Contextual Factors

Name: Alexis Panepinto

Grade Level
2nd  3rd 4th 5th 6th
Learning Goal(s)
List the applicable SC State Curriculum information the lesson will address. Bold sections as needed.
 Math: Mathematical Process Standard(s), Key Concept, Standard
SC Standard: 3.MDA.1 Use analog and digital clocks to determine and record time to the nearest minute,
using a.m. and p.m.; measure time intervals in minutes; and solve problems involving addition and
subtraction of time intervals within 60 minutes

Mathematical Process: Make sense of problems and persevere in solving them.

Key Concept: Time

Learning Objective
As a result of this lesson, what will students be able to do?
-Students will be able to identify time using digital and analog clocks.
-Students will be able to connect telling time to their everyday life.
-Students will be able to create a problem of their own involving time using a.m./p.m. and an analog and
digital clock.

Explain how this learning objective: builds on prior student knowledge; is relevant to students’ lives;
integrates other disciplines; and reflects the big ideas or structure of the main discipline.
This learning objective builds on student knowledge because in second grade, students learned and used
analog and digital clocks to tell and record time to the nearest five-minute interval using a.m. and p.m.
Learning to tell time is relevant to students lives because they use a time schedule to move from one
subject to another in school, get up in the morning, go to bed at night, and when arriving at places. Time is
also used for finding out the duration of an event or how long it takes to get somewhere. Both analog and
digital clocks are present in school and in the real world, so students need to learn how to read both of
them. The main idea of the learning objectives and lesson is to engage students with a critical piece of
math using everyday examples and manipulatives to teach students about telling time.

Planning for Assessment

Addressing Students’ Misconceptions
Anticipate students’ misconceptions, identify the accurate conception and provide a student-center
instructional strategy that will assist students in adjusting their thinking.
Misconception Accurate Conception Student-centered Instructional
Strategy
Students have confused the hour The hour hand is the smaller Students will use draw pictures or
and minute hands. arrow and the minute hand is create a hands-on clock to see the
the bigger arrow. difference between the hour and
minute hand.

Students count by 1s when telling When counting on a clock, we Students will be provided with
time. start at the one and count by clocks that require students to tell
5s. time, counting by 5s.

Students will see the difference in

 Students make the distinction that The day is split up into two 24 hours in a day by creating their
the day keeps going after 12 with 12-hour chunks own word problems on day and
13, 14, 15, etc. (however, we are not night.
in military time)

Measuring and Defining Criteria for Students’ Learning

Explain how you will assess students’ learning throughout the lesson.
To assess the mastery and capability of students being able to tell time, solve the difference of addition of
time intervals, and the ability to use analog and digital clocks, I will be walking around and taking
anecdotal notes on students understanding of time based on their communication with peers and classwork
that will be completed in class.

Explain how you will assess students’ learning after instruction.

To assess student learning after instruction, students will be given a performance task that allows them to
create their own time word problem. They must draw both an analog and digital clock for their word
problem and write a number sentence to show the addition/subtraction of time intervals. The unit must also
be included (a.m. and p.m.)

Explain how the assessment results will be used to inform future instruction.
The assessment results will be used to inform future instruction through the correct implementation of the
time word problem as it relates to the real world. Students will be graded on how accurate their problem
drawing of the clocks, and number sentence are. I will use the results to adjust instruction for the next day
as well as reviewing the missed concepts from the performance task. Students will be assessed both
individually and if 70% of the class understand the content, then we will be good to move onto the topic.
Students can also be placed in small groups based on their mastery of the content. I will also communicate
grades to parents through PowerSchool so that student performance can be tracked digitally.

Planning for Differentiation

Students’ Interests and Cultural Heritage
Describe how you will incorporate students’ interests and cultural heritage.
I will use the student’s names when providing examples on time as well as their cultural heritage. For
example, I will explain to students that the world does not run on the same time schedule. Countries and
states have different time zones and can be hours behind another. For example, California is 3 hours
behind the state of South Carolina. Italy is six hours ahead of South Carolina. I can also use the ethnicities
of students to provide examples on how time is not the same in the world and how one part of the country
it could be a.m. and another part could be p.m.

Accommodating, Modifying and Supporting Students’ Instructional and Assessment Needs

Identify the accommodations, modifications and supports used for students in your classroom and explain the
instructional and assessment adaptations that you will make for this lesson.

