Calendar Reading Days Weeks and Year Mathematics Primary 3 Third Term Lesson Notes Week 5

Lesson Plan: Telling the Time by Reading the Calendar

Grade: Primary 3 Subject: Mathematics Topic: Telling the time by reading the calendar in respect of o’clock, days, weeks, months, and years

Subject : Mathematics 

Term :Third Term

Week :Week 5

Class :Primary 3

Topic : Calendar Reading Days Weeks and Year Mathematics Primary 3 Third Term Lesson Notes Week 5

Previous Lesson : Area of Regular Shapes Primary 3 Mathematics Third Term Lesson Notes Week 4

Learning Objectives:

1. Understand the concept of time and how it is represented on a calendar.
2. Read and interpret the days, weeks, months, and years on a calendar.
3. Identify the relationship between the calendar and the concept of o’clock.
4. Demonstrate the ability to tell the time using the calendar.

Embedded Core Skills:

1. Critical thinking and problem-solving: Analyzing and interpreting information on the calendar.
2. Numeracy: Understanding the concepts of days, weeks, months, and years, and their representation on the calendar.
3. Communication: Expressing ideas and asking questions during class discussions.
4. Time management: Developing an understanding of the relationship between the calendar and the concept of time.

Learning Materials:

1. Large calendar display or digital calendar representation
2. Individual calendars or worksheets for students
3. Markers or colored pencils
4. Clock visuals or models
5. Whiteboard or chalkboard
6. Teaching aids like flashcards or visual cues (optional)

Content :

Good morning, class! Today, we’re going to learn about telling the time by reading a calendar. This will help us understand how to read the clock and figure out the days, weeks, months, and years. Let’s get started!

1. Reading the Days:

Look at the calendar, and let’s find a specific day. For example, let’s find today’s date. Can anyone tell me today’s date? Great! Now, let’s look at the calendar and find the day that comes after today. Can you tell me what day it will be tomorrow? Remember, we start with Sunday and go in order. So, if today is Wednesday, what day will it be three days from now? That’s right, it will be Saturday.

2. Counting Weeks:

Now, let’s count the number of weeks in a month. Look at the calendar, and find a month that has four complete weeks. Can anyone give me an example of such a month? Excellent! Now, count the number of rows of weeks in that month. How many weeks are there? That’s correct, there are four weeks.

3. Understanding Months:

We have 12 months in a year, and each month has a different number of days. Let’s take the month of May, for instance. How many days are there in May? Yes, 31 days! Now, let’s find a month with 30 days. Can you tell me which month that is? Well done, it’s June!

4. Identifying Years:

Now, let’s talk about years. We often use a calendar to keep track of years. Look at the calendar and find the current year. Can anyone tell me what year it is right now? Great! Now, let’s find a year that comes after the current year. Can you tell me what year it will be next year? That’s right, it will be the next number after the current year.

5. O’clock on the Calendar:

Sometimes, we need to know the time by looking at the calendar. For example, if an event is happening on Saturday at 3 o’clock, we can find the day on the calendar and mark the time. Let’s find Saturday on the calendar and mark the time as 3 o’clock. Can you find it? Excellent job!

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Remember, practicing with a calendar can help us understand time better. Take some time to explore your own calendars at home and see if you can figure out different dates, days, weeks, months, and even years. Great work, class!

Presentation:

1. Begin the lesson by asking students if they know how time is represented on a calendar.
2. Introduce the concept of reading time on a calendar, emphasizing the importance of days, weeks, months, and years.
3. Display a large calendar or use a digital representation to show students the components of a calendar.
4. Explain the different parts of the calendar, such as the days of the week, the months, and the year.
5. Use visual aids, like flashcards or visual cues, to reinforce the concepts of days, weeks, months, and years.
6. Show examples of different dates on the calendar and ask students to identify the days of the week and the corresponding dates.
7. Demonstrate how to count weeks and months on the calendar, using colored markers or pencils to highlight the different periods.
8. Introduce the concept of telling time by relating it to the o’clock format.
9. Show a clock visual or model and demonstrate how to associate specific times with events on the calendar

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Teacher’s Activities:

1. Explain the concepts clearly and provide clear examples for each component of the calendar.
2. Engage students in discussions and encourage questions to enhance their understanding.
3. Use visual aids and real-life examples to make the topic more relatable and interesting.
4. Monitor students’ progress and provide assistance as needed.
5. Facilitate class activities and discussions to encourage student participation.

