1

Teaching and Learning Collaborative Lesson Study

Adapted from K-12 Alliance/WestEd

MIAA360: Lesson Study


Team Members: Rebecca Borlik , Sara Brisby, Connie Costa, Cathe Long

Teaching Dates:April 30, 2014 and May 2, 2014

Concept for this lesson: Recognizing halves within a circular clock face and tell time to the half hourGrade Span K-3

Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Engage

Time:
5 minutes
Actually took 15
minutes


Materials:

You Tube Video:
Read The Clock
Words Printed for
each student




Evaluate
Consider Decision
Points Assessments
Introduction of Teaching Team and the plan for the
lesson.

Words Printed out for Teacher and Students

Read over the Words (This took a couple of days as
we read over the words as a class)

Play Video(Students needed more than 1 day to grasp
song. I played it several times for my students)













Students will read the words as a class

Sing-a-long with the video


Articulate
thoughts and
ideas effectively
using oral,
written and
nonverbal
communication
skills in a
variety of forms
and contents.

Collaborate
with others







2

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd






Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Explore:

Time:
_5__ minutes

Materials:

Chart paper with
numbers 1-30 written
with multiples of 5
circled

white boards, pens,
erasers












Display chart, then hide. Have students recite the
sequence.

Application problem: Tamara has 7 digital clocks
in her house and only 2 circular or analog clocks.
How many fewer circular clocks does Tamara
have than digital clocks? How many clocks does
Tamara have altogether?

















Student - skip count to 30 by 5s

Student responses to application
problem:

Draw 7 rectangles(digital clocks)
Draw 2 circles (analog) under the
rectangular clock.

Compare -


























3

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd




Evaluate
Consider Decision
Points Assessments



Students should write out: 7-2= 5
7+2=9

Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Explain:

Time:
__25_ minutes

Materials:







student clock
teacher clock
white boards
pens
erasers
Problem set 11 A






1.Start at 12 oclock. Where is the minute hand?
2. Where is the hour hand?
3. When the minute hand moves all the way
around, it has been 60 minutes or 1 hour. When 1
hour passes, what time will it be.
4. Which clock hand do we move to show 1
oclock?

5. Have students count chorally with you as you
move from 1 oclock, 2 oclock, and then 3
oclock.
6. Draw 3 oclock on the board. How would this
look on a digital clock?
7. If we were halfway through the next hour, the
hour hand would need to be halfway between 3
and...
(position the hour hand between 3 and 4)
8. Think about our half circles. Where would we
need to stop the minute hand so that it would
have traveled across the shape of a half of the
circle?
(provide students time to discuss)
9. Begin coloring half of the clock. Have students

1.At the 12!
2.At the 12!
3. 1 oclock
4. The hour hand, Its the short one.
5. Students follow teacher
6. 3:00
7. 4

8. (Provide students time to discuss)
9. At 6 students will say STOP!
10. The 6!
11.Students count by 5s to 30
12. 3:30










1.MD.3 - Tell
and write time
in hours and
half-hours using
analog and
digital clocks.



1.G.3 - Partition
circles and
rectangles into
two and four
equal shares,
describe the
shares using the
words halves,
fourths, and
quarters and use
the phrases half
of, fourth,of ,
and quarter of.


4

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd












Evaluate
Consider Decision
Points Assessments
stop you when half of the clock is
colored(Students should color along with me on
their white boards)
10. Which number is halfway around the clock?
11. Count by 5s until you reach 30. Remind
students about the chart activity earlier.
12. Another way to say half past 3 is 3:30. Write
this under the clock. What time is this?

Repeat this sequence with half past 4, 10:30, half
past 11, half past 12, 6:30


Problem Set (Lesson 11 A)










Students should complete problem set
11 A in 10 minutes.







Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Extend:

Time:
_10__ minutes

Materials:

Problem Set 11 B





This activity is intended to invite reflection and
active processing of the total lesson experience.

Invite students to review their solutions for the
problem set. They should check work by
comparing answers with a partner. Guide students
in a conversation to debrief the problem set and
process the lesson.


Students complete problem set 11 B.
Discuss solutions with a partner.
Debrief this section with the whole
class.

5

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd




Evaluate
Consider Decisions
Point Assessments
Stage of Lesson Teacher Does
Directions or Teacher Questions
Student Does
Expected Student Responses
Student Activities
Standard
CCCSSM,
MPS, NGSS,
21
st
Century
Evaluate:

Time:
3 minutes

Materials:

Exit Ticket














Evaluate
Consider Decisions


Instruct students to complete the Exit Ticket.

Students draw the minute hand on 2 pre-made
(printed on a sheet of paper) clocks to tell
specific times of 9:30, 3:30 and student needs to
write out the correct time shown on the printed
clock (1:30).

Read aloud each question.












Students should be able to identify the times on

Students complete the Exit Ticket

6

Teaching and Learning Collaborative Lesson Study
Adapted from K-12 Alliance/WestEd

Point Assessments the clocks.