Lesson Plan #2

Date Taught: Friday, December 07, 2018

Topic: Time

Standard: 2. MD.7 Tell and write time from analog and digital clocks to the nearest five
minutes, using a.m. and p.m.

Objectives:
Student-Friendly Objective: SWBAT: Tell and write time to the nearest five minutes. They
will also be able to use a.m. and p.m. when identifying the time of day.

Assessment Plan: Students will be filling out worksheets with analog clocks. Teachers will
observe the students while working on their worksheets. The teachers will collect the worksheets
that will be scored to determine if the student understood the concept. Students should be able to
answer each worksheet with an 80% accuracy.

Materials Needed: Telling Time for Children – Learning the Clock video by Math & Learning
Videos 4 Kids, Telling Time with Ricky Racer worksheet, Five Minute Intervals worksheet,
A.M. and P.M. worksheet, My Day worksheet, Demonstration clock, Individual analog clocks
for each student

Key Vocabulary: Analog Clock, Digital Time, Hour Hand, Minute Hand, A,M. (Ante
Meridiem), P.M. (Post Meridiem)

Differentiation: (In General)Enrichment: Allow advanced students to pair up with their

analog clocks to quiz each other on telling time to the nearest five minutes. They can also work
on the My Day worksheet if they finish any assignments early.

(In General)Support: Give struggling students one-on-one assistance with completing their
worksheets.

Brian B.- Brian indicated through a questionnaire that he preferred group work. During the
individual work time allow Brian to work on one worksheet with a partner.
Saryn H- Have more challenging problems or worksheets available.
Emma K- Provide kinesthetic learning opportunities.
Abi M- Have physical math tools that Abi can use when solving problems.
Amanda B- Provide opportunities to work in pairs.
Aksel A- Have him help Brian.
Kirsten L- She can explain time to a struggling peer.
Aisley F- Use simple explanations and instructions. Aisley indicated through a questionnaire that
she preferred group work. During the individual work time allow Aisley to work on one
worksheet with a partner.
Ethan A- Provide simpler worksheets.
Jessica Y-Jessica indicated through a questionnaire that she preferred group work. During the
individual work time allow Jessica to work on one worksheet with a partner.
Quin D- Visually differentiate minute hand and hour hand.
Oliver T- He can explain time to a struggling peer.

Anticipatory Set (Gain attention/motivation/recall prior knowledge):

-We are going to watch a video on telling time.

-We will record the current time on the board. Show Telling Time for children- Learning the
Clock video.

-After the video, we will record the ending time to the starting and ending times.

-We will tell the class that today they will tell and write time to the nearest five minutes.

Instructional Inputs:
·-Students will raise their hands when they have a question. It is important that you listen and
pay attention so you understand the instructions to the worksheets and the activities that we will
be doing. We will be working individually to assess how much you understood from the lesson.
This is going to tell us if we need to reteach anything.
-What is the name of this hand?
-Will we write a.m. or p.m.?
-What is an analog clock?
-What is a digital clock?

Modeling :
-Show the students the demonstration clock and tell them it is called an analog clock.

-Pointing to the short hand, ask students, "What is the name of this hand?" If necessary, remind
students that it is called the hour hand.

-Repeat by pointing to the long hand and identifying it as the minute hand.

-Moving the minute hand on the demonstration clock, count aloud the five minute intervals with
the class.

-Set the clock to 1:30. Remind the class that before telling the time, they must look at the hour
hand first. Ask students to tell the time shown on the clock and write the digital time on the
board. Repeat using 2:00, 3:30, 4:15.

-Next, ask a student to set the clock to show when school begins.

-Write the digital time on the board with the words "a.m." or "p.m." next to it.
-Explain that a.m. means ante meridiem, or before midday, and p.m. means post meridiem, or
after midday.

-Ask the students, "Which one should I circle?" Have students explain why.

-Show the time that school ends, and have a student read and record the time on the board. Ask
the class if a.m. or p.m. should be written.

Guided Practice:

-Pass out analog clocks to the students.

-With the digital time of 2:15 written on the board, ask students to show this time using their
analog clocks. Students will compare their clocks to the demonstration clock. Repeat with 4:35,
6:40, and 7:10.

-We will ask the students to show us their lunch time. Allow time for student responses. Model
the times on the demonstration clock and record the digital times on the board.

-Ask students, "Do I write a.m. or p.m. behind our lunch time?"

Closure:
 Today we learned about reading time from an analog clock. We wrote the time of our
lunch and whether it was in the a.m. or p.m.

 You are now going to use the skills we learned to fill out a worksheet on time.

Independent practice/application:

-Pass out the Five Minute Intervals and A.M and P.M. worksheets.

-Remind students that they may use their analog clocks for help.

-Monitor students to provide support when needed.