The document provides details of a mathematics lesson plan for 35 students ages 13-14 on the topic of speed, distance, and time. The lesson uses a podcast, interactive PowerPoint, and group activities to help students understand the concepts. The objectives are for students to define key terms, derive relevant formulas, and apply the concepts to calculate speed, distance, and time in real-world scenarios. The lesson incorporates technology, group work, and assessments to enhance student understanding of relationships between speed, distance, and time.
90 minute presentation on Just-in-Time Teaching, including motivation for change, evidence for effectiveness, the best tools to use, writing good questions and getting student buy-in.
Telling Time
Justin Hedberg
Brandman University
December 15, 2018
Telling Time
Introduction
Everyone wants to know how to tell time correctly, and since everyone wants to be punctual also for example when going for an important appointment or when going for a morning lesson, it is essential therefore, that we learn how to tell time. This project is based on the WebQuest and it aims at helping the learner to grasp the basics in their process of learning how to tell time (Schwarz et.al.; 2015). If you do not know how to tell time you can find yourself in a situation where you wake up at 1 a.m and start preparing for school instead of waking up at 7 a.m! Isn’t that bad?
Task
By the end of this three day lesson you should have the basic knowledge of how to tell time on the clock. First, you will learn a song that is called ‘Hip Hop Around the Clock’. On the next day you will sing the song with your partner then the whole class will sing the song as the teacher moves the hour and the minute hands on the clock. This song will guide you in the following learning process (Sheahan et.al.; 2015). You will then watch a video about time with your partner and then practice what you have learnt on a WebQuest worksheet.
On the last day, you should be able to make a clock on your own using paper, fasteners, markers and a pair of scissors. You should now be able to move the hands of your clock to the positions stated by your teacher (Turk et.al.; 2018). The Measurement and Geometry 1.0 – 1.4 and Number Sense 1.0 are the California standards that should be met for the lessons and the tools used.
Conclusion
The learner has been equipped with the knowledge of telling time, congratulations! We will now want to apply this knowledge in real life situations. The teacher can choose an outdoor activity that involves the measurement of time and reading time on a clock. These are the first steps into becoming proficient in telling time.
This lesson equips the learner with important skills that will be applied throughout their lives. The learner should now be able to relate time with events. They can look at the position of sun and tell whether the time is a.m., which means before midday or p.m. that is after midday. Also, the learner can apply this knowledge by looking at the length of the shadows of the trees. Longest shadows occur in the morning and in the evening. This will help the learner to relate time with events.
Teacher Page
It is important that the learner is helped to learn the song as a form of multiple intelligence. The learner should also be guided in the steps to making a clock. This lesson should be done in a step to step manner in order for the learners to integrate and retain most of the knowledge (Siegler et.al.; 2014). The student will move the hands of the clock according to the teacher’s instructions and they will be evaluated on how well they have learnt to tell time. Main skills targeted are observation, comprehension and retention .
90 minute presentation on Just-in-Time Teaching, including motivation for change, evidence for effectiveness, the best tools to use, writing good questions and getting student buy-in.
Telling Time
Justin Hedberg
Brandman University
December 15, 2018
Telling Time
Introduction
Everyone wants to know how to tell time correctly, and since everyone wants to be punctual also for example when going for an important appointment or when going for a morning lesson, it is essential therefore, that we learn how to tell time. This project is based on the WebQuest and it aims at helping the learner to grasp the basics in their process of learning how to tell time (Schwarz et.al.; 2015). If you do not know how to tell time you can find yourself in a situation where you wake up at 1 a.m and start preparing for school instead of waking up at 7 a.m! Isn’t that bad?
Task
By the end of this three day lesson you should have the basic knowledge of how to tell time on the clock. First, you will learn a song that is called ‘Hip Hop Around the Clock’. On the next day you will sing the song with your partner then the whole class will sing the song as the teacher moves the hour and the minute hands on the clock. This song will guide you in the following learning process (Sheahan et.al.; 2015). You will then watch a video about time with your partner and then practice what you have learnt on a WebQuest worksheet.
On the last day, you should be able to make a clock on your own using paper, fasteners, markers and a pair of scissors. You should now be able to move the hands of your clock to the positions stated by your teacher (Turk et.al.; 2018). The Measurement and Geometry 1.0 – 1.4 and Number Sense 1.0 are the California standards that should be met for the lessons and the tools used.
Conclusion
The learner has been equipped with the knowledge of telling time, congratulations! We will now want to apply this knowledge in real life situations. The teacher can choose an outdoor activity that involves the measurement of time and reading time on a clock. These are the first steps into becoming proficient in telling time.
