Year 4: Convert Between Units of time.

Excellent you can read the time, now we are going to look at how to convert time between units.

Once we have explored the topic, you will then create flashcards for a new game.

Created by Emma Dawn Collins-Hodsdon

During this webquest we will start with learning how to convert time. This includes seconds to minutes, minutes to hours, hours to days, days to weeks, weeks to months and months to years.

  Task 1

Create your own time conversion chart in your Maths books or on a piece of paper. Using the chart below fill in the blanks with the correct answers:

Create your own clock: Below are instructions to build your own clock, the teacher will provide you with the materials required

http://mykidcraft.com/paper-plate-clock/ 

Fast finishers can decorate their chart/clock with pencils or textas!

Task 2

First we will learn how to convert seconds to minutes, hours, days, weeks, months and years. Please watch you tube clip below

You Tube Clip: https://www.youtube.com/watch?v=CANmfqkB270 

Try some worksheets to practise what you have learnt

Maths worksheets:http://www.mathworksheets4kids.com/time-conversion.html

Try these cool games:

Game one:

http://au.ixl.com/math/year-4/convert-time-units

Game two:

http://www.mathgames.com/skill/4.10-covert-time-units

Gamethree:

http://www.sheppardsoftware.com/mathgames/time/TimeConversions.htm

Task 3

Next is learning Fractions of time, some more great games to play try them below using your maths workbook showing all questions and working out: Mark your work in red pen/pencil as you go!

Game Four:

http://au.ixl.com/math/year-4/fractions-of-time-units

Game five: 

http://www.arcademics.com/games/giraffe-pull/giraffe-pull.html

Download a worksheet to challenge your knowledge: http://www.bbc.co.uk/skillswise/worksheet/ma17frac-e3-w-fractions-time

Task 4

Print off a worksheet that will challenge your mind

http://www.bbc.co.uk/skillswise/worksheet/ma17frac-e3-w-fractions-time

Next Create your own set of 10 Flash cards to play a fun maths game explained below.

First write a question relating to this topic on a piece of card or paper eg: How many months in 2 years .(you may make it as hard or as easy as you like but you must know the answer)

Game Five: Beating the clock

Each student gets a clock and 6 cards with a number and question on each card. The students set the timer for 5-10 minutes to write the number of the card in their maths books and work out the answers, once all timer goes off they can check the answer sheet. (If students finish quickly they may choose cards from a bonus pile). Student with highest score wins.

Students Name:                                           

Scores will be marked as below:

Hasn’t attempted:    1-3

Below level:   4-6

At level Score:  7-8

Above level:  9-10

Fantatic effort!     Well Done!

Now that you have an understanding of converting time you may like to further your skills with these fun games.

 
Add and subtract mixed time units game: http://www.mathgames.com/skill/4.14-add-and-subtract-mixed-time-units

All tasks : http://www.aasd.k12.wi.us/staff/boldtkatherine/MathResources3-6/Math_Time.htm

Elapsed time game: http://www.sheppardsoftware.com/mathgames/time/mathman_time_elapsed.htm

 IXL Game: http://au.ixl.com/math/year-4/convert-time-units

Arcademics. (2014) Giraffe race: Time conversion. Retrieved November 15th, 2014 from http://www.arcademics.com/games/giraffe-dash/giraffe-dash.html

Arcademics. (2014) Tug team:Giraffe pull. Retrieved December 10th, 2014 from http://www.arcademics.com/games/giraffe-pull/giraffe-pull.html

Clements, D. H., & Sarama, J. (2004). Learning trajectories in mathematics education: Mathematical thinking and learning, 6(2), 81-89. [E-reserve] Viewed 24th, November 2014

Carney, K. (2012). Cool Carney’s website: Telling time. Retrieved November 15th, 2014 from http://www.aasd.k12.wi.us/staff/boldtkatherine/MathResources3-6/Math_Time.htm

Dewitt, T. (2012). Converting Units using Multiple Conversion Factors. [Online video]. Retrieved from http://www.youtube.com/watch?v=LdZ00OFAfaQ

Dominie. (2014) Ecellence: gold stickers. Retrieved December 1th, 2014 from https://www.dominie.com.au/products/HAY-314 

Education Quizzes. (n.a). KS2: Math quiz. Retrieved November 10th, 2014 from http://www.educationquizzes.com/ks2/maths/time-year-3/

IXL. (2014) IXL Learning: Convert time units Retrieved November 10th, 2014 from http://au.ixl.com/math/year-4/convert-time-units

Learning games for kids. (2014)Learning games for kids: Time and fractions. Retrieved November 10th, 2014 from http://www.learninggamesforkids.com/2nd-grade-math/time-fractions.html

Maths Aids. (2009-2014). Time worksheets: Add and subtract mixed time unit. Retrieved November 15th, 2014 from http://www.math-aids.com/Time/Time_Worksheets_Adding.html

