Lesson Plan Template

Name: Stacey Lemaux Date: 11/15/10 Cohort: A Grade Level: First

Topic: Telling Time to the Half-Hour

Big Ideas/Learning Goals/Questions: to review basic concepts of telling time; and to provide practice telling time to the
hour and the half-hour on an analog and digital clock

Context: Students have been working on telling time to the hour and reviewing the hour hand and minute hand on an analog
clock. Students have also been learning to tell time on a digital clock.

Content Standards or Students will be able to: Student will:

GLCEs
• Estimate time on an analog clock using
M.UN.01.03 Tell time the hour hand
on a twelve-hour clock
• Show a given time to the hour and half-
face to the hour and hour on an analog clock
half-hour. • Tell and record times shown on a analog
clock to the hour and half-hour
• Use language of approximation to
describe times on an analog clock
• Solve addition & subtraction problems
using their number grid
• Solve addition & subtraction problems using
number grid and write their solutions on white
boards
• Complete Math Boxes pg. 40 involving tally marks,
counting by 5s, separating pennies and counting
squares to determine if a number is even or odd
• Participate in discussion involving telling time to the
hour and be able to provide answers to questions
• Complete Math Journal pg. 39 dealing with telling
time to the half-hour
Teacher will:
• Check answers to additional & subtraction problems
and evaluate for student understanding
• Watch for comprehension on math boxes and assess
student’s answers
• Listen to and analyze student answers during
discussion on telling time
• Watch for comprehension on math journal and
assess student’s answers
 Duration: 80 minutes
Materials: Math Journal pg. 39 & 40, Home Link 3-6, Class Number Grid, Student Number Grid, White boards, Judy Clock, Each
student will need 10 pennies and 5 nickels, one dice per pair (14 pairs) and bank sheet
Time/Task Instructional Moves
Problem 1: Counting Tally Marks. Explain to students
Math Boxes that they will be counting tally marks to solve the
p.40 problem. Review how we count tally marks (first review
what makes a group of tallys (1-5) and then ask if anyone
9:10 – 9:20 can think of a faster way to count them. Read directions
for the first part of the problem, have students write their
(10 minutes) answer (check for student answers) then read the second
question give students a few minutes to figure out the
problem and ask for answers.
Problem 2: Count by 5s. Read the directions to the
students, and remind students to use their number grid
on the back of their nametags. Read the first 3 numbers
off to students and have them fill in the blanks. While
students are completing this walk around and check
students answers
Problem 3: Read the directions to the students (both how
many squares and if that number is even or odd). Ask a
student what we need to do in this problem. Ask a
student to remind the class how we figure out if a number
is odd or even.
Problem 4: Make sums of 10 pennies. Explain to students
that the problem is telling us that we have 10 pennies and
we need to hold some of those pennies in our right hand
Considerations
• BEFORE STARTING MAKE SURE, YOU HAVE
ALL STUDENTS ON PAGE 40! THIS IS
IMPORTANT STACEY – YOU HAVEN’T
WATCHED THIS ENOUGH, MAKE SURE YOU
PAY ATTENTION TO THIS ☺
• Problem 1, make sure that all students
understand for the second questions we
have to count all of the tallys for both rainy
and snowy.
• Problem 2, make sure students understand
that they can use their number grids if they
have trouble. Make sure students
understand that they are starting the count
on 15
• Problem 3, before you have students
starting to solve the problem make sure to
ask them how we can figure out if a number
is even or odd.
• Remember to walk around and check
student answers
• Watch my explanations on this, make sure
to be clear and concise on my wording, and
remember to use first grade language!
Practice this before teaching!!
• Have students join me at carpet, watch to
 and some of those pennies in our left hand. We need to make sure they are joining me quickly and
write down how many we are holding in each hand. remember Stacey, it is okay that they talk as
Explain which column is for which hand. I am going to long as they are coming to carpet ☺
model one of the problems for the students, I am going to
say that I am holding 5 pennies in my left hand, this
means how many pennies would I be holding in my right
hand.
• Begin lesson by asking students to remind me • Make sure to have different clock
Clock Lesson which hand is the hour hand (shorter hand) and representations handy to be easy to
which hand is the minute hand (longer hand). transition between the two
9:20 to 9:40 • Show students 4:00 on the Judy clock and ask • Check for student understanding by asking
where the minute hand is pointing to (straight up questions
or the 12) and ask where the hour hand is pointing • If students have clocks in their tool kits I
(20 minutes) (4) ask a student to tell me what time the clock might want to think about having them
reads (4 o’clock) bring them to carpet so that they can
• Ask students so when the minute hand points practice making the times (check to see if
straight up what does the hour hand point to? they have the clocks)
Watch that students understand that the hour • Make sure to practice digital times with the
hand points to the hour on the clock students
• Demonstrate to the students how the hands move
on the clock. Remind students that this is called
clockwise.
• Ask students how long it takes for the hour hand to
move around the clock (12 hours) demonstrate
this on the Judy clock
• Ask students how long it takes for the minute hand
to move around the clock (60 minutes) or one
hour. Remind students that 60 minutes is the
same as one hour. Demonstrate this to the
students
• Show students various times on the clock and ask
them to tell me what time the clock reads
• Then ask students: how would I show 2 o’clock on
the clock? Ask students a few of these type
 questions
• If a demonstration clock that only has the hour
hand do the following problem: Point the hour
hand to the 5 and ask ABOUT WHAT TIME IS IT?
• Then move the clock to between the 6 and 7 and
ask ABOUT WHAT TIME IS IT? (between 6 o’clock
and 7 o’clock)
• Move the hour hand to various positions and ask
children to tell about what time it is. Remind them
to use phrases like about ___, almost ____, just before
_____, a little after _____, and between _____ and _____

