Teacher: Jennifer Nelson

Grade Level: 2nd Grade

November 5, 2014

Subject: Math

I.Contents and Standards:

2.OA.2- Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know
from memory all sums of two one-digit numbers.
2.MD.7- Tell and write time from analog and digital clocks to the nearest five minutes, using
a.m. and p.m.
II. Prerequisites:
a. Students should have an understanding and be able to skip-count by 5s.
b. Students should be able to distinguish between analog and digital clocks, including
understanding that analog clocks have numbers and hands while digital clocks simply
display numbers.
c. Students should have a basic understanding of how to write times.
III. Instructional Objectives:
a. To review telling time.
b. To provide experiences with writing time in digital-clock notation.
IV. Instructional Procedures:
a. To begin our Math lesson, we will complete our Math Board (calendar, attendance,
number of days in school, etc.). Once we have finished this, we will take our Red Star
quiz which covers the two previous concepts that were taught, place values and counting
change. This is a quick quiz with 2 types of each problem. It is used to assess student
understanding and to assist teacher in understanding how the students are doing with
newly learned material.
b. After finishing Red Star quizzes, teacher will introduce lesson, stating what we are
going to be doing today along with the standards that we will be meeting. To begin this
portion of our lesson, students are given 2 clock faces (1 showing the hours and 1
showing the minutes) along with a minute and hour hand. Students cut and put together
their clocks, making sure that the 12 on the hour clock is aligned with the :00 on the
minute clock that is directly below. (see picture below) Once the students have finished
making their clocks, we will discuss the parts of the clock (face, hour hand, and minute
hand) and the different types of clocks, digital and analog. We will then practice setting
different times on our analog clocks as a whole group. Teacher will ask students to put in
the time we begin school and time that we leave school, as well as calling on students to
give their bedtimes, times they wake up in the morning, etc. Students will be chosen by

popsicle sticks to give a time but all students will change their clocks to reflect the time
stated by the called upon student. After observing that all students have a good
understanding of how to set clocks and tell time, students will be asked to take out their
Math Journals and open to page 59, What Time is it? Students will fill in the time that
the clocks are showing, then will draw the hands of the time that has been given, and
finally will create their own times, drawing and writing the times. As students are
completing this page, teacher will walk around the classroom assisting students as needed
and checking to make sure that students are completing the page correctly.
c. Students will be asked to take out their Math Masters books so that they can take out their
homework. Teacher will go over what the students are supposed to do for homework and
will then ask students to put it into their folders to take home.

V. Materials and Equipment:

a. Red Star quizzes
b. Pencils
c. Preprinted clocks/clock hands on card stock paper
d. Scissors
e. Glue
f. fastener clip
g. Math Journal
h. Math Masters book

VI. Assessment/Evaluation:
a. Informal assessment (Ongoing assessment) will be done throughout the lesson as the
students work in all types of situations, including whole group and individual work.
VII. Accommodations or Modifications needed for students with disabilities or ESOL:
a. For students having difficulty figuring out the times during individual work, I will
suggest that they refer to the clocks that they just made to assist them. If this does not
provide enough assistance for the student, I will spend some time re-explaining the
concept to them, doing some more examples with them prior to moving on.

b. For students having difficulty with taught concepts, additional practice will be done
in a small group with in-class support teacher.
VIII. Technology:
a. There will be no technology used for this lesson.
IX: Self-Assessment:
a. I will look back and consider what I observed happening during our lesson today. I
will ask myself if I think that this approach worked for my class. Was it a good idea
to have the students make their own clocks or did it take away too much time from
teaching? Did I spend enough time discussing the different parts of a clock and did
the students understand the vocabulary I used well enough so that they could apply it
when needed? Were all students able to draw the different times as well as figuring
out and writing the times of the drawn clocks? I will make changes to the layout of
this lesson once I have answered these questions.