Math worksheets for kids. (2014). Time conversion: days, hours, minutes and seconds. Retrieved November 15th, 2014 from http://www.mathworksheets4kids.com/time-conversion.html

National Teaching Fellowship scheme (2014) Learning and teaching: Blooms taxonomy. Retrieved on 24th, November 2014 from http://www.learningandteaching.info/learning/bloomtax.htm

Robert. (2010). Converting UTC to Local Time: Clocks picture Retrieved 24th, November 2014 from http://apexjscss.blogspot.com.au/2010/02/converting-utc-to-local-time.html

Sarama, J., & Clements, D. (2009). Teaching math in the primary grades: The learning trajectories approach. Young Children, 64(2), 63-65.[e-reserve] Viewed 24th, November 2014

Saul McLeod, S. (2009). Jean Piaget. Simple psychology, Retrieved on 24th, November 2014 from http://www.simplypsychology.org/piaget.html

Sheppard software. (n.a) Math man: Calculated elapsed time. Retrieved November 10th, 2014 from http://www.sheppardsoftware.com/mathgames/time/mathman_time_elapsed.htm

Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R. & Warren, E. (2011). Teaching mathematics: Foundation to middle years. South Melbourne: Oxford. Chapter 2 & 3, viewed 24th, November 2014

Skillswise. (2014). Fractions:Finding fractions of time. Retrieved November 10th, 2014 from http://www.bbc.co.uk/skillswise/worksheet/ma17frac-e3-w-fractions-time

School Merit Stickers.(2014). Metalic gold sticker. Retrieved December 10th, 2014 from  https://schoolmeritstickers.com/buy/333-gold-star-sticker/

Super teacher worksheets. (2014). Elapsed time worksheets. Retrieved November 10th, 2014 from https://www.superteacherworksheets.com/elapsed-time.html

Teach me. (2014). Maths games: Add and subtract mixed time units. Retrieved November 15th, 2014 from http://www.mathgames.com/skill/4.14-add-and-subtract-mixed-time-units

Teach Starter.(2014).Teaching Resources: Converting time picture. Retrieved 25th, November from https://www.teachstarter.com/teaching-resource/converting-units-of-time…

Prior knowledge: 

Prior to students starting the new lesson a pre-test will be done to manage pre-existing knowledge and understanding of time. The testing will be taken from http://www.educationquizzes.com/ks2/maths/time-year-3/

To cater for all needs of the students in the class my pre assessment should identify if they are below average, average, above average. The students will be placed into one of the categories to identify what worksheets they will require.  When the student has gained understanding they may be moved up to the next category. The categories will be structured in the rubric for the term and an end assessment will be carried out.

By the end of year 3 the students will be able to Tell the time to the nearest minute and investigate the relationship between units of time. (ACMMG062), Model and represent unit fractions including ½ ¼ 1/3 1/5 and their multiples to a complete whole (ACMNA058), recall multiplication facts of 2s, 3s, 5s, and 10s and relate division facts (ACMNA056).

Goal:

ACARA Curriculum Outcome: Maths Year 4 - Convert between units of time (ACMMG085)

Objectives: Reintroduce time notation to complete work tasks, lay out foundations to gain knowledge in converting time to units, fractions of time, elapsed time and transportation schedules.

Proficiency strands: At the end of year 4 students will have understanding, fluency, problem solving and reasoning skills in converting between units of time:

• Understanding includes making connections between representations of numbers and combining numbers flexibly, using appropriate language to communicate times (see task 1 and 3)
• Fluency includes recalling multiplication tables, communicating sequences of simple fractions, to assist in converting time (see task 2 and 4)
• Problem Solving includes formulating, modelling and recording authentic situations involving operations and comparing time durations in real life situations (see task 5)
• Reasoning includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks (see task 2)

Developmental progression/Assessments:

Before laying out foundations a prior knowledge quiz will be given out to students and marked as to gain understanding of their knowledge prior to learning, also looking at previous work that was completed in year 3. Before moving onto the next task in the developmental progress, each student will be assessed and have a basic understanding of each task with the ability to identify, understanding of the concept and work within each task area satisfactorily.

Assessments are inspired by blooms taxonomy covering cognitive skills, affective attitudes and psychomotor skills. An assessment will cover knowledge comprehension, application to new concepts, an analysis, synthesis and evaluation about ideas. All assessments are made from completed worksheets, work from maths books, in class observations and a small test to see where each child understands and knowledge of the subject. The student will be informally and formally assessed with feedback to each individual on things they are exceeding at and areas needing improvement, as described by Sienmen, Beswick, Brady, Clarke, Farragher and Warren (2011) this will be carried out throughout the subject as to allow for students to improve their skills. The informal testing will include annotations or comments in students work book. The formal testing will be carried out with school reports for the end of terms as well as mid semester to show the progress each student is taking as well as extra support or learning that may be carried out. Create a rubric to analyse in class discussions and assessments completion. Each task will be assessed with each assessment mentioned above/below. . All student’s needs, will be met with a diverse range of worksheets available to the students learning level in the resource area also meeting each student’s ability and learning techniques. A final test (post-test) will be handed out to see where the students’ knowledge and understanding is out and if any more work will need to be carried out to achieve the goal. A number of activities are set for students who finish their work quickly these include extra worksheets, computer games, Crossword puzzles, floor games (using chalk outside and compete with time) or read a book quietly

Theorist ideas:

My ideas on theorists, is taking part in group work and within the environment as much as possible so students can learn and reflect from their surroundings as well as each other. I would like to use everyday life activities or events that will aid in my teaching methods. Also with an awareness of individual needs and requirements to complete tasks such as visually, mentally or physically.

