Math Lesson First Grade-Telling Time
Math Lesson First Grade-Telling Time
Math Lesson First Grade-Telling Time
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today’s lesson will give the students direct
instruction, practice, and reinforcement in order
to develop the math skill of telling time. Students
also know expectations when working
cooperatively and interacting with a partner.
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How
will you measure mastery of the outcome?)
What do you know about this class? This class Rationale: Determining the
is a class of 22 first graders who are enrolled in students’ abilities prior to planning
Citizens of the World Charter Silver Lake School the lesson will take into consideration
located in Los Angeles, CA. all of the adaptations that are
necessary to meet the needs of each
Considerations: individual student. All students are
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Linguistic background – 20 % of the students aware of the classroom rules and
enrolled in this class are English language expectations. They know how to
learners. In addition some students speak follow directions after examples and
English primarily at home; some students speak modeling have been completed. The
only their primary language at home. students who need assistance based
Academic language abilities – According to the on their individual needs will receive
end of the year assessments from last school accommodations from either the
year, 50% of the students are at grade level, 40% teacher’s aide or the teacher during
are below grade level, and 10% are above grade the lesson activities.
level. In the 40% below grade level, there are 5
special needs students. The 10% above grade
level represent two gifted students.
Content knowledge – Students have been
assessed with math benchmark assessments and
the results show that 80% of the class can read,
count, and write numbers from 1 to 100. These
same students can count also skip count by 5s to
100. Students have developed strategies for
adding and subtracting whole numbers and they
can add within 100 and subtract multiples of 10.
They have also been introduced to the concept of
fractions, knowing that ½ represents halves.
Culture and health considerations – Currently
there are not any students with any physical
disabilities. Attendance is good for the majority
of the students. There are a few students that
have allergies and one that suffers from asthma,
but this will not cause any issues for this math
lesson. This class consists of a diverse group:
Asian, Hispanic, Native American, and
Caucasian.
Interests and aspirations – These first graders
have developmentally appropriate interests.
Some have interests in becoming artists, writers,
astronauts, dancers, actresses, and professional
soccer players. The majority of them are very
motivated to learn.
Physical development – These first graders are
very active. Many of them are involved in after
school activities such as dance, music lessons,
swimming lessons, baseball, and soccer.
Social development – The majority of the first
grade students are socially developed and
respectful to one another. Most of these students
find it easy to get along with their peers. There is
one autistic child in this class that has great
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difficulty with social skills and interactions.
Emotional development – Most of these
students are in touch with their feelings and are
compassionate. There are some who still have
separation anxiety. One student is dealing with
transgender identity issues. About 20% of these
first graders struggle between independence and
insecurity. One of the positive aspects of this
class is that they seem to thrive on the routine
and structure of the daily class schedule.
Pre-Assessment: Prior to this lesson, students’ Rationale: This quick inventory on
prior knowledge was assessed. Students are the students’ prior knowledge will
expected to know how to count by 5s up to 60 demonstrate which students know
and how to read, count, and write the numbers how to count by 5s to 60 and know
from 1 to 12 before this lesson on telling time. how to read, count, and write their
numbers from 1 to 12 in order to
begin this unit on time.
Modification for High Achieving Students: Having the high achieving students
These students will be paired with struggling assist the low achieving students has a
students during the partner activity. By having dual outcome. The low achieving
the high achieving students to be peer tutors and students interact with a student who
help the low achieving students understand the can accurately tell time using the
telling time concepts, this helps the low analog clock which is excellent
achieving students to hear another student model modeling and reinforcement; the high
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telling time accurately and it also helps to achieving student is developing his
develop the self-esteem of the high achieving self-esteem by helping share his
students. knowledge with others.
Modifications for Low Achieving Students: The low achieving students will
These students will be provided all of the perform better with additional support
assistance they need and additional time if and additional time. All students will
necessary. They will be partnered with high receive ongoing feedback and positive
achieving student for the partner activity. These reinforcement.
students will also receive additional support
from the teacher’s aide and the teacher.
