Lesson Plan
Time - Digital Clocks and Time Matching
First (1) - Math
LEARNING TARGET
LEARNING PROGRESSION
PREREQUISITE SKILL
- Students will be able to match written times in standard notation to digital clock images within whole and half hours.
- Students will be able to read and write time in standard notation.
EXTENSION SKILL
- Students will be able to match analog clock images with written times in standard notation within whole and half hours.
- Students will be able to read and write time in standard notation.
DURATION
MATERIALS
- Whiteboard and markers
- Printed worksheets with digital clocks and written times
- Manipulatives (optional)
- Interactive clock app or website (optional)
VOCABULARY
- Digital clock
- Analog clock
- Hour hand
- Minute hand
- Whole hour
- Half hour
- Standard notation
TEACHING RESOURCES
CENTERS & TASK CARDS
Digital Clocks and Time Matching math center for First (1) grade.
Includes: Printable digital download
- 12 problem task cards
- 1 student response worksheet
- 1 answer key
Use:
- Single-student or great for a thinking pair activity
Storage:
- 4x6 design makes for perfect photo box storage
IEP GOAL WORKBOOKS
What is a Math IEP Objective Workbook?
- 40 daily fluency assignments
- 8 student self-monitoring progress sheets with weekly goal setting
- 2 baseline assessments
- 8 formative assessments
- 1 present level of performance self-graphing data tracking sheet (Perfect for
progress reporting and IEP meeting) - Teacher answer keys
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
Games can be used as a reward, as an introduction to a concept, or for independent practice.
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
The teacher will introduce the lesson by asking students if they know how to tell time on a digital clock. The teacher will briefly explain the difference between analog and digital clocks. Then, the teacher will display a digital clock image on the board and ask students what time it shows.
INSTRUCTION
The teacher will explain that digital clocks show the same information as analog clocks, but in a different format. The teacher will demonstrate how to read a digital clock image by identifying the hour digit(s) followed by the minute digit(s). The teacher will then provide examples of written times in standard notation (e.g. 2:30) and ask students to identify the matching digital clock image.
GUIDED PRACTICE
The teacher will distribute printed worksheets with digital clocks and written times. The teacher will guide students through matching each written time with its corresponding digital clock image. If needed, manipulatives or an interactive clock app/website can be used for additional support.
INDEPENDENT PRACTICE
Students will work independently on additional worksheets or online activities that reinforce their ability to match digital clock images to written times within whole and half hours.
HOMEWORK
Students may be assigned homework that involves practicing telling time on a digital or analog clock at home. This could include setting alarms or timers throughout their day based on specific times.
EXIT TICKET
Students will complete an exit card that requires them to match several written times with their corresponding digital clock images. This formative assessment helps the teacher gauge student progress towards meeting lesson objectives.
FORMATIVE
Progress Check is after an exit ticket and an additional misconception review. This is a formative assessment to inform teaching for future lesson cycles.
SUMMATIVE
- Exit Card Formative Assessment
- Progress Monitoring Formative Assessment
- Summative Assessment 10 question worksheet 8/10 for mastery
CLOSURE
The lesson concludes with a brief review of key concepts covered during class, including vocabulary terms related to telling time on a digital clock.
EXTENSION
INTERVENTION
VIDEOS
No Video Available
TEACHING TIPS
To help students who may struggle with reading digital clocks, consider using a manipulative such as a toy clock or a paper plate clock with movable hands. This can provide a tactile and visual representation of time.
STUDENT MISCONCEPTIONS
Common misconceptions when telling time on digital clocks include:
- Confusing AM/PM: Students may not understand that the 12-hour clock system differentiates between morning (AM) and evening (PM). To address this, reinforce the concept of "before noon" and "afternoon/evening" when discussing time.
- Reading hour digits incorrectly: Students may confuse the hour digit(s) on a digital clock with the minute digit(s). Remind students to look for the larger digits first to determine the hour.
- Misreading half hours: Students may not understand that half hours are indicated by the ":30" on a digital clock. Emphasize this concept through examples and practice activities.
STANDARD
Common Core Standard:
1.MD.B.3 - Tell and write time in hours and half-hours using analog and digital clocks.