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Math Lesson Plan

This lesson plan teaches students to tell and write time to the hour and half hour using analog and digital clocks. It begins with a review of clock parts and telling time to the hour. Students then complete matching and scheduling activities in small groups to practice reading and comparing analog and digital times. Formative assessments are conducted during the activities through questioning and time writing. Differentiation strategies are provided. Student understanding was demonstrated through accurate clock use and timekeeping. The teacher plans to further develop the abstract concept of measuring time durations.

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407 views6 pages

Math Lesson Plan

This lesson plan teaches students to tell and write time to the hour and half hour using analog and digital clocks. It begins with a review of clock parts and telling time to the hour. Students then complete matching and scheduling activities in small groups to practice reading and comparing analog and digital times. Formative assessments are conducted during the activities through questioning and time writing. Differentiation strategies are provided. Student understanding was demonstrated through accurate clock use and timekeeping. The teacher plans to further develop the abstract concept of measuring time durations.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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You are on page 1/ 6

Courtney Miller

ED 749
Teaching Mathematics
February 2016
Math Lesson Plan
Standard: 1.MD.3 : Tell and write time in hours and half-hours using
analog and digital clocks.
Objectives: Students will tell and write time to the hour and half hour
using digital and analog clocks. Students will have a general idea of
how long something takes measured in time.
Materials:

Digital and analog clocks


Match up time game cards
I havewho has cards
Daily schedule made up for the 3 groups

Before Phase: Review with students the parts of the clock; minute
and hour hand, what the numbers represent (count by 5s), and how to
tell time by the hour. Discuss different types of clocks (digital and
analog).

Lets identify the different ways that we can see and write time
on clocks?

Pose the problem: Have an analog clock set to 5:00 and draw a
rectangle on the board to represent a digital clock and write 5:00
inside. These are both ways to show time on a clock.

What time does each clock say?


Compare and contract how the 2 clocks show the time?

Go through a few examples of showing the time on an analog clock and


having the students write their answers on a dry erase board to check.
Put the questions in problem solving story form for students to grab
out the measurement of time.
Compare and contrast with the students the analog and digital clock
such as how to tell the hour and minute numbers apart.

Consider why the colon is important on the digital clock?


Explain why it is important that the minute and hour hands look

different?
How do we know when an hour has past?

Students will also need to have the ability to understand how much
time an hour is. For example: how long do specials last? How long does
lunch last? How do you know how much time has passed? Discuss with
the students the daily schedule and have them brainstorm how long
they think each activity lasts measured in time.
During Phase: The during phase will include a few different activities
for the students to complete in both small and whole group.
Activity: Match Up Time Game students will work in small pre made
groups depending on academic level. The groups will have cards with
time written on one card like 10:00 and then either a digital or analog
clock (depending on the group) representing the same time. Students
will take turns finding matches. I will move around the room to check
for understanding and probe thinking.

Explain to your classmates how you can identify what the time

is?
Explain strategies you can use to help your classmates tell time?
Summarize what you are doing to figure out what time it is?
How do you know if your classmate is right?
What is longer, an hour or half hour?

Activity: Pair students into partners and have them lay out the daily
schedule. Then have them organize it into hour and half hour long
activities measured in time. For example the daily schedule might be:
Morning work
Math
Lunch
Specials
So then the students would categorize the activities into two groups
measured in time: 1 hour and a half hour.
Differentiation in this activity could include

Intervention: The times could be included in the daily schedule


such as Morning work 8:00 to 8:30 and then the students would

organize them into 2 groups, hour and half hour.


On level: Students would put daily schedule into 2 groups which

would be the hour and half hour.


Advanced: the students that fall into this group could go further
in the measurement of time by organizing the daily schedule into
15 minutes, half hour, and hour groups.

After phase:

How did everyone do? Lets share our schedule (have student

thumb up or thumb down on your perspective)


I am thinking of a time to the hour. Its after 1:00 and before

3:00. What time am I thinking of?


What information did you use to figure out the measurement of

time?
Lets consider why it is important we can tell time?
Decide with your table why time is important?
Consider the different ways we use time?

Describe how do you know the difference between a minute and


an hour? Or an hour and a half hour?

Assessment: During the two activities I would be moving around the


room and taking in several formative assessments. I could move
students around if necessary and pose questions to further their
thinking.
Another form of formative assessment is when I have the students
write the time on their dry erase boards and show me the answer. I can
also have the students turn in their group work that they did with the
daily schedule.
Differentiate:
Special needs: If the student is struggling telling the difference
between the hour and minute hand I will use a clock with
different colored hands to help them visually see the difference.
If the student is struggling with concept of time and not the skill
of maybe having them look at the clock before starting an
activity and then after and telling you the time that had lapse. Or
saying this activity will last 30 minutes, when will it be done?
Below level: Using the digital clock first to show how time is
represented until they understand the concept and then moving
to the analog. I could also color code the analog clock to visually
represent the difference between the two hands.
Advanced: I could have them help me with setting up the daily
schedule by drawing the time out on clocks. Also, writing stories
that include measurement of time or keep track of how long an
activity takes.
Reflection: How did students demonstrate their understanding of key
mathematical concepts presented in this lesson?

Students demonstrated their understanding of using the


appropriate tools such as using the clocks the correct way when given
a specific time. Students were able to work together to attend to
precision to give and check each other on specific times. Several times
throughout the lesson students modeled the measurement of time with
both digital and an analog clock. Students also speculated what the
meaning of time was and how much time activities might take. I do
believe I need to work on my activities to ensure that they are more
student lead. I felt like the activities I choose do not leave enough room
for students abstract thinking.
How did the three-part lesson structure support student learning?
The three-part lesson really helped me ask effective questions
and took away a lot of the teacher instruction. In turn this supports
student learning as it activates their independent thinking and
challenges them to think critically. The three-part lesson also helps me
ensure that all the different skills are taught, worked on, thought
about, and discussed about.
What will your next steps be to further develop the key concepts of this
lesson?
I would like to take this lesson a day further and really focus on
the abstract part of telling time. Its important for the students to have
an understanding of the lapse of time that activities cause and have an
understanding of the meaning when someone says something will take
an hour or be 10 minutes long. I could do this by posing effective
questions that encourage students to think deeply and wonder about
the complexity and simplicity of the measurement we call time.
How will you incorporate problem solving and the three-part lesson into
your classroom program?

The majority of people learn better/remember when they have to


figure it out themselves. Thinking back on my academic journey it was
the hands on projects and the teachers that made me think that I
remember enjoying the most and I want that same feeling for my
future students. I would incorporate problem solving but approaching
each new skill with posing a problem for the students to investigate. I
will work on improving my asking effective questions skill that will lead
students to think critically. The three-part problem helps me focus on
one step of the plan at time and helps organize the activities and
expectations into smaller manageable parts. Having the lesson
planned out in 3 different stages gives me (the teacher) time to
informally access students understand and adapt as needed as the
lesson progresses. I will definitely utilize the 3-stage lesson plan in my
future endeavors.

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