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I.

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

Procedure:

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:

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

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

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.

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.

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.

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