This lesson equips the learner with important skills that will be applied throughout their lives. The learner should now be able to relate time with events. They can look at the position of sun and tell whether the time is a.m., which means before midday or p.m. that is after midday. Also, the learner can apply this knowledge by looking at the length of the shadows of the trees. Longest shadows occur in the morning and in the evening. This will help the learner to relate time with events.
Teacher Page
It is important that the learner is helped to learn the song as a form of multiple intelligence. The learner should also be guided in the steps to making a clock. This lesson should be done in a step to step manner in order for the learners to integrate and retain most of the knowledge (Siegler et.al.; 2014). The student will move the hands of the clock according to the teacher’s instructions and they will be evaluated on how well they have learnt to tell time. Main skills targeted are observation, comprehension and retention .
The document consist of report of e- content , it mainly consist of phases of e-content and for a particular topic taken what all should be included in it.
Teaching Professors to Use Second Life for Teaching (view full screen)dickebk
This was prepared for a graduate class I took online with San Diego State University-Masters in Educational Technology/Instructional Design:
Class:
EDTEC 544 - Instructional Design. This project was a Rapid Prototype of a Designed Instructional Sequence
The document consist of report of e- content , it mainly consist of phases of e-content and for a particular topic taken what all should be included in it.
Teaching Professors to Use Second Life for Teaching (view full screen)dickebk
This was prepared for a graduate class I took online with San Diego State University-Masters in Educational Technology/Instructional Design:
Class:
EDTEC 544 - Instructional Design. This project was a Rapid Prototype of a Designed Instructional Sequence
This PowerPoint presents information on a web 2.0 tool,
Socrative, that I am conducting research on. It is open source and I have integrated it well in several lesson I have done at the secondary and tertiary level.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Instructional design and demonstration.d (1)
1. Names: Stephanie Beckford, Aleeyah Farquharson
ID#: CH20160000, CH20160038
School: Church Teachers’ College: Mandeville
Subject: Mathematics
Grade: 8
Date: October 29, 2018
Duration: 40 minutes
Topic: Speed, Distance and Time
Analyze the Learner
35 students
15 males, 20 females
Age range: 13-14
Learning styles: Visual 95%, auditory 50%, linguistic 35%
Pre-requisite knowledge: Students have a basic knowledge of what the terms speed, distance
and time mean.
Attainment Target: Through the incorporation of technology, students will be able use the
knowledge gained from the lesson to calculate speed, distance and time using real life situations,
to enhance teaching learning process. Therefore, they will have an excellent understanding of
what speed, distance and time entail and the calculation of such.
2. State Objectives
General Objective: For students to understand speed, distance, and time.
Specific Objectives:
1. After listening to a podcast about Usain Bolt’s 100 metre race that he won in 9.58
seconds, students should be able to correctly identify the distance ran and the time taken.
2. Using the information provided by the podcast, students should be able to:
a) Correctly define distance and time
b) Give a definition for speed in their own words
c) Distinguish between the two types of speed using their own words
d) Accurately determine the formula used to calculate speed
3. Using the formula for speed, students should be able to derive the formulas for distance
and time.
4. In three groups students should be able to accurately calculate speed, distance and time
3. During the course of the lesson, students should be able to:
a) Listen attentively to each other
b) Willingly share information
c) Show respect to their peers point of view
Key Terms: Speed, constant/uniform speed, average speed, distance, time
3. Selected Strategies, Technology, Media, and Materials
Computer & projector, Interactive PowerPoint, Podcast, Speakers, Socrative tool, Question and
answer sheet for group activity, textbook entitled “A Complete Mathematics for Secondary
Schools” - Book 2 by Raymond Toolsie, pp. 124-130
Content Summary:
Constant Speed
The rate of which an object moves is called its speed. Speed indicates the distance travelled in
unit time. Therefore, speed is the rate of distance travelled per unit time.
If an object travels with a uniform or constant speed, its speed for the journey is always
the same. Therefore, uniform or constant speed means that the object travels equal distance at
equal times.
Constant speed =
𝑻𝒉𝒆 𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆 𝒕𝒓𝒂𝒗𝒆𝒍𝒍𝒆𝒅
𝑻𝒊𝒎𝒆 𝒕𝒂𝒌𝒆𝒏
The distance travelled is in a direct proportion to the time taken when speed is constant.
The distance travelled = The constant speed x The time taken
For example:
A plane travelled 2 500 kilometers in 4 hours. Each hour it travelled the same distance. What is
the constant speed?
Constant speed =
𝑇ℎ𝑒 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑙𝑒𝑑
𝑇𝑖𝑚𝑒 𝑡𝑎𝑘𝑒𝑛
=
2 500 𝑘𝑖𝑙𝑜𝑚𝑒𝑡𝑒𝑟𝑠
4 ℎ𝑜𝑢𝑟𝑠
4. = 625 km/h
Average Speed
This means that an object does not necessarily travel equal distance in equal time. The
units of speed in the metric system are km/h and m/s.
