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# Lesson Plan

## Time - Digital Clocks and Times

### LEARNING TARGET

• 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.

### 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.

### DURATION

• Introduction (5 minutes)
• Instruction (15 minutes)
• Guided Practice (15 minutes)
• Misconception Review (5 minutes)
• Independent Practice (15 minutes)
• Exit Card Formative Assessment (5 minutes)

### MATERIALS

• Whiteboard and markers
• Printed worksheets with written times and digital clock images
• Manipulatives (optional)
• Interactive clock app or website (optional)

### VOCABULARY

• Digital clock
• Hour
• Minute
• Time
• Whole hour
• Half hour

### TEACHING RESOURCES

Digital Clocks and Times math center for First (1) grade.

• 1 student response worksheet

Use:

• Single-student or great for a thinking pair activity

Storage:

• 4x6 design makes for perfect photo box storage

IEP GOAL WORKBOOKS

No Goals Available

WORKSHEET PACKS

Included printable worksheets

• Guided Practice
• Independent Practice
• Homework
• Exit Ticket I
• Exit Ticket II
• Progress Monitoring I
• Progress Monitoring II
• Assessment

5 AND 1 INTERVENTIONS

No Interventions Available

### GAMES

No Games Available

### ACTIVITIES

No Activities Available

### INTRODUCTION

The teacher will introduce the lesson by asking students if they know how to read a written time in standard notation. The teacher will briefly review the components of a digital clock image. Then, the teacher will display a written time on the board and ask students what time it represents.

### INSTRUCTION

The teacher will explain that written times show the same information as digital clocks but in a different format. The teacher will demonstrate how to read a written time by identifying the hour digit(s) followed by the colon and minute digit(s). The teacher will then provide examples of digital clock images and ask students to identify the matching written time.

### GUIDED PRACTICE

The teacher will distribute printed worksheets with written times and digital clock images. 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 written times in standard notation to digital clock images within whole and half hours.

### HOMEWORK

Students may be assigned homework that involves practicing telling time using both standard notation and digital clocks 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 toward meeting lesson objectives.

### ASSESSMENT

• 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 using both standard notation and digital clocks.

### EXTENSION

For students who have mastered matching written times to digital clock images within whole and half hours, consider extending their learning by:

• Introducing quarter hours
• Practicing telling time on analog clocks
• Exploring real-life scenarios where time is important, such as scheduling events or calculating elapsed time

### INTERVENTION

For students who need additional support in matching written times to digital clock images within whole and half hours, consider:

• Providing extra practice opportunities during independent work time
• Using manipulatives or interactive tools to demonstrate concepts visually
• Offering one-on-one or small group instruction during guided practice or independent work time

### VIDEOS

No Video Available

### TEACHING TIPS

To support students with special needs, consider using visual aids such as manipulatives or interactive clock apps/websites to reinforce concepts of time. Additionally, provide extra practice opportunities and allow for repeated exposure to the material.

### STUDENT MISCONCEPTIONS

Common misconceptions when matching written times to digital clock images include:

• Confusing hour digits with minute digits: Students may not understand that the larger digits represent the hour and the smaller digits represent the minutes. To address this, remind students to look for the colon between the hour and minute digits.
• Misreading half hours: Students may struggle to understand how a half-hour is represented on a digital clock. Emphasize that half-hours are represented by the digit "30" in the minute place.
• Difficulty with AM/PM: Students may struggle with understanding AM/PM notation. To address this, provide real-world examples of activities that take place during each part of the day (e.g., morning routines vs. evening routines).

### STANDARD

##### Common Core Standard:

1.MD.B.3 - Tell and write time in hours and half-hours using analog and digital clocks.

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