. In the previous lesson, the
focus was on reading and telling time. The focus of this lesson is on measuring time.

The key question that this lesson addresses is: How can we read and calculate time intervals accurately using both analog and digital clocks?

The aim of the lesson (links to the key To teach learners how to read, compare, and calculate time intervals using both analog and digital clocks.
question):

The aim of the lesson with competencies for a To infuse critical thinking by teaching the learners how to read and calculate time intervals using analogue
changing world: and digital clocks. Learners will practice the skill of communication as they explain their reasoning and share
different strategies through discussions and problem-solving activities. The lesson will help learners connect
their time-management skills to real-world scenarios, preparing them to fit into the changing world where time
management is important for productivity and efficiency in both professional and personal settings.

The objectives of the lesson are: By the end of the lesson, learners should be able to …
1. Represent the time presented in an analogue clock into a digital clock.
2. Calculate time intervals using a timeline.
3. Explain the calculation of time intervals in real-world scenarios by relating the knowledge.

How the lesson will Competencies infused

unfold Teaching practices to elicit and support learner engagement Principles invoked and an explanation of
how these will be infused
Initiation/ Introduction phase
Introduction (5 Principle 1: We Critical thinking- The
minutes) Questions: understand/learn new follow-up questions and
• What is this watch called? things/ideas by converting time between
The analogue clock will show the time: 12h:4(min):3(sec) relating them to what analogue and digital
1. The teacher will How would you represent this in a digital watch? we already know. What formats will encourage
begin by showing the • What is the main difference between a digital and analogue watch? we know determines learners to interpret and
learners an analogue what we learn. If what review their
clock and asking them to learners know and understanding of time.
• How many seconds are there in thirty minutes? believe is not For example,
convert the time to a • How many minutes are there in three hours?
digital clock. The teacher The teacher will present time in an analogue and digital clock and ask them engaged, they will determining the
will do the same with the to discuss their differences. likely fail to grasp new difference between 09:45
digital clock concepts and and 21:45 will require
2. The teacher will information taught- learners to think critically
ask the learners The teacher will ask follow-up questions about the learners' answers. The teacher will begin by about the concept of time
questions What is the difference between 09:45 and 21:45? asking learners representation in
that will elicit their prior questions that evoke different formats and
knowledge. their prior knowledge of how that influences their
time (e.g., converting calculations. This will
between analogue and promote a deeper
3. The teacher will
digital clocks, calculating understanding of time
allow the learners o to
seconds in minutes, and intervals and help
discuss the time
minutes in hours). By learners improve their
presented in the
doing this, the lesson problem-solving skills as
analog and digital clock they work through the
will build on what
learners already know, conversion and
making it easier for them calculation processes.
Indicate the resources to relate new concepts,
Two analogue clocks such as the differences Communication-
Two digital clocks. between 12hour and 24- Learners will engage in
hour time formats (e.g., discussions about time
09:45 and 21:45). displayed on analogue
Principle 3- and digital clocks, which
Proficiency/ skill will encourage them to
requires engagement share their thoughts and
practice/rehearsal- understanding clearly.
Learners will be Learners will practice
engaged throughout the expressing their ideas
lesson by comparing and reasoning in a
times, discussing their collaborative
 answers, and environment by
interpreting the discussing their answers
differences between to questions like "How
analogue and digital many seconds are there
clocks. These in thirty minutes?" and
discussions and active
"What is the difference
practice (converting time
between 09:45 and
formats and calculating
intervals) will help the 21:45?".
time-telling skills of the
learners.
Consistent engagement
through follow-up
questions will allow
learners to practice and
polish their
understanding and help
them develop skills in
time calculation and
representation.
Engaging with the new content phase
Engaging with new
content (10 minutes) The teacher will use two analogue clocks, showing times 1:30 and 2:30. Principle 2: Our Critical Thinking-
The teacher will use a timeline to demonstrate how to calculate the time working memory is Learners will be
1. The teacher will difference between the two intervals in minutes . small. Too much challenged to engage in
start by information swamps critical thinking as they
explaining to the Minutes our working memory- interpret the time
learners about The teacher will first
01:30 - 01:40 01:30 – 02:00 intervals presented in
the 12-hour and explain the 12-hour and
01:40 - 01:50 02:00 – 02:30 the scenarios. By
24-hour clocks. 24-hour clocks and then
2. The teacher will 01:50 - 02:00 calculating how much
02:00 - 02:10 break down the time they will have
explain to the calculation of time
learners that we 02:10 - 02:20 before their bus leaves
02:20 – 02:30 intervals into doable after watching a movie
are going to steps (first minutes and
calculate time and how much time they
To demonstrate the calculation of time intervals in hours, the teacher will then hours). The teacher will have for homework
intervals using will ensure that
analogue and use two digital clocks showing 04:15 and 16: 15. before dinner, learners
information is presented must review different
digital clocks. The in a clear, consecutive
teacher will break In Hours pieces of information
04:15 – 05:15 order. The use of and perform step-to-step
down the time analogue clocks and
intervals 05: 15 – 06:15 calculations. They will
06: 15 - 07:15
 into minutes and 07: 15 - 08:15 timelines will further need to think about how
hours. 08:15 – 09: 15 09:15 help visualize the to subtract the start and
3. The teacher will – 10:15 concept of time intervals end times of activities
provide two 11: 15 – 12:15 without straining the and connect their
scenarios for the 12: 15 – 13:15 learners with complex understanding of both
learners to 13: 15 – 14:15 14:15 analogue and digital time
information all at once.
calculate the time – 15:15 formats.
Principle 4: Having
intervals in 15:15 – 16:15
minutes and learned something
Collaboration- The
hours. does not imply that
scenarios provided by
Scenarios transfer will happen the teacher will promote
• Let’s say you’re watching a movie that starts at 6:30 PM and ends at automatically- The collaboration among
8:45 PM, and you need to catch a bus at 9:15 PM. Calculate how teacher will use learners as they discuss
much time you will have before the bus leaves. relatable situations their calculations and
• Imagine you have a soccer practice that starts at 15:00 and ends at (watching a movie and problem-solving
17:15. You want to know how much time you must rest and do attending soccer strategies. This
homework before dinner, which is at 19:00. Calculate how much practice) that require the collaborative
time you will have for homework before dinner. application of the time environment will foster a
calculation skills sense of teamwork and
learners have help learners share their
developed. By doing ideas clearly while
considering different
this, learners are
perspectives. By
encouraged to transfer discussing and
their understanding of comparing answers,
time intervals from the learners can clarify any
classroom space to misconceptions and build
real-world situations, a deeper understanding
highlighting the idea that of the concepts,
knowledge must be reinforcing the
actively connected importance of
rather than assumed to collaboration in the
be automatically learning process.
transferred to different
scenarios.
Consolidation phase
Consolidation (closure)- 5 Principle 3-
minutes Proficiency/ skill
1. Do you think time intervals can help us in our daily lives? requires engagement
• Why do you think so? practice/rehearsal-
1. The teacher will The teacher will foster
• How can they help us?
ask the learners proficiency by engaging
• Please give an example.
questions that learners in reflective
2. Besides calculating the time between daily activities, we carry out questions that require
will require the
through the day, where else do you think we apply the calculation of them to apply their
learners to apply Critical Thinking: The
time intervals? Explain. knowledge of time
the knowledge to emphasis on
3. Do you think using both analogue and digital clocks can help you intervals to real-world
real-world understanding time
understand time better? scenarios. By asking
scenarios. intervals and their
• Why do you think so? questions like, "Do you application in real-life
• How can they help us? think time intervals can contexts encourages
• Provide an example. help us in our daily learners to analyze and
lives?" and encouraging solve problems related
learners to explain their to time management and
thoughts and provide scheduling.
examples, the teacher
will promote a Communication
discussion that solidifies
The focus on
discussing and
 their understanding. This explaining concepts
active engagement will like time intervals
allow learners to fosters engagement
practice communicating among learners,
their reasoning and promoting
secure their communication skills
understanding of time
as they articulate
topics.
their thoughts and
understanding.
Principle 5: Learning
requires cognitive
engagement which is
supported through a
moderate challenge
that elicits interest-
The teacher will ask the
learners to explain
where else they might
use time interval
calculations, inviting
them to explore
scenarios beyond the
classroom, making the
task interesting and
relatable. This moderate
challenge will encourage
deeper thinking and
keep the learners
involved in the learning
process, as they must
apply their
understanding of time to
realistic examples and
scenarios.