Learners with an Individualized Education Program (IEP) or a 504 Plan

Students with an IEP or 504 Plan will be placed in a small group with the teacher and will have all
directions read aloud to them and will complete the stations with the teacher. I will also have premade
Judy Clocks available for students to work with.
 English Language Learners (ELL)
Each table group receives a translation card that has keywords from the lesson translated into native
language and has a visual representation of it. (attached to this document)

Gifted and Talented (GT) Learners

Students will be required to draw and write at least two more examples of an analog clock during station 2,
Draw the Time.

Learners Receiving Tiered Services

Students will be provided with tiered instruction during the beginning stage when students are creating
their own clocks. Tiered instruction is broken down into novice, apprentice, and practitioner. (attached to
this document)

Grouping Students
Describe the instructional grouping arrangements and group composition that will be used in this lesson.
I will assign a pre-test the day before this lesson in order to effectively group students by what they know
and do not know. When forming groups, I will place one gifted and talented students in a mixed group of
regular students or just form a group of gifted and talented students. Students can also be placed with
students who got the same score as them to ensure that differentiation will be provided based on what they
need help with.

Explain how your grouping will maximize student understanding and learning efficiency.
My grouping will maximize student understanding and learning efficiency because when regular students
are grouped with a gifted and talented student, they observe the effort and time on task that gifted students
exhibit. They also gain the connections that gifted and talented students make. The gifted students would
gain the development of interpersonal skills by framing their math concepts into formal expressions to then
be able to communicate with others. Overall, both types of students will learn from each other and can
explain different concepts in different ways.

Materials
List all materials and resources you and the students will use. Attach copies and/or embed pictures as needed.
-Pre-test https://quizizz.com/admin/quiz/58bf553837e63813188e9acc/telling-time
-PowerPoint Agenda Slide (attached to this document)
-K5 Telling Time Worksheet (attached to this document)
https://www.k5learning.com/worksheets/math/grade-3-telling-time-5-minute-intervals-a.pdf
-The picture book, It’s All About Time https://www.youtube.com/watch?v=yQMBSJhUCAs
-Build your Own Clock Template 1 sheet, pushpins, scissors, and glue (attached to this document)
-Draw the Time Activity Station #1 (attached to this document)
-Time Station #2 (attached to this document)
-Word Problems with Time Station #3 (attached to this document)
-Notebook paper
-Interactive telling time activity https://www.abcya.com/games/telling_time
-Checklist for performance task (attached to this document)
-ELL Translation Card (attached to this document)
-Tiered Instruction Modification Sheet (attached to this document)
-Performance Task assessment (attached to this document)
-Writing/coloring utensils
Provide information about the technology used in the lesson. Explain how this technology will enhance
student learning and thinking. Include links as applicable. Please note that students should be using the
technology in meaningful ways, not just the teacher.
Students will use their iPads to complete an interactive telling time activity. This activity uses both digital
and analog clocks and uses levels so that students can advance to higher order problems involving time.
There are four levels in this interactive. This technology will enhance student learning and thinking
because it will allow students to practice with telling time as well as connecting time that is displayed on
computer, iPads, or other electronic devices. Technology will also be used to trace student data and grades
which will be displayed on PowerSchool. A PowerPoint slide of the agenda of the lesson will also be
displayed on the board using a computer and smartboard.

Using APA style, cite the references used in the development of your lesson plan and materials. Discuss how
you modified materials obtained for outside sources (not created by you) to meet your students' needs and
interests as learners and the demands of the state standards. 
-Pre-test:
Telling Time - Quiz. (n.d.). Retrieved from
https://quizizz.com/admin/quiz/58bf553837e63813188e9acc/telling-time

-K5 Telling Time Worksheet:

Telling time (5 minutes). (n.d.). Retrieved from https://www.k5learning.com/free-math-worksheets/third-
grade-3/telling-time/telling-time-5-minute-intervals

-The picture book, It’s All About Time:

KidTimeStoryTime. (2018, December 29). It's About Time ~ STEM Kids Books Read Aloud.
YouTube. https://www.youtube.com/watch?v=yQMBSJhUCAs

-Build your Own Clock Template 1 sheet:

Make Your Own Clock- Free Templates. (n.d.). Retrieved from
https://www.teacherspayteachers.com/Product/Make-Your-Own-Clock-Free-Templates-4281955

-Draw the Time Activity Station # 1

Drawing the Time on a Clock. (n.d.). Retrieved from
https://www.teacherspayteachers.com/Product/Drawing-the-Time-on-a-Clock-1098308