The tasks set out in this trajectory are based around three theorist ideas. One is mentioned by Bandura 1977, is the social learning theory developed by imitating others to broaden knowledge and alternate strategies (Sienmen, Beswick, Brady, Clarke, Farragher and Warren 2011). Therefore having students in group work, studying together on a task will broaden knowledge from student’s personal views and ways of working out information.

Second is social constructivism ideas shared by Simon and Vygoski is a process of negotiating shared meanings (Sienmen, Beswick, Brady, Clarke, Farragher and Warren 2011). Thus meaning, that students have shared ideas on solving problems, which is similar to Banduras ideas except you are taking into account other students knowledge and discussing the processes. Students will promote learning to gather, reflect, analyse and comment on others knowledge to result in individual comprehension and learning.

Lastly, ideas on constructivism by Piaget who developed stages of learning including: sensory, preoperational, concrete and formal operational. Providing activities, new ideas and constructing own knowledge (McLeod 2009). Meaning utilising information from previously laid foundations will equip the students with past experiences that they are familiar with and able to learn more effectively and efficiently and increases the readiness to learn, discover and construct further knowledge with a variety of activities learn and construct own knowledge.

Task One

At the beginning of the lesson the teacher will have students sit at their desk to take a pretest taken from http://www.educationquizzes.com/ks2/maths/time-year-3/ . Once students have completed the test, introduce converting between units of time with the use of a whiteboard giving basic example with introducing games 1, 2 and 3. Students will create their own time conversion chart and clock.

Please provide some paper or math’s workbook for working out and any rescources required for them to create their clocks

Task Two

Before students go onto web quest start the lesson with examples of converting seconds to minutes, hours, weeks and days. Then students complete a worksheet at their level of understanding there are 3 levels indicated on this site, they are provided at the below address:

Time conversion worksheets- http://www.mathworksheets4kids.com/time-conversion.html 

Each level will be printed to cater for each individual. Example - level 1 is for below average (Complete up to question 5), level 1: average students (complete all), Level 2: Above average (Worksheets: complete level 2 and write more on the white board)

Watch 10 minute you tube clip if appropriate for your class please add into lesson plan- http://www.youtube.com/watch?v=LdZ00OFAfaQ

Two or three groups can be arranged so the teacher can work with students who may be struggling, working on any misconceptions the students may have. Group one will be on the computers, group 2 will be completing worksheets or finish up time conversion chart and the last group working with the teacher at the table.

Task Three

Once again before moving onto the task, teach a basic understanding of fractions of time, utilizing: interactive whiteboard with class to demonstrate games and work together as a group.

Fractions of time unit’s worksheets printed and cater for all needs of students and their understanding- http://www.bbc.co.uk/skillswise/worksheet/ma17frac-e3-w-fractions-time

Three groups may be set up as demonstrated in task two.

Task Four

From previous tasks, students will make up any questions they like relating to the topic on flash card.

Please provide paper or card, pens or pencils, scissors if needed. Copy and paste the game rules to paper or have them open on the interactive whiteboard for students to see.

ICT integration

Intergration of ICT into this subject provides opportunities for students to explore and navigate their way through a website. This particular subject will allow them to navigate through different website, access other sites such as you tube, educational pages, print worksheets and independently challenge themselves or others in educational games.

By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.

• Identify and explore a range of digital systems with peripheral devices for different purposes, and transmit different types of data (ACTDIK007)
• Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)
• Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)

Conclusion:

By the end of this trajectory students will have some understanding and knowledge on converting units of time they also have scaffolded knowledge for next step in the curriculum with time which is using am and pm notation to solve simple time problems.

By the end of year 4 students will choose appropriate strategies for calculations involving multiplication. They recognise common equivalent fractions in familiar context and solve problems involving time and convert between unit of time.

I acknowledge that as a learner the context can change or any new students or individual needs aren’t being met, this trajectory will also have to be adjusted to suit all the individuals in the class. Additional support can also be arranged for students that are struggling to find the areas that require added assistance. Homework can also be sent home for the student to gain a better concept and understanding from a variety of aides with permission from parents or guardians.

I am also aware that other areas of the curriculum may be bought into this trajectory such as English outcomes like reading and writing when a student has to interpret the words on the worksheets or speak in front of the class to present answers.