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Lesson Plan
Time - Telling Time Whole and Half Hours - Writing
Second (2) - Math
LEARNING TARGET
- Students will be able to read and interpret times on analog and digital clocks.
- Students will be able to write the corresponding time when given a clock display.
- Students will be able to match clock displays to the correct time.
LEARNING PROGRESSION
PREREQUISITE 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.
EXTENSION SKILL
- Students will be able to identify elapsed time in hours and minutes.
- Students will be able to solve elapsed time word problems using subtraction.
- Students will be able to explain their thought process when solving elapsed time word problems.
DURATION
- 45 minutes
MATERIALS
- Analog and digital clock displays (either physical or on a smartboard/screen)
- Clock face templates with movable hands (for hands-on practice)
- Worksheets with clock faces (for independent practice)
- Worksheets with digital time displays (for independent practice)
- Pencils and erasers
VOCABULARY
- Analog clock
- Digital clock
- Hour hand
- Minute hand
TEACHING RESOURCES
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 data tracking sheet (Perfect for progress reporting and IEP meetings)
- Teacher answer keys
5 AND 1 INTERVENTIONS
No Interventions Available
LESSON INSTRUCTION
INTRODUCTION
- Introduce the concept of time by briefly discussing the importance of knowing how to read clocks.
- Show examples of analog and digital clocks, pointing out the differences between the two.
INSTRUCTION
- Demonstrate how to read the hour hand on an analog clock and explain that it represents the hour.
- Demonstrate how to read the minute hand on an analog clock and explain that it represents the minutes.
- Show examples of different times on an analog clock, such as 3:00, 3:30, etc.
- Demonstrate how to read a digital clock and explain that the first number represents the hour, and the second number after the colon represents the minutes.
- Show examples of different times on a digital clock, such as 3:00, 3:30, etc.
GUIDED PRACTICE
- Pass out clock face templates with movable hands.
- Ask students to set their clocks to various times as you say them out loud (e.g., "Set your clock to 3:00").
- Once students have set their clocks, have them write the corresponding time on a sheet of paper.
- Repeat this process for different times, providing guidance and support as needed.
INDEPENDENT PRACTICE
- Distribute a practice sheet with different times shown on both analog and digital clocks.
- Have the students write the correct time for each clock.
- Circulate around the room to provide individual support and guidance as needed.
HOMEWORK
- Assign students to tell time on various clocks around their home and record it in their journal.
- Encourage them to use both analog and digital clocks to reinforce their learning.
EXIT TICKET
- To assess students' understanding of telling time, provide each student with an exit card that contains several times on both analog and digital clocks.
- Instruct students to write the correct time for each clock and distinguish between AM and PM when necessary.
- Collect the exit cards to quickly assess students' understanding of the concept and identify any areas that may require further instruction or support.
ASSESSMENT
- To assess students' understanding of telling time, provide each student with an assessment sheet that contains several times on both analog and digital clocks.
- Instruct students to write the correct time for each clock and distinguish between AM and PM when necessary.
- Collect the assessment sheets to evaluate students' understanding of the concept and identify any areas that may require further instruction or support.
CLOSURE
- Review the main concepts covered in the lesson, emphasizing the importance of being able to read and write time in both analog and digital formats.
- Encourage students to share their thoughts about the lesson and any challenges they faced.
EXTENSION
- Provide students with more complex times to read and write (e.g., 3:45, 6:15, etc.).
- Have students create their own clock displays and exchange them with a partner to solve.
- Introduce the concept of elapsed time and have students practice finding the difference between two times.
INTERVENTION
- For students who struggle with fine motor skills or have difficulty manipulating the clock hands, provide them with larger or easier-to-grasp manipulatives.
- For students needing extra support, provide additional practice problems and one-on-one guidance during independent practice.
- For students who need additional reinforcement, please provide them with visual aids, such as posters or anchor charts, that illustrate the process of reading and writing time on analog and digital clocks.
- Utilize technology, such as interactive online clocks, to help students practice reading and writing time in an engaging and accessible format.
VIDEOS
No Video Available
TEACHING TIPS
- Use real-life examples of analog and digital clocks to make the lesson more relatable and engaging.
- Utilize interactive activities, such as online games or apps, to reinforce the concepts in a fun and engaging way.
- Encourage students to practice telling time at home with their own clocks or devices to solidify their understanding.
STUDENT MISCONCEPTIONS
- Students may confuse the hour and minute hands on an analog clock, leading to incorrect time readings.
- Some students may struggle with the concept of a 12-hour cycle on analog clocks, believing that the numbers go beyond 12.
- Students might not understand the significance of the colon in digital time, leading to confusion when reading and writing time.
STANDARD
Common Core Standard:
2.MD.C.7 - Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
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