Telling Time Using Skip Counting

Second Grade Math, ESL

by April Brown February 25, 2019

Teach your students to read time to the nearest five minutes by counting by fives! Use this lesson as a stand-
alone support lesson for ELs or alongside Tricky Time Telling.

Objectives

Objectives

Academic

Students will be able to tell and show time using analog clocks.

Language

Students will be able to explain five minute intervals with specific academic vocabulary using sentence frames
and peer discussions for support.

Materials and preparation Vocabulary

Class set of the Learning About Analog Clocks TIER 2

worksheet
Class set of the Telling Time with Ricky Racer time: a particular minute or hour as shown by a clock
worksheet
12–15 copies of the Telling Time to Five Minutes TIER 3
(one for each partnership)
5–6 Vocabulary Cards (one set for each small analog clock: a clock that has moving hands to show
group) the time
Glossary (optional)
digital clock: a clock that shows the time with
Teacher copy of the Teach Background
numbers
Knowledge Template
Teacher copy of the Write Student-Facing hour hand: the short hand on the clock that shows
Language Objectives Reference the hour
Projector or document camera
Eight sticky notes minute hand: the longer hand on the clock that
Markers shows the minutes
Resources, such as hundreds charts, number
lines, and unifex cubes skip counting: counting forwards or backwards by a
Class schedule number other than one
Analog demonstration clocks
One digital clock
12–15 notecards with pre-written sentence
frame: This clock shows ____ minutes after ____.

Attachments

Learning About Analog Clocks (PDF)

Telling Time with Ricky Racer (PDF)

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 Telling Time to Five Minutes (PDF)
Vocabulary Cards: Telling Time Using Skip Counting (PDF)
Glossary: Telling Time Using Skip Counting (PDF)
Teach Background Knowledge Template (PDF)
Write Student-Facing Language Objectives Reference (PDF)

Math language routine

Number Talks

Introduction (2 minutes)

Gather students together and make sure the class schedule is visible to all students.
Write the word time on the whiteboard. Say, "I want you to think about time. Turn and talk to a partner,
sharing what you know about time."
Allow students a few minutes to share their ideas with a partner. Provide sentence stems, such as:
Time helps me ____.
I use time to ____.
Ask a few students to share their ideas aloud and jot them on the whiteboard.
Explain to students that today they will be learning about how to use analog clocks to read time to the
nearest five minutes.

Explicit Instruction/Teacher modeling (7 minutes)

Project the Vocabulary Cards worksheet on the whiteboard.

Put students into small groups and pass out a set of the Vocabulary Cards to each group.
Get out the analog demonstration clock and the digital clock and prop them up on the ledge of the
whiteboard. Another option would be to set the clocks on a table in front of the classroom.
Read through the student-friendly definitions one at a time. Pause after each word and invite student
volunteers to come up to the front of the classroom to show examples of each vocabulary word. Say, "I
want you to see if you can find an example of ____ (the minute hand, a digital clock, time, etc). Who can
come up to the front of the room to show me?" When you get to skip counting, see if a student can
provide a written example on the whiteboard.
Instruct students to quiz each other on the Vocabulary Cards in their small groups. Assign one student to
be the questioner and model how to read the definition aloud and wait for a student to raise their hand to
share the vocabulary word. If time allows, let students switch roles until all the students have a chance to
be the questioner.

Guided Practice (10 minutes)

Ask students to return to their individual seats.

Project the Telling Time with Ricky Racer worksheet on the whiteboard and pass out copies to each
student.
Explain to the students that they will use skip counting to fill in the missing numbers on the clock.
Provide a real life scenario of an instance when you would have to check on something every five minutes
for 15–30 minutes (e.g. checking on a pizza in the oven, checking on a cake to make sure it doesn't burn,
waiting for bread to rise when you aren't sure how long it will take to double, etc.)
Provide students with access to hundreds charts, unifex cubes, and number lines to use as they figure out
the problem.
Allow students 1–2 minutes to solve the problem. When all students seem to be finished, say, "What
method or strategy did you use to figure out what number you needed to skip count by? Are there any
clues on the worksheet that provided you with support?" Provide sentence stems to support students in
sharing out their ideas, such as:
The strategy I used was ____ (e.g. looking at the numbers written on the worksheet, counting by
fives on my fingers, a hundreds chart, a number line, counting by fives, and writing the numbers
down before recording the numbers on the clock), and it helped me because ____.
One of the clues was ____. It helped me because ____.

