MTSS

MATH UNIT PLAN

Circle the Tier Level: Tier 1 Tier 2: Pull Out or Push In Tier 3: Pull Out

Time: 30 minutes 4x/week


Core Standard: CCSS.MATH.CONTENT.2.MD.C.7
Grade 2. Measurement & Data. Work with time and money.
Tell and write time from analog and digital clocks to the nearest five minutes,
using a.m. and p.m.

Mathematics Practice(s): Reason abstractly and quantitatively. Use appropriate
tools strategically. Attend to precision. Model with mathematics.

IEP Goal(s): By June 8, 2015, when given math measurement problems
representing the scope of 3rd grade level for math computation, Z will be
able to correctly answer 15/16 (75th percentile) correct problems in 2 out of 3
trials as measured by curriculum based measurements.

By June 8, 2015, when given math measurement problems representing the
scope of 3rd grade level for math computation, S will be able to correctly
answer 15/16 (75th percentile) correct problems in 2 out of 3 trials as
measured by curriculum based measurements.

Lesson 1: Understand aspects of digital & analog clock
Objectives: Students will identify and interpret the difference between minutes and
hours on a digital and analog clock. Students will understand what each hand on
the analog clock relates to. Students will count in 5s from 0 to 60 (seconds) in
correlation to the numbers on a clock.

Vocab: minute, hour, small hand, big hand, analog clock, digital clock

C: Provide students with 2 paper plates, markers, a pair of scissors, cut out clock
hands, and push pin. Students will be making/building their own analog clocks
from these materials. (See attached photo of what clock will look like) Each aspect
of the clock is linked to the vocabulary we will be learning.

R: Provide students with a piece of paper that has 6 pairs of analog and digital
clocks. For each pair the time will be the same, but different from the other pairs
(ex. 1 set= 4:15 and the students will have to draw it in analog and digital form. 2
set= 12:30 etc.) Students will draw the hands on the analog clock and write the
numbers on the digital clock that I verbally tell them.

A: Provide students with a worksheet that has a variety of times in both digital and
analog form. Students will have to answer what time the clock is showing. Also
throughout the day I will have the students look up at our classroom clock and ask
them to tell me the time.



Lesson 2: Compare a.m. and p.m.

Objectives: Students will understand the difference between a.m. and p.m.

Vocab: Midnight, noon, a.m., p.m.

C: Provide students with a variety of pictures involving what we do in the a.m. and
what we do in the p.m. Students will place/separate pictures into their
corresponding times. There will be an a.m. clock and a p.m. clock where students
will place the picture(s) next to the corresponding time.

R: Provide students with two pieces of paper. One picture will have an a.m. clock
and one will have a p.m. clock. Students will have to draw one picture on each clock
that best represents an a.m. activity and a p.m. activity.

A: Students will get a worksheet with the times of 12:00-11:00 (every hour, 12:00,
1:00, 2:00 etc.) on the left column and a.m. and p.m. on the next two right columns.
Students will have to write what they might be doing at each hour of the day in both
a.m. and p.m.








Lesson 3: Measure and understand time intervals

Objectives: Students will understand how to find the amount of time that passes
from the start of an activity to the end of an activity.

Vocab: elapsed time

C: Students will use math blocks to build 12 sets of 5 blocks to represent the
minutes on a clock. The 12 sets will be different colors to help students keep track,
which 5 belong to each other. (See the back of lesson 3 for an image of the block
clock line.)

R: Students will draw the clock number line

A: Students will be asked time elapsed questions on a worksheet and have to
answer questions with our without the assistance of their drawn block clock line.