TCNJ Lesson Plan Format

Students Name: Melissa Marks School Name: Town Center School

Grade Level: 2 Host Teachers Name: Mrs. Hansen

A. PLANNING
Lesson Topic and Main Concepts (Big Idea):
Telling time on an analog clock

Background Information
Analysis of Students' Prior Knowledge including misconceptions
Teacher administered a Unit Pre-Test before beginning this Unit of Math. The student(s)
that struggled with certain topics on the Pre-Test will be closely watched throughout the
lesson and pulled to the blue kidney table to work in a small group if they are struggling.

New Jersey Core Curriculum Content Standards (NJCCCS)
CCSS.Math.Content.2.MD.C.7 Tell and write time from analog and digital clocks to the
nearest five minutes, using a.m. and p.m.

Objectives Assessment
Students will be able to accurately
distinguish between the parts of a clock
(Level II. Understand)
Students will assemble a clock correctly,
including the minute hand, hour hand, and
corresponding numbers (if they choose).
Teacher will take note of students who
need extra assistance or attention.
Students will be able to move the minute
and hour hand on their clock to show a
specific time (Level III. Apply)
Students will move the minute and hour
hands on their clocks to the specific time
that the teacher calls out. Then, students
will each hold up their clocks for teacher to
see.

Materials
- Pre-printed clocks
- 22 brad fasteners
- Scissors for each table
- Several hole punchers
- Glue for each table
- 20 worksheets

B. PROCEDURE
1. Motivational Beginning & Activating Students' Prior Knowledge :
Teacher will show the students pictures of digital and analog clocks on the carpet.
Teacher will ask which type they have in their house and how many. She will explain
that today they will be working with what is called the analog clock. Teacher will ask
for another place they can find analog clocks besides on a wall (and probe for the answer
a watch). Teacher will explain that although digital clocks are more prevalent today,
analog clocks are still found in many of the places discussed, and so they need to learn
how to read them. Teacher will explain to students that today they will be creating their
own analog clocks that they will be using throughout the telling time unit. Teacher will
ask if anyone knows how to find the minutes when telling time (knowing that some
students are already comfortable with telling time from the Pre-Unit Test). Teacher will
explain that each number 1 through 12 represents hours, as well as minutes. They will be
making their own clocks today to help them further understand this concept.

2. Logistics/Classroom Management
Grouping- Organized by tables while making the clocks. Children also have designated
turn-and-talk partners on the carpet for Math.
Differentiation- Visual learners will include the minutes behind flaps of hours (e.g. pull
the 5 flap up to reveal 25).

3. Lesson Steps:
1. Teacher will show/introduce minute and hour hands.
2. Teacher will explain that they will be cutting the dotted slits on the paper and model
this on carpet. Teacher will also model how to use the brad fastener to secure the minute
and hour hands.
3. Teacher will explain that they will then glue the paper down, writing in their own
hidden numbers to represent the minutes if they choose, and show the finished product.
4. Teacher will instruct students to go back to their desks and create their own, giving
further instruction and circulating the room to hole punch. Teacher will circulate for
assistance, and to remind T. and A. to stay focused.
5. Teacher will circulate and hand out brad fasteners to students who are ready.
6. For early finishers, back table will have a worksheet with different times on it. I will
ask students to work together to change the hands on their clock to represent these times
(all times will be oclock, or to the hour).
7. Students will bring their clocks back to the carpet.

4. Questions
- Can you explain why digital clocks are more common than analog clocks today? (Level
V. Evaluate)
- Can you show the time _ _:_ _ on your clock? (Level III. Apply)

5. Closure
On the carpet, teacher will elicit from the students the name of the type of clock they
have created. Then, students will be instructed to turn and talk to a partner about the
different parts on their clocks and what they are called. After that, the students will use
their paper analog clocks to create different times to the hour as the teacher calls them out.
The teacher will then call out more difficult times (e.g. 12:35). The students will turn-
and-talk to a partner about what each time looks like after the teacher calls it out. When
partners have agreed on where to place the minute and hour hand to correctly represent
that time, they will both hold their matching clocks up. Teacher will hold up correct
clock after each turn-and-talk so that students can check their own clock for accuracy.

7. Follow-up/Next Steps
Students will use these paper analog clocks to aid them in all of their future lessons
throughout this unit.