Lesson Plan: Time Conversion and Measurement for Grade 4 Students

This document presents a detailed lesson plan designed for Grade 4 students at Victoria Primary School, focusing on time conversion. The lesson aims to teach students how to convert between different units of time, specifically seconds, minutes, and hours, aligning with the Victorian Curriculum L...Read More

Lesson Plan: Time
School: Victoria Primary
School Year Group: Grade 4 Date 27-7-2019
Learning Area
Students learn about how many
second in a minute and how
many minutes in hour.
Goals/Objectives
- Students be able to
understand to convert
between unit of time
Success Criteria: Students can
convert time from one unit to
another unit. E.g. convert seconds to
minute and minutes to hour.
Victorian Curriculum
Level 4: Measurement and Geometry
Convert between units of time (VCMMG167)
Location / Setting
In classroom
Organisation / Student
Groups
Whole class or Focus
Group/individual child who need
support
Differentiation
This involves designing lesson plan based on student style of
learning. I identified that each student has his or her unique learning
style. The students were thus grouped according to their ability to
handle the assignment, the topic was also put into consideration and
the shared interest among the students(Widjaja et al, 2017). I assessed
my students’ learning traits through the use of formative assesment. I
also managed my class or students in order to establish a safe as well
as supportive learning environment(Widjaja et al, 2017). I went ahead
to progressivelly assess and at the same time adjusting the content of
the lesson to duly meet every student need. I made sure to match the
vocabulary words applicable in the lesson to their definitions. I also
made a presentation as visual learning is easily understood by student
and recalled more. Student were involved in actual measurement
using measuring instrument in this case watches and clocks to easily
analyse and hence convert time from unit to the other ithout much
struggle. Student being at level four were capable to apply and

analyze the time conversion problems. For supportive resources,as
the teacher, I provided for physical as well as psychological
elements; I offered each group a clock and made them charts.I also
read through the books together with the students for clarity and ease
of understanding the English vocabularies used in the context(Widjaja
et al, 2017). This is because English is an additional language (EAL)
to my student thus explanation and clarity is significant for clear
understanding of the concept by the class. As a teacher,I made the
lesson a social affair, this was to enhance cooperative learning for a
successful of the session. I grouped the students in such a way that
those with a better mastery (gifted students), I encouraged them to
assist the others in their group. I tried as much as possible to make
class lively to ensure the few with Attention-deficit/hyperactivity
disorder(ADHD) (Widjaja et al, 2017), I win their attention for the
success of the lesson.

Key Vocabulary
Scales (Measurement)
Unit of measurements
Conversion of Units
Time
System of measurement (Victorian
Curriculum, 2006).
Assessment
What are these tasks?
Magnitude, help the student to
quantify the time in seconds,
minutes, hours, days, weeks,
months and years.
Measuring, assist the student be
able to convert through the
various time formats .
Teach students on approaches to
mastery of different units of
times for ease of solving any
problem they face.
Assist student read scales of
time on the clock to have a clear
picture of what make a minute ,
an hour all the way to an year.
References / Sources / Materials / Resources and
Equipment
References:
Victorian Curriculum 2006, Mathematics, Victorian Curriculum and
Assessment Authority, Viewed 8 August 2019,
<http://victoriancurriculum.vcaa.vic.edu.au/Mathematics/curriculum/
f-10#level=4>.
Widjaja, W., Vale, C., Groves, S., & Doig, B. (2017). Teachers’ professional
growth through engagement with lesson study. Journal of Mathematics
Teacher Education, 20(4), 357-383.

INTRODUCTION
Establishing prior knowledge. Tuning in
activity. Focus questioning
Assessment criteria: Assessment FOR learning
MAIN BODY
Guiding Inquiry and Practise
Assessment Criteria: Assessment AS
Learning
CONCLUSION
Sharing, Explaining and Reviewing Inquiry
Share time. Student reflection. What do they now
know?
Assessment Criteria: Assessment OF Learning
What is the nature of each student in the
class
What am I suppossed to do to cater for
every student need.
What resources are available to facilitate
the lesson.
What is the relationship of the student in
my class.
How can I deconstruct my lesson plan to
fit each student learning style.
Which are the immediate challeges facing
my students in the priovious lesson.
Who are slow learners in my class.
Who has a fast mastery of things in my
class.
How social is students in my class.
Are students able to measure a
duration
Have students grasped the concept of
time conversion
Have the students been able to
master various units of time involved.
Can student read time on a clock
Have they understood time system of
measurement.
I obtained chart from the school store and
drew on them visible representation of clock
showing time in seconds, minutes and
hours.
Every student mentioned one thing we have
done at the end of lesson which we
concluded as our summary.
Every student is assigned to a mathematics
book.
Every grouped demostrated a concept to
the class before the end of the lesson.
I also made a pictorial representation of
time on blackboard before asking the group
to make their presentation.