Link

https://youtu.be/Wm5wXSdiXP0?si=y0s0OxCSY-KRl1ZJ
Reflection

The lesson was successful in achieving its aim of teaching learners how to convert
between analogue and digital clocks, calculate time intervals, and understand the
difference between 12-hour and 24-hour clocks. Evidence of success includes the
learners' ability to actively participate in the discussions, answer questions correctly,
and apply the new knowledge to real-world scenarios, such as calculating time
intervals for daily activities like movies and soccer practice.

The learners engaged during the introduction where they were asked to convert times
between analogue and digital clocks and participate in discussions. Their responses
to questions, especially in applying the content to scenarios reflected a good
understanding of the content showing they could make connections between
classroom learning and real-life applications.

The use of both analogue and digital clocks for visual demonstration worked well as it
allowed learners to compare and contrast the two formats easily. Additionally the
realworld examples in the consolidation phase helped solidify learners understanding
by making the content relevant to their everyday experiences. Breaking down time
intervals into minutes and hours with step-by-step calculations also made the concept
clearer for learners.

If I were to redesign the lesson, I would consider providing more hands-on activities
where learners could physically manipulate clocks or use worksheets for additional
practice. This would cater to different learning styles and provide opportunities for
learners to practice independently. Additionally I might incorporate group work to
encourage collaborative problem-solving, allowing learners to discuss and work
through time interval calculations together. This would further enhance engagement
and ensure that learners who need extra support can learn from their peers.