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 Create a visual display of student strategies on the anchor chart for them to reference throughout the
lesson.
Ask students to compare and contrast the strategies and clues students used to solve the problem.
Provide sentence frames for students to refer to. For example:
____'s strategy was ____ (the same/different) from my strategy because ____.
I noticed ____ solved the problem by ____ while I solved the problem by ____.
Next time, I will try ____.
Pass out sticky notes to eight students. Point to the blank spaces around the clock on the Telling Time
with Ricky Racer worksheet. Have students skip count orally and stop when they get to the blank space.
Ask a student with the sticky note to record the missing number and place it on the clock projected on
the whiteboard. Repeat this process until the clock is accurately filled in.

Group work time (12 minutes)

Put students in partnerships and pass out a copy of the Telling Time to Five Minutes worksheet to each
partnership and one of the sentence frame notecards.
Read through the directions on the worksheet and ask students to rephrase the directions to their
partner.
Write the following sentence frame on the board (the same sentence frame students have):
This clock shows ____ minutes after ____.
Complete the first four problems with the class, calling students to help you when appropriate.
Model filling in the sentence frame after each question. For example, for the first problem you would fill
in:
This clock shows 20 minutes after 12.
Record 12:20 on the worksheet.
Continue this process until you feel comfortable having students complete the remainder of the
worksheet with their partners.
Rotate around the classroom and assist students as needed.

Additional EL adaptations

Beginning

Provide students with small analog clocks to refer to throughout the lesson.
Give students a bilingual dictionary with important words/phrases in English and their home language
(L1).
Pair students with bilingual peers or sympathetic non-EL students when possible.
Instruct students to highlight the minute hand and hour hand in separate colors on the Telling Time to
Five Minutes worksheet.
Allow students to work in partnerships or a small, teacher-led group during the assessment.
Have students refer to their Vocabulary Cards as they fill out the Learning About Analog Clocks
worksheet.

Advanced

Encourage students to share their ideas without referring to the sentence stems/frames for support.
Challenge students to create a short paragraph on the back of their Learning About Analog Clocks
worksheet to detail the process of figuring out time using an analog clock.
Ask students to use sequencing words in their paragraph (first, next, then, finally).
Have students read their completed paragraphs aloud to the class and encourage other students to
discuss whether they agree/disagree with the student's process and justify their reasoning.

Assessment (5 minutes)

Pass out the Learning About Analog Clocks worksheet to each partnership.
Read through the directions and clarify any misconceptions as they come up.
Rotate around the classroom and guide students as they complete their worksheets, paying attention to
students who struggle to use the word bank to complete the paragraph frame as well as students who

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 need extra practice learning the tiered words from the lesson.

Review and closing (4 minutes)

Gather together in a circle and ask a few students to read their completed paragraphs aloud to the class.
Elaborate how skip counting can help us figure out time to the nearest five minutes.
Close by completing a quick whip-around-pass, asking students to complete the following sentence
frame:
Time is important because ____.

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Name: _______________________________ Date: ______________________

Learning About Analog Clocks

Directions: Use the words in the word bank and the picture to complete the
paragraph frame.

This is a picture of an ___________ ____________.

To figure out the __________, I look at the ______ ______ first.

The hour is ______. Next, I use _________ ___________ to

figure out the minutes. The _______ _______ shows _________.

The time is ____ : _____.

12
11 1
10 2
9 3
8 4
7 5
6

WORD BANK

skip- analog hour minute

time
counting clock hand hand

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Name Date

Telling Time with Ricky Racer: Five-Minute Intervals

A clock shows that there are 60 minutes in 1 hour. 12
11 1
Look at the hour hand and the minute hand to tell time.
10 2
Ricky’s race starts soon. What time is it now? 9 3
8 4
It is 10 minutes after 10 o’clock. 7 6 5
It is 10:10.

Directions: Count by 5’s. Write the numbers around the clock.

60 05
12
11 1 10
10 2
9 3
40 8 4
7 6 5
30
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 Time: Five-Minutes Intervals
Name Date

Write the time.

1112 1 1112 1 1112 1 1112 1

10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5

: : : :

1112 1 1112 1 1112 1 1112 1

10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5

: : : :

1112 1 1112 1 1112 1 1112 1

10 2 10 2 10 2 10 2
9 3 9 3 9 3 9 3
8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5

: : : :
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Vocabulary Cards
EL Support Lesson plan: Telling Time Using Skip Counting

analog clock digital clock

11 12 1
10 2
9 3
8 4
7 6 5

a clock that has moving a clock that shows

hands to show the time the time with numbers

hour hand minute hand

11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 4 8 4
7 6 5 7 6 5

the short hand on the the longer hand on the

clock that shows the hour clock that shows the minutes

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Vocabulary Cards
EL Support Lesson plan: Telling Time Using Skip Counting

skip counting time

5 “Two O’clock”

10
11 12 1
15 10 2
9 3
20
8 4
25 7 6 5
30

counting forwards or
a particular minute or
backwards by a number
hour as shown by a clock
other than one

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 Glossary for EL Support Lesson PLAN:
Telling Time Using Skip Counting

