REGULAR LESSON

Topic: Telling Time

Class: Math
Level: 2nd Grade
Date: 2/12/2015
Conceptual Framework: How are
measurement and counting related?

DIFFERENTIATED LESSON
Topic: Telling Time
Disability: Specific Learning Disability
Reading level: 18
Date: X
Conceptual Framework: How are
measurement and counting related?

Standards for this Lesson:

CCSS.MATH.CONTENT.2.MD.C.7: Tell
and write time from analog and digital
clocks to the nearest five minutes, using
a.m. and p.m.

Standards for this Lesson:

CCSS.MATH.CONTENT.2.MD.C.7: Tell
and write time from analog and digital
clocks to the nearest five minutes, using
a.m. and p.m.

Knowledge/Understandings:
- Students will know that analog clocks
have a shorter hour hand and a longer
minute hand.
- Students will know that the hour hand
points to the number that corresponds to
what hour it is.
- Students will understand that the minute
hand points to the number that corresponds
with a minute value that is five times that
number.
- Students will know that digital clocks
read from left to right, with the hour
displaying before the colon and the
minutes displaying after the colon.

Knowledge/Understandings:
- Students will know that analog clocks
have a shorter hour hand and a longer
minute hand.
- Students will know that the hour hand
points to the number that corresponds to
what hour it is.
- Students will understand that the minute
hand points to the number that corresponds
with a minute value that is five times that
number.

REFLECTION
X
X
I think its important that the conceptual
framework of the lesson is not changed in
the differentiated lesson so that at the end
of the day, all students are being taught the
same essential concept.
The same basic standard applies for both
the original and differentiated version of
the lesson; however, the differentiated
lesson will focus only on telling analog
time, so that SPED students like Pepe will
have the content presented to them in
smaller, more manageable chunks.
The understanding that deals with reading
digital clocks has been left off to better
divide up the material into manageable
chunks.

Skills:
- Students will be able to identify the
correct time on an analog or digital clock
to the nearest five minutes.

Skills:
- Students will be able to identify the
correct time on an analog clock to the
nearest five minutes.

Assessment:
- Were students able to identify the correct
time on an analog or digital clock to the
nearest five minutes?

Assessment:
- Were students able to identify the correct
time on an analog clock to the nearest five
minutes?

Materials:
Large moveable analog clock
Blank sheet of analog/digital clocks
Computer
http://www.visnos.com/demos/clock

Materials:
Large moveable analog clock
Blank sheet of analog clocks
Computer
http://www.visnos.com/demos/clock

Hook:
- Boys and girls, today we are going to
learn how to tell time.
- First, lets review how to count by
fives.
- Teacher will lead students in orally
counting by fives, stopping at 60.

Hook:
- Boys and girls, today we are going to
learn how to tell time.
- First, lets review how to count by
fives.
- Teacher will lead students in orally
counting by fives, stopping at 60.
- While counting, teacher will write the
numbers spoken aloud on the board in
marker.

Again, the differentiated lesson only

tackles reading analog clocks, and so the
skill does not include reading digital time.

By writing the numbers on the board while

speaking them aloud, the teacher will be
using visual cues to support verbal
language, as well as presenting the
information in multiple modalities to
accommodate students like Pepe.

Activities:
- Teacher will point out the minute hand
and the hour hand on the large analog
clock and demonstrate how to figure out
what hour it is.
- Teacher will then move the hour hand to
different numbers on the clock and ask
class to call out what hour the clock
displays.
- Teacher will then move the minute hand
to different numbers on the clock and ask
class to call out what minutes the clock
displays.
- Teacher will model how to read a digital
clock.
- Teacher will have students practice
reading digital clocks by calling out the
time displayed on a number of digital
clocks shown over the projector.
-Teacher will send students to computers
to go on website listed above.
-Teacher will call out a time. Students will
drag the hands on the websites analog
clock to display the correct time. Student
will copy time onto a blank analog clock.
- Teacher will call out an hour/minute hand
position. Students will drag the hands to
the correct locations and copy the
websites digital clocks time onto a blank
digital clock.

Activities:
- Teacher will explain that analog clocks
are clocks that are round and tell time
using two hands that spin around the clock
face.
- Teacher will point out the hour hand on
the large analog clock and demonstrate
how to figure out what hour it is.
- Teacher will then move the hour hand to
different numbers on the clock and ask
class to call out what hour the clock
displays.
- Teacher will point out the minute hand on
the large analog clock and demonstrate
how to figure out what minute it is.
- Teacher will then move the minute hand
to different numbers on the clock and ask
class to call out what minutes the clock
displays.
- Teacher will model how to put the hour
and minutes together to figure out what
time it is.
- Teacher will then move both hands to
different numbers on the clock and ask
class to call out what time the clock
displays.
-Teacher will send students to computers
to go on website listed above.
-Teacher will call out a time. Students will
drag the hands on the websites clock to
display the correct time. Teacher will
check for correctness. Student will copy
time onto a blank analog clock.

- The extra explanation of analog is needed

in the differentiation to provide extra
support to Pepe in learning content
vocabulary.
- Breaking down the time telling process
into smaller steps allows students with
speech processing disabilities to have more
time to process the information.
- Having the class call out the
hour/minutes/time on the clock allows the
teacher to check for student
comprehension, which is vital to Pepes
IEP accommodations
- Using the website helps incorporate
multiple modalities into the lesson. It
allows the students to make the hands
move, giving them a physical learning
experience.
- Having the teacher check for correctness
after the students display the time on the
website clock allows the teacher to make
sure students comprehend the lesson.

Groupings:
N/A

Groupings:
N/A

Wrap-up:
Boys and girls, what did we learn today
about telling time?
How does knowing how to count by fives
help us tell time?

Wrap-up:
Boys and girls, what did we learn today
about telling time?
How does knowing how to count by fives
help us tell time?

Sponge activity:
Math Daily 5 Activities

Sponge activity:
Math Daily 5 Activities

Pepe works best independently, when he

can focus on the information at hand
without distraction.
At the end of the day, all students should
have learned adequate information to be
able to answer these two questions.

This is the typical sponge activity in my

classroom and allows students the freedom
to pick whatever activity they are
comfortable with at the moment.