Introducing Time to the Half-Hour

• Explain to students that we are going to learn
something new – how to tell time to the half-hour!
• Show students a clock that is split in half and
explain that we can think of the clock as having
two different halves. Remind students that there
are 60 minutes in an hour and the first half of the
clock shows the first 30 minutes and the second
half of the clock shows the second 30 minutes.
• Set the Judy clock to 4 o’clock and ask the students
if I move the minute hand to the end of our first
half, which is the six, which direction will the
minute hand, be pointing (down).
• Move the minute hand back to the twelve and ask
the students to watch the hour hand as I move the
minute hand, ask them what the notice happens to
the hour hand. Students should notice that the
hour hand is now half-way between the 4 and the
5. This means that the time is between 4 and 5
o’clock. Mention that since we know that when the
minute hand is pointing to the six that it is half way
 through the hour. Tell the students that we can
say the time as “half-past 4 o’clock or half-past 4”.
• Explain to students that half past 4 is another way
of saying that it is 4:30. Then show students how
4:30 would be written on a digital clock. Mention
to the students that when people are talking about
the time they do not usually say half-past 4, they
say the time as 4:30.
• On my demonstration clock move the minute hand
to six, ask students where the hour hand would
need to be if it was 4:30 (between 4 and 5)
• Try this with a few different times
• Then put the hour hand half way between 3 and 4,
ask students where the minute hand would need
to be pointing
• Have students return to their desks from carpet • Remember to check that everyone is on
Journal pg. 39 and open their journals to page 39. Have the page 39 and that all eyes are on me
worksheet on the overhead projector • Remember to circulate around the room to
9:40 – 9:55 • Explain to students that we are going to be telling check each students answer for all
the time problems
(15 minutes) • Problems 1 – 4: Explain that the problem states
half-past. Ask students what this means (will have
covered it at carpet). Ask students where the
minute hand is pointing (6). Remind students that
we first need to draw our minute hand thru the 6
because our minute hand is always written thru
the number. Next, ask students where the hour
hand is pointing? If I need to remind them, explain
that when the hour is half past that the hour hand
is past the hour it is but not yet to the next hour.
The final step is to have the student write the digit
time under the problem. Ask students what we
would need to write for the hour. Then ask
students how we would write that it is half-past.
• Problems 5-6: Explain to students that we are
going to now draw in the minute hand and the
hour hand. Read the first problem: half-past 1
o’clock. Ask the students where we would draw
the minute hand when it is half-past the hour.
Remind students to draw the minute hand thru the
6. Next, ask students where we would need to
draw the hour hand. Remind students that the
hour hand is half way between the 1 and 2 on the
clock. Have students write the digital time under
the problem (or next to if no room under). Repeat
the same process for 7 o’clock