The average speed =
𝑻𝒉𝒆 𝒕𝒐𝒕𝒂𝒍 𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆 𝒕𝒓𝒂𝒗𝒆𝒍𝒍𝒆𝒅
𝑻𝒉𝒆 𝒕𝒐𝒕𝒂𝒍 𝒕𝒊𝒎𝒆 𝒕𝒂𝒌𝒆𝒏
For example:
Errol walked 6 km of an 8 km walkathon in 1 ¼ hours. The remaining distance he walked in ¾
hour. What was his average speed in the walkathon?
The average speed =
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑙𝑒𝑑
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 𝑡𝑎𝑘𝑒𝑛
=
8 𝑘𝑚
(1
1
4
+
3
4
)ℎ
=
8 𝑘𝑚
2ℎ
= 4 km/h
Distance
According to Beddoe (2018), distance is a numerical description of how far apart two
objects are. From the formula for constant speed, we can derive:
The distance travelled = The constant speed x The time taken
From the formula average speed, we can derive:
The distance travelled = The average speed x The total time taken
5. For example:
On a traffic-free highway, a car travelled at a constant speed of 60 km/h for 3 hours. What
distance did the car cover during its journey?
The constant speed of the car is 60 km/h. Each hour the car travelled 60 km. so the distance
travelled in 3 hours = 3 x 60km = 180km.
Alternatively: The distance travelled = The constant speed x The time taken
= 60 km/h x 3 h
= 180 km
Time
This means how long it takes for an object to move or travel from one place to another.
From the formula for speed, we can derive:
The time taken =
𝑻𝒉𝒆 𝒅𝒊𝒔𝒕𝒂𝒏𝒄𝒆 𝒕𝒓𝒂𝒗𝒆𝒍𝒍𝒆𝒅
𝑻𝒉𝒆 𝒔𝒑𝒆𝒆𝒅
For example:
A car is travelling at a speed of 50 km/h. Find the time taken to travel 30 km.
The car is travelling at a speed of 50 km/h. this means the car travels 50 km in 1 hour.
So the time take to travel 1 km is
1
50
hour. And the time taken to travel 30 km is
1
50
hour x 30 =
3
5
hour.
Alternatively: The time taken =
𝑇ℎ𝑒 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑙𝑒𝑑
𝑇ℎ𝑒 𝑠𝑝𝑒𝑒𝑑
6. =
30 𝑘𝑚/ℎ
50 𝑘𝑚/ℎ
=
3
5
hour
Utilize media, materials and methods
Computer and projector will be used to show interactive PowerPoint
Speakers will be used to play Podcast and audio files in the interactive PowerPoint
Internet will be used for the Socrative tool
The Socrative tool will be used to evaluate students’ learning
Methodologies:
Teacher-led Whole Group Discussion – This will be used to allow students to come up
with a definition for speed, distance and time. In doing this, they will have a better
understanding of the terms.
Questioning – This will be used to test students’ knowledge, and to help them to use
prior knowledge and personal experiences to effectively grasp the concept being
taught.
Group discussion – This will be used to give students the opportunity to work together
and share information in a supportive way. Thus, teaching them the value of teamwork.
7. Require Learner Participation
Procedure Activities:
Engagement
Students will be listening to a podcast about Usain Bolt’s 100 meter race, which he won in 9.58
seconds. Before listening to the podcast, students will be given two focus questions to answer.
These include:
1. What is the distance travelled?
2. What is the time taken?
Explanation
Following the podcast, there will be a teacher-led whole group discussion with the aid of
an interactive PowerPoint, where students will be asked to provide a definition for the terms
speed, distance and time in their own words. Additionally, they will be given the opportunity to
say how they would calculate the speed at which Usain Bolt ran.
Questions arising from the discussion will include:
1. What do you think distance means?
2. How would you define the term time?
3. What do you think speed is?
4. How would you calculate Usain Bolt’s speed, knowing the distance in which he ran the
race and the time taken to do so.
During the teacher-led whole group discussion, the teacher will ensure that students are
listening attentively to each other. That is, when one student is talking, the others should not be
8. talking as well. To ascertain this, students will be asked to raise their hands before answering a
question and wait until identified.
Exploration
Using the formula for speed, students will be allowed to derive a formula to calculate
distance and a formula to calculate time. The question “If Usain Bolt ran a speed of 10.44
meters per second in 9.58 seconds, how would you know the distance ran? and If he ran a
distance of 100 meters at 10.44 meters per second, how long would he have taken to
complete the race?”