-Time Station #2
Time Stations Rotation Game. (n.d.). Retrieved from https://www.teacherspayteachers.com/Product/Time-
Stations-Rotation-Game-222656

-Word Problems with Time Station #3:

Time Intervals: Word Problems. (2011, February 15). Retrieved from
https://www.helpingwithmath.com/printables/worksheets/word_problems/4md2time_problems01.h
tm

-Interactive telling time activity:

Learn to Tell Time. (n.d.). Retrieved from https://www.abcya.com/games/telling_time

The modified materials that were obtained from outside sources will help to meet my students needs and
 interest as learners because this group of students learns best through visuals and hands on learning. These
materials will help my students to succeed and mater the content. They also meet the demands of the state
standards because these standards correlate and match with the standard in this lesson which is SC
Standard 3.MDA.1.

Instructional Procedures
Classroom Management
Describe your management plan.
My management plan will consist of praise and nonverbal communication, tangibles, and privileges for
students who display good behavior as a way of reinforcing positive behavior. When students exhibit good
behavior, they will receive a smile, nod, or thumbs up. Students who model good behavior and complete
their work can also receive special time with a teacher or peer. Good work and behavior can also earn
students with tangibles such as stickers or a trip to the treasure box. My management plan will also consist
of writing down students’ names if they are disrupting class, not completing work, or talking when they
are not supposed to. Once their name has been written down, this is considered a warning. If a check mark
goes by their name for displaying this behavior again, they will walk 5 laps at recess. Each check mark
represents 5 laps. Once 2 check marks is received, the student will have to call home to explain to their
guardians their behavior. On the third check mark, they will be sent to administration. Also, any students
that do not complete their work due to talking or fooling around will be required to complete the work at
home or during another time during the school day. If work is sent home, it must be signed by the
guardian.

Describe the techniques (intrinsic motivation, social approval, contingent activities, and consequences) you
will use to maintain appropriate student behavior throughout the lesson.
Students will be intrinsically motivated since they will be working and cooperating with others in the class.
Once all classwork is completed, students will be able to explain to their class what their favorite part of
the lesson was as well as any work that they are proud of which falls under the social approval category.
The three stations activities that will be presented and used in the lesson will allow me to direct my
instruction based on the student’s responses so that I can meet the needs of all learners. As mentioned
before, students who do not follow my management plan will be required to complete classwork at home
or during another time during the school day. Students can walk laps at recess for their misbehaviors as
their consequence.

Beginning (00:00 – 00:25) (20 to 25 minutes)

Describe how will you establish clear rules and expectations for learning and behavior?
I will establish clear rules and expectations for learning and behavior after reviewing each of the activities
that will be completed in class during the lesson. Students are expected to complete and show their own
work on their activities. They may work with others, but COPYING will not be accepted or tolerated.
Students should use respect and manners when asking questions to their peers. They will not push or shove
when completing time station #2.

Provide an example of the visual you will use that establishes the purpose and previews the organization of
the lesson.

I will use a PowerPoint Slide to display the agenda for the lesson. This will help students to visually see what
they will do besides hearing me explain the tasks.

Describe how you will explicitly communicate the learning objective and connect to what students have
previously learned and/or know from life experiences?
 Before beginning the lesson, I will read over the standard that will be taught. I will then ask students,
“What do you know about time?”, “Where is time found?”, and “How do you use time?”. These questions
will allow students to connect how time is used in their life before learning about how to read time using
an analog and digital clock.

Describe how you will gain students’ attention (hook)?

To begin and engage students, I will read (I have attached a read aloud version in the materials section) the
picture book, It’s All About Time. As we are reading the book, I will engage in a think aloud. I will ask
students if they have any similarities with the character in the book. I will also ask them, “How do you
know when day and night begin?”, and “Does anyone know what time of clock was shown throughout the
book?” Then I will get the students attention by informing them and providing them examples of how
there are different times in the world. For example, California is 3 hours behind the state of South
Carolina. Italy is six hours ahead of South Carolina.

Describe your strategy for transitioning into the next part of lesson.
To transition to the next part of the lesson, students will complete an inner-outer circle activity. I will
number students off by counting them as a 1 or 2. All 1’s will be in the inner circle and 2’s will be in the
outer circle. You will discuss three things that you know about time with the partner you are facing. When
I say rotate, only the inner circle will move clockwise to their new partner. (Students will then conduct and
inform their partners on the three things they learned. This can be continued for three to four rounds.) As
the inner outer circle is going on, the teacher will assess the students by completing an observation and
recording notes on what students know and do not know about time, so that instruction can be adjusted if
needed during the lesson.

