Lesson Plan Form - LBS 400

Revised 09/09/14 JC

Candidate:Myisha Celestine Subject: Math Grade level(s): First Date: May 5, 2017
Standard:
CCSS 1.MD.3
Tell and write time in hours and half-hours using analog and digital clocks.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Identify time to the hour using an analog clock Concept

II. LEARNING OUTCOME (Objective):

Given an analog clock, students will understand how to identify time to the hour using an analog clock by
changing the hour hand to the time given with 100% accuracy.

DOK/Cognitive Rigor Level: Level 1 because learners are going to identify what time it is, which falls
under the recall level

Language Demands (What demands in terms of language does this lesson require of students,
particularly English Learners?): hour hand, minute hand, oclock, analog clock,

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson before
this lesson? What lesson comes after this lesson?
Measurements: Proceeding Lesson-Measuring objects, Following Lesson- identify time to the half hour

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Tell students a story. On Saturday, my friend invited me to her birthday party. I was so excited. I
couldnt wait to see my friend. I got out of bed, took a shower, put on my clothes, put on my favorite
shoes, combed my hair, and brushed my teeth. Then, I sat on the couch to wait for her. I watched TV as I
waited to go to the party. I waited, waited, and waited. It took a long time before my friend came to pick
me up. Ask students, why do you think I waited so long?

By the end of our lesson, you will understand how to measure time using a clock by moving the hand
around the clock to the time I will give you.

Purpose: You will see that everyone measures time differently, so it is important to know what time
something starts and what time it ends.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

1. Show students an analog clock.
T: Provide a description of an analog clock.
T: An analog clock is a clock that has two moving hands, and hours marked from 1 to 12, to show you
the time. The short hand is the hour hand. The long hand is the minute hand.
S: Students will tell their neighbor partner what an analog clock is.
 2. Show the minute hand pointing to the 12.
T: Tell students about the minute hand.
T: If the minute hand points to the 12, you can say oclock to tell the time. Where is the minute hand
pointing when we say oclock?
S: Students will choral response: The 12.

3. Show the hour hand pointing to the 4.

T: Tell students about the hour hand.
T: If the hour hand points to the 4, you just say the number which lets you know the hour. Where is the
hour hand pointing?
S: Students will choral response: 4.

4. Examples of time.
T: Teacher will give examples of going places and provide the time it starts using a demonstration
analog clock.
T: My analog clock shows the time I have to get up for work which is 7:00. What time does the clock
show and how do you know?
S: Students will tell their partner what time the clock shows using the correct terminology and they will
give a reason as to how they know.

5. Review change of hour hand.

T: Teacher will have two volunteers come up to demonstrate, pointing out the difference between two
clocks. One showing 2 oclock and the other showing 6 oclock.
T: This clock shows the time Michael made it to the park. This clock shows the time Michael left the
park to go home. What is the difference in the position of the hour hand when it is 2 oclock and when
it is 6 oclock?
S: Students should explain that the position of only the hour hand changed from 2 to 6 but the minute
hand is at 12 for both times.

C. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)
Students will use an analog clock to measure time in various situations given on the board.

D. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
Demonstration analog clock, manipulative analog clocks

V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative (During Lesson): Check for Understanding, Teacher observation
During the application activity, I will walk around to check each students individual manipulative clocks.
In step 1, I will observe students response to their partner as to what is an analog clock.
In step 4, I will observe students response to their partner as to what time the clock shows, with a reason
how they know.
In step 5, I will observe students explanation to the difference in the position of the hour hand given a start
time and finish time.
Summative (at the end of the lesson): Closure, exit slip, ticket out the door, quiz, test
Standing in a line, I will give each student a different time to show on their analog clock. Students will
have to show and say the correct time given in order . (e.g. 12 oclock, 1 oclock, 2 occlock, etc. )
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)
Accommodation
Level of Support- Assign a peer buddy to students to keep them on task.
Modifications
Alternate goal- Allow students to provide me with visual only of the time instead of verbally telling the
time.
VII. HOMEWORK (if appropriate):
A sheet of paper with different clocks and times. Students will draw the hands on the analog clock to
show the correct time.