Learners’ Activities:

1. Observe and actively listen during the teacher’s presentation.
2. Participate in class discussions by answering questions and asking for clarification.
3. Practice reading and interpreting different dates, days, weeks, months, and years on individual calendars or worksheets.
4. Work in pairs or groups to solve problems related to telling time on the calendar.
5. Mark important dates or events on their own calendars using colored markers or pencils.

Assessment:

1. Observe students’ participation and engagement during class discussions and activities.
2. Assess students’ ability to read and interpret different components of the calendar through worksheets or individual assessments.
3. Evaluate students’ understanding of the concept of o’clock by asking them to match specific times with events on the calendar.
4. Review students’ marked calendars to assess their ability to identify important dates and events accurately.

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Evaluation Questions:

1. How many days are there in a week?
2. What is the first day of the week?
3. How many weeks are there in a month?
4. Name three months in a year.
5. How do we read the date “15th of June” on a calendar?
6. If today is Monday, what day will it be two days from now?
7. How many months are there in a year?
8. What year comes after the year 2022?
9. How do we represent time on a clock?
10. Can you mark the date for your birthday on the calendar?
11. There are ______ days in a week. a) Five b) Six c) Seven
12. The first day of the week is ______. a) Monday b) Sunday c) Friday
13. There are ______ weeks in a month. a) Three b) Four c) Five
14. Name three months in a year: January, _______, _______. a) November, December b) February, March c) May, June
15. If today is the 5th of July, tomorrow will be the ______ of July. a) 5th b) 6th c) 7th
16. If today is Wednesday, what day will it be three days from now? ______. a) Sunday b) Thursday c) Saturday
17. There are ______ months in a year. a) Nine b) Twelve c) Fifteen
18. What year comes after the year 2022? ______. a) 2023 b) 2021 c) 2024
19. We represent time on a clock using the concept of ______. a) Minutes b) Hours c) Days
20. Can you mark the date for your birthday on the calendar? ______. a) Yes b) No c) Maybe

Time Measure | Abbreviation | Example

60 Second (s) | s | 1 minute

60 Minutes (min) | min | 1 hour

24 Hours (h) | h | 1 day

7 Days (d) | d | 5 week

4 Week (wk) | wk | 1 month

12 Month (mo) | mo | 1 Year

In this table, you will find the common time measures and their corresponding abbreviations. Each time measure is followed by an example to help you understand its usage.

Remember, time measures help us track and understand the passing of time in different units. Practice using this table to enhance your understanding of time measurement

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– 60 seconds = 1 minute

or

1 minute = 60 seconds

– 60 minutes = 1 hour

or

1 hour = 60 minutes

– 24 hours = 1 day (day + night)

– 7 days = 1 week

– 12 months = 1 year

– 52 weeks = 1 year

– 365 days or 366 days make a year (depending on leap year)

– 10 years make a decade

– 50 years make half a century

– 100 years make a century

These are the correct relationships between various units of time. It’s important to understand these relationships to measure and comprehend time accurately. Thank you for providing the additional information.

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Evaluation

1. There are ______ seconds in a minute.

a) 60

b) 24

c) 12

2. ______ minutes make 1 hour.

a) 30

b) 60

c) 120

3. 24 ______ make 1 day.

a) weeks

b) hours

c) months

4. There are ______ days in a week.

a) 5

b) 7

c) 10

5. ______ months make 1 year.

a) 6

b) 12

c) 24

6. There are ______ weeks in a year.

a) 48

b) 52

c) 60

7. ______ days or 366 days make a year (depending on leap year).

a) 365

b) 360

c) 370

8. ______ years make a decade.

a) 5

b) 10

c) 20

9. ______ years make half a century.

a) 50

b) 100

c) 25

10. ______ years make a century.

a) 75

b) 50

c) 100

Please choose the correct option (a, b, or c) that best completes each sentence. Good luck!

Conclusion:

In this lesson, we have learned how to tell the time by reading the calendar. We explored the days, weeks, months, and years represented on the calendar. We also learned how to associate the concept of o’clock with events on the calendar. Remember to practice reading and interpreting the calendar regularly to enhance your understanding of time. Well done, class! Keep up the good work!

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