Lesson Plan

Student: Brianna Lysne

Subject/Concepts: Math: Measurement Grade Level: 2

1. Standards: 3.6 Read time to nearest quarter hour; distinguish between day and
night, (i.e., A.M. and P.M.) [NS/PS 3.2.6]

Observable objective: Students will understand how to tell time using both analog
and digital clocks. Students will learn how to estimate the time and round to the nearest
quarter hour.

2. Materials: 1 digital clock [for demonstration], 1 analog clock [probably the classroom
wall clock], 1 large homemade teacher practice clock [for demonstration and examples],
1 circular piece of construction paper for each student, 2 paper clock face hands for
each student [1 longer, 1 shorter], 1 paper fastener for each student, crayons/markers
for each student to write numbers on their clock face, 1 telling time worksheet for each
student [to be completed after students assemble paper practice clocks].

3. Instruction- Learning Process:

Do First: Have the students sit at the front carpet for a group lesson. Today we
will be talking about clocks and how to read time and how to round or estimate
the time as well. Show the class the digital clock and ask if anyone can read what
time it says? This kind of clock is usually a bit easier to read! You just read the
number for the hour and the number for the minutes and there you go! But wait,
how do we know if it is morning or afternoon? (See if anyone has any guesses).
What is AM/PM and why do we need them?

Mini-lesson: Now have everyone look at the classroom clock (analog) and ask
how many numbers there are? What happens when the clock reaches 12? How
can we keep telling time? Explain to students that the day is divided into 2 halves
12 hours in the morning [AM] and 12 hours in the afternoon [PM]. Ask students if
there is 12 hours in the morning and 12 hours in the afternoon, how many hours
are in a day? Why? [12+12=24]. So, what happens in the morning when the
clock reaches 12? [Answer: it just starts over again at one and that is why
morning and afternoon each have 12 hours, theres a 1 oclock in the morning
 and one in the afternoon and a 2 and 3 and so on]. Ask if anyone knows the
special names we call 12 p.m. [noon] and 12 a.m. [midnight].

Guided Practice: Teacher will grab the large practice clock to manipulate and
practice with. Now we have a better understanding of AM/PM and how there are
12 hours in a clock that repeat.
1. Formative Assessment: Ask a couple of questions like it is 4:00 AM,
is it morning or afternoon? 3:00PM? 8:30 AM? 12:00PM?
12:00AM?

Now we are going to talk about estimating or rounding the time. How many
minutes in 1 hour? (60mins). These 60 mins can be separated or divided into four
15 minute increments called quarter hours. Show class on big practice clock :15,
:30, :45, :00 (Maybe color these sections in different colors to show 4 pieces of a
whole.). Set clock to display a random time like 5:40 and explain that to make
reading the time easier it is okay to round up or down to the nearest quarter hour.
In this case, since the minute hand is closer to 45 than to 30 we could say it is
about 5:45. Do a couple more examples and call on students to answer the
rounded time to the nearest quarter-hour.

Independent Practice: Send students back to their desks in groups where they
will each construct their own practice clock. They should each have the items
distributed to them [1 round construction paper circle, one printed clock face to
glue on, 2 paper clock hands one long and one shorter, and a paper fastener].
The students will glue the printed clock face to their construction paper, then they
will call the teacher over to help attach the two moveable hands with the paper
fastener.

Students will use their practice clocks to complete a worksheet about telling time.
Alternatively, students will play a game in small groups of 3-4 where one student
puts a time on their practice clock and the others try to read the time, the first
person to correctly read the time [rounding up or down] gets to put a new time on
their practice clock.

Assessment: Graded worksheets from the assignment and observation from the
activity. Each day I will either have a time on the big practice clock that I will ask a
student [different student each day] to read to me and write on the board, or I will call on
a student and ask them to make the clock say a certain time. Each time before we leave
the classroom I will ask a student to tell me what time the clock reads.