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# 2085623 a2

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### 2085623 a2

1. 1. UNDERSTANDING 24-HOUR TIME Class 5F #2085623
2. 2. WELCOME EVERYONE Do you know what “24-hour time” means? Today, you will go through this presentation by yourselves and you will learn to: • Convert 12- and 24-hour time systems. • Identify time differences between 12- and 24-hour systems. • Explain the different time systems. (Optional). I am here to help you as always, Mrs Fink. Dreamstime, n.d. [Image file].
3. 3. HARRY RECEIVES A TEXT FROM HIS MUM: “15:10?” He wonders. “What does that mean?” Fink, 2013a. [Image file].
4. 4. THERE ARE 24 HOURS IN A DAY…
5. 5. 24-HOUR TIME SHOWS THE HOURS & MINUTES SINCE MIDNIGHT. For instance: At 11am, it has been 11 hours since midnight. So 11am = 11:00. At 2pm, it has been 14 hours since midnight. So 2pm = 14:00.
6. 6. 24-HOUR TIME SHOWS THE HOURS & MINUTES SINCE MIDNIGHT A “24-hour clock” identifies the time without the use of AM/PM information that is used in a “12-hour clock”. (e.g.: 11:00am = 11:00). Kahlai, 2011. [Image file]. 24-hour time is useful in military, travel and medical industries to avoid confusion.
7. 7. CONVERTING 12- & 24-HOUR TIMES LOOK AT THE TABLE → To convert 12- to 24-hour time: • If “AM” time – edit if necessary to show four digits. (e.g. 11am = 11:00). • If “PM” time - add “12”. (e.g. 2:00pm = 2 + 12 = 14:00). To convert 24- to 12-hour time: • If hour > 12, subtract 12 and note as “PM”. (e.g. 15:00 (greater than 12) = 15 – 12 = 3:00pm). • Jobs for Teams, 2013. [Image file]. If time < 12 - edit if necessary to show four digits. (e.g. 9:15am = 09:15). *PRINT THIS PAGE
8. 8. UNDERSTANDING 24-HOUR TIME Instructions: 1. Watch the video → 2. Upon completion, return to this presentation for next steps. FutureSchoolVideos. 2011. [Video file.] SOLA Optical, n.d. [Image file.]
9. 9. TIME TO PRACTICE • Time to practice! • Instructions: 1. Complete the practice questions → 2. Take your time & use your printed page to guide you when necessary. 3. Upon completion, “print screen” (results) and email to Mrs Fink before returning to this presentation. (http://www.outlook.com). More Than a Sunday Faith, 2013. [Image file]. Mathopolis. (2013). [Web quiz].
10. 10. YOUR TASK Instructions: 1. An airline timetable is missing key information! 2. Using what you have learned today, calculate the missing pieces of information. 3. Use Word, Excel or PowerPoint to present your findings. Present all times in 12- and 24-hour time. 4. Email to Mrs Fink. http://www.outlook.com • The next two slides have the information you need for the task!
11. 11. FLIGHT TIMETABLE – FILL IN THE MISSING PIECES! Flight #1: Flight #3: • Departure time: 11:00 • Departure time: 23:45 • Flight duration: 3.5 hours • Flight duration: 0.75 hours • Arrival time: _____ • Arrival time: ______ Flight #2: Flight #4: • Departure time: 15:15 • Departure time: 22:45 • Flight duration: 2.25 hours • Flight duration: ______ • Arrival time: ______ • Arrival time: 00:15 (the next day)
12. 12. FLIGHT TIMETABLE – FILL IN THE MISSING PIECES! Flight #5: • Departure time: _____ • Flight duration: 2.5 hours • Arrival time: 13:30 Flight #7: • Departure time: 10:45 • Flight duration: ______ • Arrival time: 12:30 Flight #6: • Departure time: ______ • Flight duration: 1 hour 15 minutes • Arrival time: 16:00 Flight #8: • Departure time: ______ • Flight duration: 2 hours 30 minutes • Arrival time: 19:15
13. 13. IF YOU HAVE TIME… • Harry is confused. How would you explain 24-hour time to him? Instructions: 1. Write a short paragraph and email to Mrs Fink. http://www.outlook.com Fink, 2013b. [Image file].
14. 14. WELL DONE!
15. 15. RATIONALE
16. 16. WORDS 1083 Curriculum The „measurement and geometry‟ strand of the Australian curriculum states that grade 5 students must learn to “compare 12- and 24-hour time systems and convert between them (ACMMG110)” (Australian Curriculum and Reporting Authority [ACARA], n.d.(a)). The resource has been created to teach and assess this sub-strand. Learning objectives: Students will read, convert between, and perform calculations with 12- and 24-hour time systems. Design and content Students today need to be web literate (Siemon et al, 2011). Online tools (like this) bring numerous sources together, allow students to work at their own pace, and enable individual tracking and assessment (Crowther Centre for Learning & Innovation, Victorian Council of School Organisations, 2012).
17. 17. Students learn the 12- and 24-hour time systems by independently performing some basic calculations. As such, individual work supports the lesson goal. The resource allows students to practice the new skill and provides instant feedback. Results are then shared with the teacher. Finally, pupils complete a summative assessment task. The approach has been guided by the work of Ralph Tyler, who states that lessons should be structured based on responses to four key questions (Armitage et al, 2012). Firstly, what is the relevant curriculum? This lesson fulfils the ACARA requirement for grade 5 students to understand the 12- and 24-hour time systems (ACARA, n.d.(a)). It extends on the grade 4 sub-strand as students can use AM/PM notations and perform simple time problems (ACARA, n.d.(b)). Secondly, Tyler asks what learning experiences meet these objectives. The resource is student-centred. Students independently navigate the resource, interacting with the elements and performing the tasks. This constructivist approach means students learn through their own experience (Learning Zone Express, 2012). Students restructure their existing schemas as the new information is presented (Webb, 2012). 24-hour time is introduced, taught and practiced; ideally removing any existing student misconceptions (Psychohawks, 2010). The resource commences with a welcome. Students learn best when they feel safe (Dusenbury, 2012). Students are then presented with an SMS from “Harry‟s mum”. The familiar image would resonate and presents an authentic, relatable problem. Real life experiences enhance learning (Siemon et al, 2011).
18. 18. Materials used appeal to a breadth of students. A timeline explains the time systems and a table displays key conversions. A video presentation enriches the learning experience. Students have individual learning styles and when content is delivered in various formats, it caters for diversity (ACARA, 2013). In addition, students are at the „concrete operation stage‟. They are engaged and assisted by concrete materials. (Siemon et al, 2011). All components within the resource are presented visually. Thirdly, Tyler asks how these learning experiences can be tied to the curriculum. All elements of the resource directly link to the teaching and assessment of the curriculum. The lesson supports a guided teaching approach and the technology frees up the teacher to provide assistance where needed (Siemon et al, 2011). Students work separately as they build an individual understanding of the time system. Finally, Tyler suggests that assessment links directly to the learning objectives. The following section details this. The assessment criteria There are two assessment components of the resource. The first assessment is formative where students will receive instant feedback. Ideally, students are always given feedback before summative assessment. (National Union of Students, n.d.). The final assessment is summative.