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Katie Oller

Math Field Lesson Plan


During this lesson students will practice reciting, writing and representing
times to the nearest 5 minutes demonstrated on analog clocks using

Students will correctly match and pair digital clocks with analog clocks.

Math SOL 2.12: The student will tell and write time to the nearest five
minutes, using analog and digital clocks.


Given a time represented by a digital clock, students will be able to replicate


the time using manipulatives to the closest five minutes with 80% accuracy.
Given materials, students will construct an analog clock to represent the

correct hour and minute with 80% accuracy.

A. Introduction:
o To begin this lesson I will review the basic facts about telling time
with students. I will ask which is the minute hand? Which is the hour
hand? I will then hold up a large play clock and set it to a time they
already know (to the hour, or half an hour) to review telling time.
After, I will begin writing a pattern on the board 5, 10, 15. I will ask
students to tell me what the pattern is, and ask them to complete the
pattern. Once the pattern hits 60, I will then explain to students that
you can tell time by counting by fives, and each of the large numbers
around the clock not only represents an hour, but also five minute
increments. I will explain to students that there are 60 minutes in an
hour, which is why our pattern stopped at 60. I will then hold up the
big clock and show students a time and ask them to read me what time
it is on the analog clock. After a few examples I will move on to the
next portion of the lesson to provide further practice with analog
clocks. (Visual and auditory)
B. Development:

o For the development of the lesson students will construct a clock to

be a visual representative of the material they learned in the
introduction portion of the lesson. To construct this clock, students
will be given two sheets of different colored construction paper.
They will cut both pieces into circles that overlap, and in the center
push a pin through to allow the two pieces to rotate around each
other. After doing this, students will label the clock as normal,
writing 1-12 in the correct positions. Students will then cut about 1
inch into the paper on either side of each number, and underneath
the flap with the number; count by 5s all the way to 60 to represent
what the minute would be if the minute hand was pointing at that
particular area. Then, students will create a minute hand that is
labeled as well as an hour hand that will rotate around the clock.
This activity will be done all together to avoid confusion, and
periodically I will ask students If the minute hand is at the 4 what
minute is it? If the minute hand is at the 8 what minute is it? After
each student creates their own clock, I will walk around the room
to ask students more reflective questions about the clocks such as:
Which hand is the hour hand? Which hand is the minute hand?
How can you tell what minute it is at? After, I will give times for
students to represent on their clocks to show me to review before
the next section of the lesson. (Visual and kinesthetic)
C. Summary:
After reviewing the information with students and creating their
own clocks, I will have all of the students go to the carpet where I
will already have laid out a large clock (I will have laid out tape in
the shape of a circle with large numbers inside of it). The students
will surround the clock while I call on one volunteer to help me
with the activity. After choosing a volunteer, I will have slips of
paper with times written on it to look like a digital clock that I will
present to the whole class. The volunteer that I called on will then
recreate the time shown with their body on the large clock on the

ground. To do this, students will create an L shape with their body,

using their legs as the long minute hand, and their torso and head
as the shorter hour hand. Students that are watching on the side
will be asked to help the volunteer recreate the time as well as
represent the time on their own clock we created in class. After
completing the first time, a new volunteer will be chosen and given
a different time on the slip of paper. Each time will progressively
become more difficult. After using the slips, I will then call on
volunteers to come up and make their own time for the class to
guess. After about 10 students have volunteered and completed this
activity, the entire class will go back to their seats to wrap up our
discussion about time. To wrap this activity up, I will present
additional questions to students to review what we learned during
this lesson. I will ask students: How can you tell what hour it is?
How can you tell what minute it is? How many minutes are in

an hour? (Visual and kinesthetic)

Differentiation: Students that are struggling with this topic will be
able to work with other students and share their clocks. I will pair
these students with advanced students so they can explain more in
depth one on one how to tell the minutes.



2 sheets of construction paper per student
1 metal clasp per student
Cutouts of minute hand and hour hand
Large numbers (1-12)
Evaluation A:
A. To assess this lesson, I will collect the handmade clocks to see if students
labeled each hand correctly, correctly labeled the times on the face of the
clock, and also correctly labeled the minutes on the back counting by 5s
correctly. I will check to ensure that at least 80% of this activity has been done
correctly. In addition, I will be informally assessing students while doing the

second activity to see if students correctly move their clocks to match the
digital clock that I showed them. I will be checking to see if students have

reached 80% accuracy with this assignment as well.

Evaluation B:

This lesson had many strengths associated with it from the beginning. It is a strong lesson
because it involves the use of manipulatives, hands on activities, and builds on students prior
knowledge of skip counting and using an analog clock. I think that creating their own clocks was
a strong component of the lesson because it allowed students to use their own hand made
manipulatives to learn time. In addition, students becoming the clock was an interactive way
that would also allow me to assess individual students knowledge of the topic. However, there
were a few things about this lesson that I would change in the future. Some of my directions
were not clear enough for creating their own clock, and therefore students made errors on their
clocks. Thankfully, I created a few extras for students to use if something went wrong, but there
were so many errors on hand made clocks that I ran out of extras. In the future, I will give more
clear expectations and instructions for creating their own clocks. In addition, in the future I will
plan more time to complete the activity at the end. Students enjoyed this activity so much that
they were upset that not every student had a chance to go. By letting each student go, I would be
given an opportunity to assess each individual student on their ability to tell time.
While teaching this lesson, it went very smoothly. Before teaching I had practiced how I
would introduce and build on the concept and had questions in mind that I would ask the
students. In addition, the students were very well behaved and enjoyed the activity, which lead to
no behavior problems while I was teaching. To challenge students critically while I was teaching
this lesson, I frequently asked questions to ensure that students were understanding and keeping
up with what was being taught in the lesson. Instead of telling students the answers, I frequently
asked Is this answer correct? Why is it correct? This allows students to reason and prove their
answers to the rest of the class which builds on conceptual understanding. Because I asked these
questions and students answered them correctly, I believe that the students understood the
content I was teaching. In addition, I walked around the room to formally assess students work
on their hand made clocks, and about 90% of the class made their clocks correctly. During the
lesson, my students did not have questions pertaining to the content, but rather had questions

about the process of making the clocks. I answered these questions adequately, and walked
through with individual students that were struggling.
For this lesson and this particular class, I believe that the combination of hands on
activities and manipulatives helped them learn the material. Students not only conceptually
understood the material, but also enjoyed doing the lesson. Being able to have their own clock as
a cheat sheet was good for the students that were struggling with the concepts, and acting out
as the clock was a good way for students to communicate and collaborate with one another to
help find the answer.