Middle (00:25 – 1:10) (40 to 45 minutes)

Throughout this section be sure to identify and include a time estimate for each part of the instructional
sequence.
Coherently sequence the instructional steps based on the content you are teaching and in the most student-
centered way possible. Consider using lesson plan formats learned in methods’ courses.

The instructional procedures should indicate where in the instructional sequence you plan to engage in the
following AND how you will do so.
 Use questioning to elicit student thinking and build on students’ response
 Check for students’ understanding;
 Transition from one part to another;
 Reference the state standards/Learning objective;
 Model to demonstrate your performance expectations;
 Distribute materials;
 Provide opportunities for student to student interaction;
 Communicate students’ roles and responsibilities for group work;
 Use subject-specific instructional strategies to enhance student content knowledge;
 Formally evaluate students’ learning as it relates to the learning objective;
 What problems you are providing to students, and the correct answers.

Today we will be creating our own hands on clock to discuss a.m. and p.m. as well as how time can be
added or subtracted. Once we all create our clocks, there will be three stations that will be set up around
the room. Station one is called Draw the Time, station two is called Time Stations, and station 3 is called
Word Problems with time. Once station time is up, you will each complete a fun interactive game on how
to tell time using digital and analog clocks. The vocabulary words of digital and analog will be discussed
when we create our clocks. The importance of these activities is to learn about how to read time, add and
 subtract time, and how time is used in the everyday world. (A PowerPoint slide will be displayed on the
Smart Board as I go over the agenda).

Now that we have gone over what we will accomplish and learn about today, let’s begin with creating our
own clocks. I am going to pass out the template that we will be using to create our clocks. Ask a student
to pass our scissors to each student. “Did everyone get a template?” “Okay great, let’s begin”. You are
all going to gut out the circle of the clock, NOT the squares inside.
Give students time to cut out the clock. Once you have cut out your clock, you will then cut out the red
and blue arrows.
Give students time to cut out arrows. I am then going to pass out pushpins because what we are going to
do is to push the push pin into the two arrows and then attach it to the middle of the clock, so that the
arrows will move.
Teacher may need to help students with this step.
“I am so glad to see that everyone has created and put their own clock together. Let’s discuss what the
parts of a clock are. Does anyone know what kind of clock this is? Students will use prior knowledge and
what was discussed during the picture book to answer this question as well as build on other students’
responses. Students may answer a circle clock or regular clock, lead them to the answer of an analog or
digital clock by referring them to the SC Standards that was discussed in the beginning.
Let’s go ahead and label our clock, so in the square boxes, does anyone know what we will write?
Students may answer numbers or may be unsure, lead them to a clock that is in the room for reference.
This will also connect back to the first and third learning objective.
Let’s review how we count the numbers on a clock. We count by 5s starting at the one on a clock. Let’s
practice counting. 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, and 60. We also use units for the small
numbers in between.
Yes, so we will start off with 12 at the number and go the right (clockwise) and then counting starting
with one. Let’s take a look at our red and blue arrows. Does anyone know which one is the hour hand and
which one is the minute hand? Students may mix up hour and minute hand, which is a misconception, so
to address this, inform students that the hour hand is the red arrow and the minute hand is the blue
arrow.
Most of this should be a review since it was taught in 2nd grade.
If I start at 12 o clock, how do I know when it is a.m. or p.m.? Students may not know/remember, lead
students in a mini discussion to lead them to the answer at 12 o clock in the morning and 12 o clock in
the afternoon which is when day and night begins. This should also be a review from previous knowledge
that was learned.
So, I am going to give you a couple of time problems to solve. Question 1: Show me 8:30, Question 2:
Show me 2:25, Question 3: Show me 11:57, Question 4: Show me 6:30, and Question 5: Show me 4: 25.
Some of these questions will require students to estimate since there are no lines in between. For
examples, 11:57.

Now that we have done practice problems together, I am going to pass out the K5 Telling Time Worksheet.
You will read the clock and write in the box what time the clock says.
The teacher will use this worksheet as guided practice.

Good job everyone! Let’s go ahead and transition into our stations. Remember that our expectations when in
stations and working with others is that you are to complete and show your own work on the activities. You
may work with others, but COPYING will not be accepted or tolerated. You should use respect and manners
when asking questions to your peers and you will not push or shove when completing time station #2.

