What the teacher is doing...

Questions the teacher will

ask...

What the students are doing...

INTRO: Anticipatory Set

I will ask the students what
some important times of day for
them are.
Students are listening to the
Who can tell me some
important times of the day for question and responding
appropriately.
you? For example, dinner
time? (bedtime, time to wake
up, time for soccer)
How do you know when it's
time for these things? (My
mom/dad tells me, it's after my
favorite show, I don't know)
State the purpose of lesson:
Today we are going to be learning
how to tell time to the 5 minutes so
that you can each know when it's
time for your important times of
day! Now, before we begin, let's
review to see what you remember
about time...

Which hand points to the

hour, which to the minutes?
(big/little hand, I don't know)
How many minutes are in an
hour? (60,100, I don't know)
Who can tell me what A.M.
and P.M. mean? (morning,
afternoon, I don't know)

Students are listening to the

questions, recalling
information, and answering the
questions appropriately.

Academic language support

and accommodations...

For students who are ELL you

could hold up pictures of
various activities (eating
breakfast, going to sleep, going
to school, etc.) and asking if it
happens in the morning or
night.

What the teacher is doing

Show students a digital clock and

an analog clock with the same time.
(Showing 3:00)

*IF STUDENT'S ANSWER NO

Explain to the students that the
number before the ':' is the hour
and the number after the ':' are
the minutes. Prompt them a few
more times to check for
understanding.

Questions the teacher will ask

Academic language support

and accommodations...

Are these two clocks showing

the same time? (yes, no,
maybe?)
*IF STUDENTS ANSWER NO
*IF STUDENTS ANSWER NO Students are listening to the
Do these clocks show the same new information. Students are
then applying this new
time? [show 7:00, 4:00, and
information to questions asked.
10:00] (yes, no)

Now, what happens when we

need to know the time of
something, but it happens at,
say, 3:30, or 5:15? How do we
know when the clock shows
that time? (We guess, our
mom/dad tells us, I don't know)
We look at the minutes!

What the students are doing...

Students are listening to and

responding to the question
appropriately.

If only one/two students

answers no, have the aid quietly
explain the concept. If working
with a big class and no aid is
present, give the class a
'refresher' so that those students
who are struggling do not feel
embarrassed.

What the teacher is doing...

PART 1: CONCEPTUAL
UNDERSTANDNING
ACTIVITIES
I will explain to the students
how each 'big' number they see
on a clock also represents
minutes.

Questions the teacher will

ask...

What the students are doing...

Students are listening to the

new information.
As a group, can you all count
to 60 by skip counting by 5's?
(1,2,3,4,5,6,7,8,9,10 etc.)

Students are skip counting by

5's to 60.

What have you noticed about

the clock and counting by 5's?
(I don't know, each time we get
to five we are at a number on
the clock)

Students are analyzing the new

information and responding to
the questions appropriately.

As the students are counting I

will be moving the minute hand
around the clock making a point
to point to number each time we
hit a multiple of 5.

Can you think of any other

ways we can figure out the
minutes? (counting by ones,
multiplying number by 5)
We can multiply the numbers on
the clock by 5!, that's right!
Who remembers what 5x9 is?
(45) What about 5x11? (55)
etc.

Students are recalling

knowledge from previous
lessons and responding to the

Academic language support

and accommodations...
For ELL students who do not
understand the term 'skip
counting' we will demonstrate.
These students, if not proficient
in their English numbers, can
also count in their native
language to ensure they
understand the concept.

What the teacher is doing...

Questions the teacher will

ask...

What the students are doing...

Academic language support

and accommodations...

Questions asked.
Good job! Now you are each
going to fill in your own clock
by skip counting 5's.
We will now practice these
different strategies!
I want to figure out what time it
is....
Guided Practice (Think Aloud)
I can tell that the hour hand has
passed the 6, but hasn't reached
the 7 yet, so I know the hour is 6.
I also know that the minute hand
is on 10 and if I multiply 5x10, I
get 50. So that means the time is
6:50!
Or....
I can see that the hour hand has
passed the 9, but hasn't reached
10, so I know the hour is 9. I
also know that if I count by 5's
(5, 10, 15, 20, 25, 30, 35) until I
get to 7, that I get 35. So that
means the time is 9:35!
We will now try a problem
together.

Students are filling in the

minutes (by 5's) on their own
clocks.

Students are listening and

following along with the
problems I am demonstrating to
them.

Challenge: Those students who

have already grasped the
concept can demonstrate
finding the minutes through
skip counting to the rest of the
group.
Those who struggle with the
multiplication can focus on the
skip counting.

Challenge: Students who have

grasped the concept can
complete this problem on their
own.
Students are actively listening,
answering, and completing the
Who can tell me what number guided problem at hand.
the hour hand is on? (5, 4) On
your boards, who can show
me, through skip counting,
how many minutes the minute

Students who struggle with fine

motor skills can dictate to an
aid the numbers they would like
written.
These students can also show

What the teacher is doing...

Let's practice using our new

clocks!

Now let's practice writing this.

