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Subject: Mathematics
Semester: 2
Period: 5
Week: 28
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 1
Date: Week 28
Lesson Duration: 45 minutes
Week & Period: Week 28, Period 5
Topic: Time
Sub-topic: Time Telling
Learning Objectives
By the end of the lesson, students should be able to:
Identify times of the day (morning, afternoon, evening)
Read time to the hour and half hour using a clock
Match daily activities to correct times
Previous Knowledge
Students already know about daily activities (waking up, eating, going to school).
Instructional Materials
Paper clock, cardboard, markers, daily routine charts
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
The teacher asks: “What time do you wake up in the morning?” Learners respond.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Time: Time tells us when something happens.
Morning: 6 am – 12 noon
Afternoon: 12 noon – 6 pm
Evening: 6 pm – night
Clock: We use a clock to tell time.
Hour hand: short hand
Minute hand: long hand
Examples:
9:00 – time for school
12:30 – lunchtime
7:00 – bedtime
Practical Activity: Learners make paper clocks and move hands to show times.
Learners’ Activities (Expanded):
Learners set their paper clocks to different times given by the teacher.
They match pictures of activities to times (e.g. eating lunch at 12:30).
Assessment Checks:
What are the hands of a clock called?
What time is shown when the short hand is at 3 and the long hand at 12?
Notes (Expanded & Detailed):
We divide the day into morning, afternoon, and evening. A clock helps us read the time. The short hand shows the hour, the long hand shows the minutes.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: We use clocks to tell time. The short hand is the hour hand, and the long hand is the minute hand.
Evaluation Method (Expanded):
Exit slip: Draw 9:00 on your paper clock.
Assignment (Expanded):
At home, check the time you eat dinner and write it in your notebook.
Follow-up Activity:
Bring pictures of clocks from old newspapers or magazines.
Differentiation / Inclusive Strategies
Allow learners with difficulty to work with peers in setting times.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low