Station one will be located here. (teacher can pick any location in the room) Station one is called Draw the
Time. At the station you find the worksheet for Drawing the Time. The worksheet has nine problems that
will require you to look at the time that is on the bottom of the clock and draw the arrows to show that
correct time.

Station two will be located here (teacher can pick any location in the room). Station two is called Time
Stations. At this station, there will be clocks posted around the room that will be numbered. You will be
working in a group to collaborate and communicate with your peers to identify and draw the clock that
represents the given time. You can have each decide who wants to have the role of looking for the
clue/number in the room, who wants to be the recorder, and who wants to make sure that everyone has
completed this station in their group. Just remember that you are not to COPY. The recorder will write what
the group agrees on, but you all must have your own sheet with your answers.

Station three will be located here (teacher can pick any location in the room). Station three is called Word
Problems with Time. At this station, there will be a five-problem worksheet that you will answer. You will
answer the word problems by first highlighting the important words and numbers. Then you will show any
work and provide the answer in a full sentence giving the hours and minutes.

*All answers to the problems in the stations will be attached to this document. ***

Allow students to complete stations.

Once all stations have been completed, allow students to share what their favorite part of stations was and
share their work that they completed.

Thank you everyone for sharing, I am glad that you had fun in your stations. We are now going to move onto
independent practice. Go ahead and get your iPads, and log onto Google Classroom. I posted an interactive
activity that I would like for you all to complete. When you are finished, please come show me that you have
finished by bringing me your iPad.

End (1:10 – 1:30) (20 minutes)

Describe how you will provide time for students to reflect on the content taught and relate this information to
everyday experiences and future learning?
Okay, now that independent practice is completed, you will create one problem that involves time on
notebook paper (this will be used as a performance task). You must use both a.m. and p.m. and draw a
picture of one analog clock and one digital clock to represent the answer to your problem. When showing
your work, you must use one of the following instructional strategies: draw a picture, write a mathematical
sentence, work backwards, or make a table or graph. Using these problem-solving strategies will allow the
students to enhance their content knowledge because it will help them to organize, implement, and
communicate problems and solutions not only in math, but in the real world.

To formally evaluate students’ learning as it relates to the learning objective, I will use a checklist to mark
off if students have gained the knowledge and understanding of the content that was taught in this lesson to
better adapt and revisit instruction. (Checklist will be provided in the material section) When evaluating
this assessment, I will be able to see if students have met the learning objectives when they identify digital
and analog clocks, connect telling time to their everyday life, and use a.m. and p.m. when creating their
problem.

Students will also be using mathematical process 1 as listed at the beginning of this document by relating a
problem to what they have learned about, knowing that their may be more than one correct way to solve
their problem, and using strategies to help solve their own problem that they are creating.
 Materials

PowerPoint Agenda Slide

K5 Telling Time Worksheet
Build Your Own Clock Template 1
 Draw the Time- Station 1
Name________________________

What Time is it?

Draw the arms on the clock to represent the time

9:27am 12:45pm 30 minutes after 12:30pm

8:39am 25 minutes after 3:30am 5:43pm

14 minutes before 11:15 8:56am 40 minutes after 8:50pm

Answer Key
 Name________________________

What Time is it?

Draw the arms on the clock to represent the time

9:27am 12:45pm 30 minutes after 12:30pm

8:39am 25 minutes after 3:30am 5:43pm

14 minutes before 11:15 8:56am 40 minutes after 8:50pm

Time Station- Station 2

Answer Sheet
 5:30 2:37 10:06 2:12

10:28 12:28 8:05 2:02

D A C B

Word Problems with Time- Station 3

Answer the word problems below. Highlight the important words and numbers. Remember to write you
answer in a full sentence. Give answers in hours and minutes when greater than 60 minutes.

1. Jackson'sfavorite television starts at 3:30. If he gets home from school at

2:30, how long does he have until his show starts?

2. Mrs.Morrison's math class starts at 11:30. If the class ends at 1:00, how
long is Mrs. Morrison teaching?

3. David has a lot of homework to do. He starts his reading homework at 3:45
and ends at 4:30. Then he does math from 4:30 until 5:00. Lastly, he studies
for a science test from 5:00 - 5:30. How much total time did David spend on
his homework and studying?

4. Michelle
exercises for half an hour every day. How minutes in total does
she exercise for over 5 days?

5. It
takes 3 hours to wash every window on a building. There are 30 windows.
How many minutes does it take to wash each window?