This is how you draw a clock
hand. Demonstrate on white
board. Let's show 12:10 on our
worksheets.

Questions the teacher will

ask...
hand is on? (20, 25, 5, 4)
Who can show me 4:40 on
their clock? 11:25? How did
you figure that out? Skip
counting, multiplication

When we draw 12:10 on our

clocks, which hand is pointing
to the 12, big or small?
(small!)

What the students are doing...

Students are actively

demonstrating different times
on their clocks.
Students are actively listening
and answering questions.
Students are drawing in the
hands on the clock.

Now, let's fill out the rest of the

worksheet.
PART 2: PROCEDURAL
FLUENCY ACTIVITIESLet's work on some vocabulary
that will help us with our game!

I will explain to them what half-

Students are working

individually on the given
Worksheet.
Students are actively listening
and answering the questions.

Who can tell me what they

think 'a quarter to' means? (I
don't know, give someone a
quarter, 15 minutes before
something)

For ELL students we can hold

up pictures that show a clock
with the minute hand 'half-past'
an hour. This would also work
for students who are struggling
with the vocabulary.
Vocabulary
-Half-past: the minute hand is
halfway (30 minutes) between
the two different numbers.
-Quarter to: The minute hand is
15 minutes (45 minute mark)
before the hour.
-Quarter after: minute hand is
pointed at 15 minute mark.

Good! Draw big hand with

students. Now draw where the
small hand goes!

Who can tell me what halfpast the hour means? (The

hour is half gone, I don't know)

Academic language support

and accommodations...
me the answers on a premade
Clock.

ELL students or students who

have difficulty speaking can
draw a picture to show these
terms.

Students who have trouble

verbalizing their answers can
write their answers. Ex. 7hours
and 30 minutes or 7:30.

What the teacher is doing...

Questions the teacher will

ask...

What the students are doing...

Academic language support

and accommodations...

past the hour means.

I will explain the other
vocabulary words to them.

Now that we know what 'a

quarter to' means, who can
take a guess at what 'a
quarter after' means? (15
minutes after the hour, I don't
know)

ELL students can be given a

simpler version of a story
problem to work through.

Now, that we know some

vocabulary, let's play the game!
I will explain the rules of the
game.
PART 3: PROBLEM
SOLVING AND
REASONING-I will show
students a word problem and we
will do a guided story problem
using time.
I will read the problem out loud.
Mrs. Stanislo told her class that
when the clock read 11:30 it
would be time for them to eat
lunch. Which clock shows the
time 11:30?

Students are listening to the

rules of the game.

Students are playing the game.

What is the first step we
should take? (underline
important information)
What is the important
information in this word
problem? (at 11:30 it is time
for lunch)

Students are listening to the

story problem being read to
them.
Students are recalling the first

What the teacher is doing...

Think aloud
Well, the first clock shows the
hour hand pointing at 10, so I
know that is not it...The second
clock is has it's hour hand
pointing at 11, so that one might
be it. The last clock also has it's
hour hand point near the 11...

Questions the teacher will

What the students are doing...
ask...
Which hand should we look at steps they should take in a story
first? (hour!)
problem.
Students are answering the
questions being posed.

What should our next step

be? (look at the minute hand)
Who can draw on their board
how to find the minutes for
the second clock through skip
counting and the minutes for
the third clock through
multiplication? (5,10,15,20;
6x5=30)

Good job! I would now like you

each to fill out the word problem
on this worksheet.

Students who struggle with fine

motor skills can dictate what
they want written down or can
show the answer on a premade
clock.

Students are actively listening

to the think aloud.

ELL students can be given a

simply-worded story problem.

Students are thinking about the

steps needed to answer the
questions and are providing
them to the teacher. Students
are actively following along and
completing the problem with
the teacher.

Students who struggle with fine

motor skills can dictate what
they want written down.

Students are independently

answering the story problem at
the bottom of their worksheet.
PART 4: SUMMATIVE
ASSESSMENT
I would now like you all to
complete this final worksheet.
PART 5: CLOSING

Academic language support

and accommodations...

Students are independently

completing their summative

Challenge: Students who are

accelerated can try and answer
the question procedurally
instead of conceptually.

What the teacher is doing...

Questions the teacher will

ask...

What the students are doing...

assessment worksheet.

You all did a great job today!

So what have we learned

about telling time to the 5
minutes? [you can find the
minutes by skip counting, you
can find the minutes by
multiplying by 5]
What is something you have
learned from this lesson?
(Clocks also show the minutes;
you can find the minutes
through skip counting; a
quarter to mean 15 minutes
before)
What was hard/easy about
telling time to the 5 minutes?
[Remembering where all the
minutes go. Skip counting to
find the minutes]
What tips do you have for
other students who are
learning this? [a quarter to
means 15 minutes before the
hour]
What was your favorite part?
[the game, making the clock,
writing a story problem]

Students are actively listening

and responding to the questions
being asked.

Academic language support

and accommodations...
ELL or students who struggle
with speaking/writing can draw
pictures to depict the parts of
the lesson they enjoyed.