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Purpose:
During this lesson students will practice reciting, writing and representing
times to the nearest 5 minutes demonstrated on analog clocks using
manipulatives.
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.
II.
Objectives:
Given a time represented by a digital clock, students will be able to replicate
III.
the time using manipulatives to the closest five minutes with 80% accuracy.
Given materials, students will construct an analog clock to represent the
IV.
V.
Materials:
2 sheets of construction paper per student
1 metal clasp per student
Cutouts of minute hand and hour hand
Scissors
Pencil/markers
Tape
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
VI.
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.