5. Resources: (Identify materials needed for this lesson accounting for varying degrees
of skill level)
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using the document camera. I will flip through engage the students in today’s lesson,
the book and ask the students what they think and ignite their interest to accomplish
the book is about. (I will read the book at the the learner’s goal. I chose the book,
end of the lesson during closure.) I will then ask The Grouchy Ladybug because it is
students, “What is time?” We will have a about telling time, and it shows a
discussion about time: “What time do you get up traditional analog clock on each page,
in the morning?” “What time do you come to showing a specific time. Involving
school?” “What time do you leave school?” the students in a short discussion will
“How do you know what time it is during the show the students the importance of
day?” (Clocks) I will write the word ‘clock’ on time and how it is a measurement tool
the whiteboard. Then I will tell students that which is used throughout each day of
clocks are a type of device that people use to our lives.
measure time. Many years ago, people used a
Sundial (Show illustration of a sundial using the
document camera.) They measured time by the
direction of the shadow of the Sun. Later some
people created clocks made of sand, called an
hourglass to measure time. (Show example of an
hourglass.) This clock just shows you how much
time has passed. Then clocks were created.
Today we use clocks to help us to tell time.
(Show the analog clock in the classroom.)
Modeling: Point to the large classroom analog Teacher will present math concepts
clock. Let’s take a look at this analog clock. An and skills by presenting explicit,
analog clock is a clock or it could be a watch. It direct instruction relating to telling
is called analog because it has moving hands and time by the hour and half-hour using
hours marked from 1 to 12 to show you the time. an analog clock. During this time, the
Write the word, ‘analog’ on the white board. We teacher will explain, model,
will talk about the different sizes of the hands on demonstrate and check for students’
the clock. Refer students to the large understanding. SMP 4: Model with
demonstration clock face of an analog clock. mathematics is incorporated here by
Explain: There are 60 minutes in an hour and the the teacher modeling using an analog
minutes are represented by the small lines that clock representing the hour hand and
go around the outside of the clock. The darker the minute hand and numbers. The
lines and numbers represent the hours. “What students are introduced to new
do the numbers on the clock represent?” (the vocabulary words and the new words
hours) Write the work ‘hour’ on the white board. are written on white board for
I will explain that the hour hand tells us what the reinforcement. Students are involved
hour is. As the hour hand moves around the during the modeling when the teacher
clock, it tells us when we are at the next hour. checks their understanding by having
Complete some examples as the hour hand the students model using their dry
points to the numbers around the clock. Next erase boards and markers to practice
explain about the minute hand. Write the word writing the time to the hour and the
‘minute’ on the white board. The minute hand half-hour.
moves and tells us how many minutes there are
until we reach the next hour. Each time the
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minute hand goes around the clock once, an hour
has gone by. It moves clockwise. Introduce the
word: clockwise meaning the movement or
direction that the clock hands move in a circular
motion to the right. Write the word ‘clockwise’
on the whiteboard. When the minute hand on the
clock points to the twelve, we say the number
the hour hand points to and o’clock. Have
student repeat the word: o’clock, a word used
after a number to tell the hour while writing the
word ‘o’clock’ on the white board. For
example, have the hands of the clock pointing to
5 o’clock. Now let’s learn how to write time.
When we write time, we write the number
representing the hour first, (5) then we write a
colon (5: and two zeros to show the hour, (5:00).
Five o’clock is written 5:00. Model writing time
on the white board.
Check for Understanding: Have students use Checking for understanding by
their dry erase boards and use a dry erase marker observing students demonstrating
to write the times called aloud by teacher: 7 writing time on their dry erase boards
o’clock (7:00), 2 o’clock, (2:00), 4 o’clock is an ongoing monitoring of students’
(4:00), and 12 o’clock (12:00). Give positive learning that the teacher will use to
feedback and reinforcement. determine if students are grasping the
Modeling: Remind students that when the concept of telling time to the hour and
minute hand starts on 12 and goes all the way half-hour. This allows for correcting
around to the 12 again, it is 60 seconds. any misunderstandings or
Demonstrate by showing how to count by 5s misconceptions.
beginning with the minute hand on 1, then so on
until you get to 6 and stop. Then fold a paper
clock in half and discuss what half of the clock
looks like. The minute hand would have to travel
from its starting point at the 12 to the 6 which is
half way around the clock. Explain that half of
60 is 30, so when the minute hand gets to the 6 it
is 30 minutes after the hour. Write the word
‘half-hour’ on the white board. Model some
examples of what different half hour times look
like with the analog clock and how to write the
time on the white board. Ask: What time is it
when the minute hand is on 6 and the hour hand
is on 2? Yes, when the time is 2:30, it means that
it is one-half an hour later than 2 o’clock and
one-half hour before 3 o’clock. Show students
that the hour hand is between the numbers when
the minute hand tells us it is 30 minutes past the
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hour,
Check for Understanding: Have students use
their dry erase boards and use a dry erase marker
to write the times showing half-hours as called
aloud by the teacher: 1:30, 4:30, 10:30, and
12:30. Give positive feedback and
reinforcement. Transition to guided practice.