Elaboration
The following triangle will be displayed in the interactive PowerPoint:
This is to reinforce the formulas for calculating speed, distance and
time. Students will be asked to go into three groups. One group will
be ‘distance’, another ‘speed’ and the other ‘time’. Each group will
be given one question to calculate the time, distance and speed
according to the given names. The question will be in the form of an everyday scenario to which
students will be able to relate the concept to real life situations and personal experiences, so that
they can have a better understanding of the lesson. (See question sheet).
Evaluation
Using the Socrative tool, students will be placed into two groups in which they will be given a
series of questions about speed, distance and time to answer. The first team to finish wins.
9. Extended Learning: Students will be asked to do additional reading on speed, distance and
time.
Assignment: Pg. 132 from text, Questions 22, 26, 27 & 28
Appendices:
A Complete Mathematics for Secondary Schools Book 2 by Raymond Toolsie, pp. 124-
130
Interactive PowerPoint Presentation (Please double click the picture below to view).
Link for podcast https://steph-shan-b.podomatic.com/
Question and Answer Sheet for the group activity
10. Questions used in the socartive tool
Lesson Evaluation: Evaluate and Revise
Students’ Performance
Students will be evaluated based on their participation in the teacher-led discussion
Students will also be evaluated based on their interaction with each other during the group
activity.
The teacher will supervise the students during the activity on socrative to ensure fairness among
students as they answer the questions given
The activity on socrative will be graded using the automatic grading scheme provided by the tool
Media Effectiveness
Was the PowerPoint useful in promoting class discussion, and collaborative learning
among students. How well was it able to help the visual learners. Was the Podcast clear enough
for students to hear the information given. Did the Podcast facilitate for a good understanding on
the topic.
Was Socrative an appropriate tool for students to demonstrate what they had learnt. Did
students find it easy to use. Did it grab their attention. Were they able to answer majority of the
questions given.
Teacher Evaluation
Was the lesson smoothly and effectively carried out.
11. Did the students understand what was being taught.
Were the teachers able to meet all the objectives of the lesson.
Can the lesson be amended in the future.
12. Question and Answer Sheet for Group Activity
Group ‘Speed’
Question: You are travelling in a bus from Mandeville to Kingston. The bus travels for 30 km
in 1 hour before stopping for gas at the Texaco gas station. You arrive in Kingston
3
4
of an hour
later after journeying the remaining distance of 20 km what is the average speed of the bus?
NB: (Give your answer to the nearest whole number)
Answer: The average speed =
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑙𝑒𝑑
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 𝑡𝑎𝑘𝑒𝑛
=
30 𝑘𝑚+20 𝑘𝑚
(1 +
3
4
)ℎ
=
50 𝑘𝑚
7
4
= 29 km/h
Group ‘Distance’
Question: To walk from Church Teacher’s College to Bashco, it takes you 15 minutes. If you are
walking at a speed of 3 meters per second, what would be the distance travelled from CTC to
Bashco?
Answer: The distance travelled = The constant speed x The time taken
= 3 m/s x 900 s (i.e. 15x60 = 900)
= 2 700 m
Group ‘Time’
Question: it is lunch time at school and you are very hungry. But, you are all the way by the
playfield. How long will it take you to get to the lunch room, when walking at a speed of 2
meters per second and the lunch room is 24 meters away?
Answer: The time taken =
𝑇ℎ𝑒 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑙𝑒𝑑
𝑇ℎ𝑒 𝑠𝑝𝑒𝑒𝑑
14. Socrative Questions (The correct answer is bold and underlined)
1. Speedis:
a. The rate of distance travelled
b. The distance travelledandthe time
c. The rate of distance travelledper unit time
2. Thisterm can be definedashowfartwo objectsare apart from eachother
a. Distance
b. Time travelled
c. Speed
3. Time ishow yougetwhere youare going.
a. True
b. False
c. Neither
4. The formulaTotal distance travelled/Total time taken is usedtocalculate:
a. Speed
b. ConstantSpeed
c. Average Speed
5. Distance iscalculatedusingthe formula:
a. Speedx Time
b. Speed/Time
c. Time/SpeedS
6. Time iscalculate by:
a. DividingSpeedbyDistance
b. MultiplyingDistance bySpeed
c. None of the above
7. Johnis ridinghisbike tothe shopto purchase some groceries.Ittakeshim 30 minutesto get
there andback. What is the distance travelledif he isridingata speedof 10 metersper minute?
a. 300 meters
b. 3 meters
c. None of the above
15. 8. What have youlearntfrom the lesson? (BonusQuestion)
______________________________________________________________________________
______________________________________________________________________________