Rachel Birkey

2nd Grade, Miss Johnson, Allen Elementary

February 28, 2017
Indiana Wesleyan University
Elementary Education Lesson Plan Template
Mathematics
2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
A. Goal- Students practice and become familiar with reading time on an analogous clock.
B. Objectives Students demonstrate an understanding of the relationship between the
numbers on an analogous clock and the time by creating their own model of a clock.
While working in groups, students are able to display the correlation between the minutes of
an hour to the place of the minute hand on a clock.
C. Standard(s):
2.M.5: Tell and write time to the nearest five minutes from analog clocks, using a.m. and p.m.
Solve real-world problems involving addition and subtraction of time intervals on the hour or
half hour.
2.M.6: Describe relationships of time, including: seconds in a minute; minutes in an hour; hours
in a day; days in a week; and days, weeks, and months in a year.
II. Materials
- Clocks, Easter eggs, Paper dice, Ipad, Paper for clocks, colored construction paper that is folded
into 3 squares, a paper clock, markers, black paper for hands, glue sticks, worksheet for
students to draw on
https://app.gonoodle.com/channels/youtube/counting-by-fives?source=search
Time: 8 minutes at each station, About 45 minutes total, split by specials
III. Anticipatory Set
We will sing and dance to the skip counting by fives video. I want to see all of you do your
best job to count by fives and join in with the song!
(https://app.gonoodle.com/channels/youtube/counting-by-fives?source=search) Students
will be able to dance, and encouraged to count along to the video. Today we are going to
be experts of counting by fives. Throughout this lesson you will use the ability of counting
by fives so that we can read a clock.
IV. Purpose: Today we are going to work on some ways to learn how to tell what the
minute hand represents so that we can better read the time on the clock all by ourselves.

PLAN FOR INSTRUCTION

(ACEI 1.0)
V. Adaptation to Diverse Students
Byrsin- Put him in a group with Yaritza, (he is in the advanced group)
If a group moves ahead, I may start having them play with the manipulatives to see if they can
figure out how to add minutes
Mary- Make sure that she is on task, have things set up in advanced for her so that she is not
distracted/ wandering around to find materials. (Check to see if she has had medicine)
For all the boys who jump- I will just push in chairs to minimize temptations, while on I-pads,
students may sit in the reading corner, or in Alaska
(ACEI 3.2)
VI. Lesson Presentation (Input/Output)
Mini Lesson: I just heard you all count by fives, now do any of you have an inference on how we
might use this knowledge to help us read clocks? Today we are going to get lots of practice
finding out what the minute hand represents. On a clock we have two hands. What do you
think the small one is for? (hour). What about the big one? Now today we will focus on the
long hand. How do you think we can find out what time it is from looking at the clock? Show
them? The long hand is pointing to the 1, but it doesnt meant that only one minutes has
passed. In each hour we have a total of 60 minutes. So we have to count by five. Lets all
count together by five as I move this hand around. (5, 10, 15,). At 30 stop. So I just
stopped at the 6, what number are we at? (30) So, I know that this clock says that the time
is 12:30. Now lets continue to count together. (35, 40, 45,). Stop at sixty (now what time
 do you think it is now?) Whenever we get to the top it becomes a new hour and we start
back at zero and count again. We never say that it is 12:60, instead the clock now says that
it is 1:00. I have stations set up around the room. Each of you will move around in stations
like normal. I will be at the table in the corner where we will be creating our own clock. At
the table in the back you will roll two dice and then put the time on the clock and have a
friend check your work. The white dice with the numbers in green are for the hour, the dice
with the numbers in blue are for the minute. On the carpet you will want to sort the Easter
eggs and match the correct answers, and then the last station is sum dog where you will
continue to work on our class challenge.
(ACEI 2.3)
At my table students will be creating clocks, each clock will have twelve pieces of paper
which are folded into squares, on the top students will write numbers 1-12, in side they will
write the number of minutes, and then color in a clock that has the hands at the right spot. I
will have students do the counting by themselves, while I am watching. I will ask students to
show me how the numbers work together. Since we do not have enough time for each
student to create their own clock, I will have students leave their work as they rotate to the
next station. The new students will then come and build off of others work. Each student will
still create at least one foldable to have the opportunity to understand the big idea.
The students who are with the clock will have written instructions. With four sets of dice, (two
for the hour, two for the minute) students will roll the dice and then move the hands to the
correct place. (These clocks will have gears so that the hour hand moves while the student
moves the minute- I am hoping this will guide some discovery)
Students at the Easter egg station will be practicing matching hour, and half hour. This will be
a review station.
Students generally play sum dog during one of their math stations. To keep routine, I will
allow students to use sum dog for part of their station rotation.
Station rotation:
Lower with me first, clock, Easter eggs, and then to I-pad
Mid upper: I-pad, me, clock, Easter egg
Mid lower Easter egg, I-pad, me, clock
Upper: Clock, Easter eggs, I-pad, me
(ACEI 3.3)
VII. Check for understanding.
As students participate in each station I will be watching to see what students are on task, how they
respond to each activity, and what areas students need to improve on. I will spend most of my station
time in the corner, but I hope to move around as students glue each piece. When I see what students
are accomplishing at other stations I will be asking them why they placed the hand at a certain spot,
have them count out loud for me to hear, and vocalize the process.
VIII. Review learning outcomes / Closure
Now that we went through each station who can tell me how we count when we want to find out
what the minute hand is telling us.
Give me a thumbs up if you felt like you are good with reading the minute hand, a sideways
thumb if you feel okay, or a thumbs down if today was confusing and you need more practice.
Throughout the rest of the week we will continue to learn, practice, and review how to tell time.
PLAN FOR ASSESSMENT

Formative Assessment: Students will participate in each station, using the clocks and activities to
explore ways to read time.
Summative Assessment: Students will create their own clock to display and represent the
relationship between numbers on the clock and the minutes which they represent.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
 7. How did the students behave? Did each station keep students engaged?
Students enjoyed the activities, however, I should have timed each station. My table took
much longer than the other stations. Therefore if time was cut shorter the students would
have behaved better rather than getting in to mischief because of boredom.
8. Did students began to think about how the hour hand moves closer to the next
hour as the minute hand turns?
- Students did not seem to catch on to this point, only the clock with the gears truly showed
this concept. Students were simply being introduced to time and required several more days
to practice to learn how to read a clock.
Revision Date: September 12, 2016
2007 ACEI Standard

Worksheets