Guided Practice: The students will each receive Rationale: The students will
a small analog clock. They will be instructed to complete these activities with teacher
listen for the time and move the hands of their guidance to show their understanding
clock to represent the time stated by the teacher of how to represent times to the hour
and write the time shown with their dry erase and half-hour with analog clocks.
marker. The teacher will first call out some This activity allows for multiple
examples of time to the hour (3:00, 6:00, 12:00, means for action expression and
and 10:00). The students will use their small hands-on engagement. The students
analog clocks to move the hands to show the time will demonstrate their understanding
and write the time represented that the teacher by showing and writing the time to
states aloud. The students will self-assess by the hour and half-hour using their
observing the large demonstration clock held by small analog clocks and will self-
the teacher. assess and self-correct by observing
Check for Understanding: Students will use the correct time shown by the teacher
their small clocks to show time to the hour by on the demonstration clock. Students
putting the hour and minute hands in the right are modeling how to show time to the
position and write the time. hour and half-hour which reflects
Next, the teacher will call out some examples of SMP 4-Model with mathematics.
time to the half-hour (1:30, 11:30, 6:30, and Students are also distinguishing
4:30), and students will use their small clocks to between the two hands and the
model and write the correct time that the teacher patterns of the hours and minutes on
states aloud. the analog clock which reflects SMP
Check for Understanding: Students will use 7- Look and make sure of structure.
their small clocks to represent the times to the In the Think, Pair, and Share activity,
half-hour called by putting the hour and minute students are interacting and
hands in the right position and write the time. communicating their ideas about
Then students will self-assess and self-correct. telling time to the hour and half-hour
Paired Activity: Students will then work with the task cards.
together in a Think, Pair, and Share activity with As students complete each activity,
their partner. Each pair will receive a packet with by teacher observation, the teacher
10 task cards, 5 with pictures of analog clocks will be observing the on-going
showing different times and 5 with times written. progress of students’ learning to tell
Students will take turns and work together, time to the hour and half-hour using
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discuss time concepts using their new their analog clocks. Students can also
vocabulary, and match the analog clock to the check for their own understanding by
card with the correct time. When one student observing and self-assessing by
finishes, they will take the cards and mix them up checking their clocks with the
and then the other student will match the cards. demonstration clock.
Students will peer assess one another as they During the partner activity the
work with their partner. Transition to teacher can observe to check for
independent practice. understanding, and each student’s
partner can check for the other
students’ learning.
8. Independent Practice: (Provide practice that supports the learning outcome. Note:
Independent activities are assigned assuming that students understand the concept well
enough to work on their own.)
9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the
students’ learning. Describe differentiating assessment strategies you will use for ELL,
special needs students, highly achieving students and low achieving students.)
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their pencil, students will write the time under by observing the analog clocks and
each analog clock pictured on the sheet and turn writing the correct time represented.
their paper over and return to their place on the Students with 80% or higher mastery
carpet. For students needing differentiation, will move on to the next concept in
there will be different levels of telling time telling time unit. Students who have
sheets. (Sheet A- 9 analog clocks with time to not mastered will receive additional
the hour and half-hour, and sheet B-9 analog instruction and practice.
clocks with time to the hour. This makes each
level conceptually easier/harder.) Transition
back to carpet for closure.
10. Closure: (Describe how students will reflect on what they have learned.)
At the end of the lesson, students will be asked Rationale: Closure is important for
clarifying questions to check for their students to review, summarize, and
understanding of concepts of time to the hour and reflect on their learning. As students
half-hour. Clarifying questions: are involved in this short discussion
How are the minute hand and the hour hand on the concepts of time to the hour
alike? and half-hour, they will be using their
How are they different? ability to look for and express
How do you represent time on an analog clock? regularity in repeated reasoning by
Why is it important to know the difference answering the clarifying questions,
between hours and minutes when telling time? (SMP 8). By engaging the students
Is there something that you would like to share using their analog clocks to model
about today’s lesson? with mathematics what they have just
Then I will share the book, The Grouchy Ladybug learned reflects SMP 4. It also allows
using the document camera. As I read the book, I students to use multiple means of
will have the students use their small analog representation by having them model
clocks to model the time shown on each page of their clocks to represent the same
the book. analog clock picture on the pages of
the book and to stay on task for
closure.
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