Answer Key
Answer the word problems below. Highlight the important words and numbers. Remember to write you
answer in a full sentence. Give answers in hours and minutes when greater than 60 minutes.

1. Jackson'sfavorite television starts at 3:30. If he gets home from school at

2:30, how long does he have until his show starts?
Jackson has 1 hour until his show starts.

2. Mrs.Morrison's math class starts at 11:30. If the class ends at 1:00, how
long is Mrs. Morrison teaching?
How long from 11:30 until the next whole hour (12:00)? There are 30 minutes. How long between 12:00 and
1:00? 1 hour. Add these two intervals together to get 1 hour 30 minutes.
Mrs. Morrison teaches for 1 hour 30 minutes.

3. David has a lot of homework to do. He starts his reading homework at 3:45
and ends at 4:30. Then he does math from 4:30 until 5:00. Lastly, he studies
for a science test from 5:00 - 5:30. How much total time did David spend on
his homework and studying?
There are 3 different time intervals: 45 minutes, 30 minutes, and 30 minutes. Add the two 30 minute intervals
to get 60 minutes which is 1 hour. Then add 45 minutes to get 1 hour 45 minutes.
David spends 1 hour 45 minutes on homework and studying.

4. Michelle
exercises for half an hour every day. How minutes in total does
she exercise for over 5 days?
Convert half an hour to minutes. There are 30 minutes in half and hour: 60 ÷ 2 = 30 minutes. Multiply to get
the total over 5 days: 30 minutes/ day x 5 days = 150 minutes.
Michelle exercises for 150 minutes over 5 days.

5. It
takes 3 hours to wash every window on a building. There are 30 windows.
How many minutes does it take to wash each window?
Convert from hours to minutes. There are 60 minutes in each hour. 3 x 60 minutes = 180 minutes. Divide to
find how long for each window: 180 minutes ÷ 30 windows = 6 minutes/ window.
Each window takes 6 minutes to wash.

Performance Task Assessment

Performance Objective: Students create a problem that uses a.m. and p.m., one of the instructional strategies
(draw a picture, write a mathematical sentence, work backwards, or make a table or graph), and draws a
picture of the answer to their problem in an analog clock and digital clock.

***Please think of a time in your life and write out a math problem to solve that uses a.m. and p.m.***
Checklist for Performance Task
Student Name Student has their time Student used one of the Students drew both an
problem written out. strategies listed: draw a analog and digital clock
picture, write a to represent their
mathematical sentence, answer.
work backwards, or
make a table/graph.

ELL Translation Card

Spanish English Picture

hora Time

Analogue
término análogo

Digital
digital

Hour
hora

Minute
minuto

Interval
intervalo

Addition
adición

Subtraction
sustracción

Tiered Instruction Modification

Component Novice
Teaching Students will create their
Activities own analog clock.
Students will then go over
what an analog and digital
clock is. They will also go
over the hour and minute
hand.
Conduct a class discussion
to generate when a.m. and
p.m. begins.
Model how to tell time with
five practice problems.
Work with students to
complete the K5 Telling
Time Worksheet, using the
clocks they made. Write the
five-minute intervals on the
side of each number on the
clock that they made.
Teacher will work through
problems step by step with
students and gradually
release responsibility as
needed.
Product Students complete K5
Telling Time worksheet.
Students will create and use
the clocks they made with
minutes written in at 5-
minute intervals.
Apprentice
Students will create their
own analog clock.
Students will then go over
what an analog and digital
clock is. They will also go
over the hour and minute
hand.
Conduct a class discussion to
generate when a.m. and p.m.
begins.
Model how to tell time with
five practice problems.
Direct students to work with
a partner to complete the K5
Telling Time worksheet,
using the clocks they made.
Teacher will ask questions
and provide support as
needed.
Students complete K5
Telling Time worksheet.
Practitioner
Students will create their
own analog clock.
Students will then go over
what an analog and digital
clock is. They will also go
over the hour and minute
hand.
Conduct a class discussion to
generate when a.m. and p.m.
begins.
Model how to tell time with
five practice problems.
Direct students to work
independently to complete
the K5 Telling Time
worksheet, using the clocks
they made. Teacher will ask
guiding questions and
provide support as needed.
When students are finished,
direct them to create their
own afterschool schedule on
the back of their
worksheet. Model how to do
one, then let students work
on their own.
Students complete K5
Telling Time worksheet.
Students create an
afterschool schedule,
displaying their afterschool
activities, start times, and
end times.