Word Definition Visual

11 12 1

analog clock a clock that has moving 9

10 2
3
hands to show the time 8
7 6 5
4

a clock that shows the

digital clock time with numbers

11 12 1
the short hand on the 10 2
hour hand clock that shows 9
8 4
3

the hour 7 6 5

11 12 1
the longer hand on the 10 2
minute hand clock that shows 9
8 4
3

the minutes 7 6 5

counting forwards or
10

skip counting
15
backwards by a number 20
other than one 25
30

“Two O’clock”

a particular minute or 11 12 1
time hour as shown by a clock 9
10 2
3
8 4
7 6 5

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 Teach Background Knowledge
Lesson Topic:
Choose a topic from the main content
lesson that will help ELs understand the
main content lesson. Your non-ELs will
already have knowledge about this topic.

Total Lesson Time:

(20 - 30 minutes)

Student-Facing Language
Objective:
Example: I can learn new vocabulary
using pictures and sentence frames.

Student ELP Level(s):

Consider each student’s ELP level and
their academic strengths when choosing
scaffolds for the lesson.

Groupings (pairs, small-groups, a teacher-led group)

Potential Scaffolds:
Choose some of these material supports
and instructional scaffolds based on each
EL’s individual strengths and needs.
Word banks, word wall, and bilingual glossaries
Sentence frames, sentence stems, and paragraph frames
Home language materials
Reduced linguistic load, repetition, rephrasing and modeling
Practice new academic skills with familiar topics

Materials & Resources List

List the materials you’ll use in the lesson.

Key Vocabulary Words (5-8 words)

List the words with student-friendly
definitions in English. Provide
definitions in student’s home language
when appropriate.

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Introduction
Access EL’s prior knowledge about the
lesson topic with a brief comprehension
check.

Potential activities:
Creating captions for images
Opinionnaires
Carousel brainstorming
Conversations with sentence starters
Time estimate for Introduction
(3 - 5 minutes)

Explicit Instruction of
Background Knowledge
Model a learning activity that embeds
the teaching of academic language and
background knowledge.

Potential activities:
Lunch brunch discussion
Teacher-created, adjusted text and
questions
Brief videos or visuals
Text-based instruction
Home-language connections
Pre-teach a small number of
vocabulary words
Show real-world objects
Complete word family or bilingual
glossaries
Word walls or word bank creation

Time Estimate for Explicit Instruction

(4 - 6 minutes)

Guided Practice
Provide an opportunity for students (in
pairs or small groups) to practice the skill
or information taught during Explicit
Instruction, offering appropriate
scaffolds as needed.

Time Estimate for Guided Practice

(5 - 7 minutes)

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 Formative Assessment
Ask students to show comprehension of
new background knowledge and
associated skills through an oral or
written task. Provide appropriate
scaffolds dependent on their ELP level.

Potential assessments:
Act out concepts
Hands on tasks
Drawings, models, or graphs
Graphic organizer completion
Captions of images
Reading response or content
area logs
Retellings
Role plays
Audio or video recordings
Oral interviews

Time estimate for Assessment

(5 - 7 minutes)

Review and Closing

Refer to the student objective and relate
information to future lessons. Allow
students to share thoughts about
whether they reached their objective
and/or mention lingering questions.
Provide sentence stems or frames for their
discussion.

Time estimate for Review and Closing

(3 - 5 minutes)

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 Write Student-Facing Language Objectives
A student-facing language objective: A teacher-facing language objective:
begins with “I can...” begins with “Students will be able to...”
is designed to raise students' self-awareness of and is designed to raise students' self-awareness of and
promote their language development. promote their language development.
incorporates a language function, grammar structure, and incorporates a language function, grammar structure, and
supports or scaffolds. supports or scaffolds.
is easy to understand for students at all levels of is intended to guide the teacher’s lesson planning
English proficiency. and instruction.

Steps to convert a teacher-facing objective to a student-facing objective:

1. Replace “Students will be able to” with “I can.”
2. Simplify challenging words but maintain key vocabulary words you’ll address in the lesson.

Students will be able to describe a character with adjectives using graphic organizers.
Language Grammar Support/
Function Structure Scaffold

I can talk about a character with adjectives using graphic organizers.

Language Grammar Support/
Function Structure Scaffold

Language Functions Grammar Structures Supports/Scaffolds

locate create identify nouns adverbs graphic organizers sentence starters

show describe infer modals academic vocabulary teacher modeling strategic grouping
sort ask questions interpret verb forms adjectives word banks/walls home language supports
tell brainstorm collect conjunctions phrases
contrast classify compare sentence structure prepositions
pronouns complex sentences
comparatives

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games, lessons
© 2018 & more
Education.com LLC Allat education.com/resources
Rights Reserved
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