PLANNING THE LESSON/SUBTASK: Part 1

Date: Monday, March 9, 2014

Grade: 2

Timeframe (time available): 45 minutes

Curriculum Area: Math

Title of Unit (if appropriate): Measuring Time

Context: Where does this lesson fit into your overall unit planning introductory, middle, culminating? (Prior Knowledge?)
Review
Curriculum Expectations:
Academic

Social

Overall Expectations:

Oral language skills

Tell and write time to the quarter-hour, using demonstration

Presentation skills

digital and analogue clocks (p. 45).

Attentive listening

Big Ideas:
Students will review some of the vocabulary that we have been discussing over the past week.
Students learn that the same time can be represented in a number of different ways, e.g. digitally, analog, in words, etc.
Cross Curricular Connections

Connections to students lives: (local/global)

Language (demonstrate an understanding of appropriate

Students say and show the same time in a number of

speaking behaviour in a variety of situations, including paired

different ways, building upon the fundamental skill of being

sharing and small- and large-group discussions)

able to read and say time.

Assessment:
Diagnostic (assessment for learning) __

Formative (assessment for/as learning) __

Summative (assessment of learning) ___

Work Samples
Observation

Peer-assessment

Learning Log/Journal

Presentation/Performance
Published Work

Project

Presentation/Performance

Interview/Conference

Anecdotal Notes

Personal Reflection

Self-assessment

Graphic Organizers
Other

Rubric

Checklist
Oral Reports
Accommodations and/or Modifications / Differentiated Instruction:
Instructional

Environmental

Increase/Decrease time, amount

Assessment

Change space, seating, quiet

Scribe for student

area

Draw a picture

Extend

Change grouping

Use manipulatives

Wheelchair access

Scribe for student

Peer tutor/Partner
Oral explanation
Include

Use a tape recorder

Act it out
Write using spell check

visuals,

models,

Use the computer

organizers
Modifications for: _______________________________________________________________ (name(s) of students).
ELL learners and students with learning needs are placed in groups with students who are strong in math and measurement.
Materials/Resources:
Teacher Resources

Human Resources

Student Materials

Equipment

DELIVERING THE LESSON/SUBTASK - Part 2

*Grouping: W = Whole class; S = Small group; I = Independent
Timing
Grouping
Mental Set (hook):

Resources

Before beginning the lesson, review some of the vocabulary we have

10
minutes

Materials/

learnt so far (quarter past, half past, quarter to). Chart paper is set up on
the board with headings Analog, Digital, In Words and Using
Vocabulary. Show students the time sheets and ask them Who thinks
they know which heading this should be placed under? Pick students to
come up and place the time sheets under the appropriate headings. Check
for understanding after each time sheet has been placed under a heading.
Thumbs up if you agree with that or thumbs down if you disagree.

-Plastic analog
clock
-Mini analog
clocks
-Chart paper
-Time sheets
-Markers
-Success criteria

Sharing the Purpose/Objectives (in student language)

Learning goal: To represent the same time in more than one way
(written on the board beforehand).

20

Body:

Input, Modeling, Check for Understanding, Guided Practice, Independent Practice

minutes

three. Each student will receive a small slip with a particular time
on it, either in digital, analog or written format. The first part of the
challenge is to find your two other group members who have the
same time as you, but represented in a different way.

2. Once you have found your group members, sit with them on the
carpet. Students will receive a Success Criteria which outlines the
components that must be included in their work, e.g. Title, Digital,
Analog, etc. Check off the components once complete. The
second part of the challenge is that each group member must
complete one time sheet based on the small slip received, e.g. if
you received the digital format, you write your time digitally, if you
received the analog format, you draw a clock and show where the
hour and minute hand will point to, if you received the written
format, you write the time using appropriate vocabulary, etc. Each
student must complete one time sheet and then the group can
decide amongst themselves who will complete the other two
criteria, i.e. In Words and Other.

3. The last part of the challenge is that you will be writing or drawing
a time that is one hour later than the time on your slips (give an
example to students). Students are welcome to use the mini
analog clocks to help them out. Once you have completed all the
components and checked off the Success Criteria, you will get
ready to present your results to the large group.

minutes

Taxonomy:
Remembering

1. Tell students they will be completing a Time Challenge in groups of

15

Bloom's

Closure (sharing the learning in some way):

Students present their results to the class and hand in their completed
Success Criteria. Once all the groups have presented, ask the large group
what they learnt through this activity.

Understanding
Applying
__Analyzing
__Evaluating
__Creating
Learning Styles:
Visual
Auditory
Kinesthetic
Multiple
Intelligences:
Verbal/Linguistic
Logical/
Mathematical
__Musical/
Rhythmic
Body/
Kinesthetic
Visual/Spatial
Interpersonal
Intrapersonal
__Naturalist
__Existential

Math Success Criteria

Telling Time

We included a title on each sheet

We showed the time digitally
We showed the time by drawing an analog clock
Quarter past
or
Quarter to
It is two
forty-five

We wrote the time using the vocabulary we learnt

We wrote the time in words
Another way?
We worked well with our group

Quarter
past 12

2:15

Quarter
past 2

7:45

Quarter
to 8

9:45

Quarter
to 10

3:15

Quarter
past 3

5:45

Quarter
to 6

10:45

Quarter
to 11