Ashleigh Carlucci 5th Grade Math Setting: 5th grade self-contained class.

Students in the class have very unique and individual needs. There is one special education teacher and one student teacher. Eleven out of twelve students have an IEP and one student has a 504 plan. Students are all on different levels and the teacher differentiates to meet each of their needs. Topic: Mathematics (Telling time) Why do we tell time? Date of Lesson: Monday, October 21, 2013. 1. Purpose: The purpose of this lesson is for students to become familiar with the elements of a clock and be able to explain their functions. Students will also tell time on an analog clock to the hour and half hour.

2. Vocabulary & Key Terms: a. Analog Clock b. Hour Hand c. Minute Hand d. Oclock e. Colon 3. Skills: Explaining Identifying Applying Telling 4. Objectives: As a result of this lesson, students will be able to explain the different elements of an analog clock and describe their functions Students will also be able to tell time on an analog clock to the hour and half hour 5. New York State Common Core Learning Standards for Mathematics: Mathematics Standards Grade 5 Students:

Work with time and money. 1. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

6. Pre-Assessment: Students have just completed and were tested on a unit on place value and rounding. Before beginning a new unit on problem solving with mass and time, students need a review and re-teach of telling time to the hour and half hour. Students are constantly asking what time it is, even when there is an analog clock in the classroom for them to use. Students know how to read digital clocks, but they become confused when asked to tell time on an analog clock. 7. Lesson Presentation: A) Set-Induction: This lesson will take place in the morning. The students switch from their 5th grade classroom to the 6th grade classroom for math lessons. Students have been switching for math lessons since the start of the school year, so they know when they go into the classroom they should take their usual seats. Once the students have taken their seats I will turn on the Promethean Board and the lesson will begin. I will direct students attention to the Promethean Board and ask them what they know about time. I will wait to see what students respond, but if needed I will prompt them with questions like Why is time important. I will record students answers on the board. I will then ask students to tell me different times that they do certain things. I will model an example saying Every day for school I wake up at 6 oclock. B) Procedure: 1. After listening to several student responses, the students will view a BrainPop video on time. This will focus students attention on what type of math lesson they will be doing today. During the video I will pause and ask students questions to be sure that they are following along and making connections. After the video is over I will call back the students attention. http://www.brainpopjr.com/math/time/timetothehour/

2. I will provide direct instruction using a large clock. Using the large clock we will go over the different elements of the clock such as the face, the

minute hand, and the hour hand. We will discuss how long a minute is and how many hours are in a day. 3. I will set different times on the clock and ask for volunteers to tell the time. After doing this for a few minutes I will allow students to set different times and have their classmates tell the time. 4. After being sure that students can identify time to the hour and half hour on the analog clock. I will explain to students that we are going to play telling time bingo. I will explain the rules to the students and ask if there are any questions before we begin. There are three different math groups in the class, so each group will have their own version of a bingo board, but the whole class will still play together. I will circulate around the classroom to observe students and be sure that they are finding the correct times. C) Closure: After we have determined a first, second and third place winner, I will ask students to clean up their materials. I will then pass out students an exit slip where they will write down what they have learned and what they still have questions about. For homework, students will have a worksheet on telling time which is differentiated based on their math level. 8. Materials & Resources: Promethean Board ActivInspire Software ActivPen Large Clock BrainPop Video Bingo Boards Homework sheets 8. Evaluation/Assessment: a. Teacher Observation b. Classwork/Participation c. Exit Slip d. Homework9. Differentiation: Lesson incorporates a variety of learning styles/strategies Bingo Board- differentiated based on math groups