Olivia Markoski

School of Education
The College of New Jersey

Topic and Grade Level: Intervention: Telling Time and Grade 2

Lesson Essential Questions: Will students be able to advance in their understanding of telling
time according to skill level? Will students be able to demonstrate learned skill on their own?
Standards:
CCSS.MATH.CONTENT.2.MD.C.7: Tell and write time from analog and digital clocks
to the nearest five minutes, using a.m. and p.m.
Learning Objectives/Assessments:
Objectives: Assessments:
Low Students: Students will be able to Students will answer verbally to questions
discuss the functions of a clock and determine given and manipulate their clocks when told
the correct hour intervals for telling time. to do so.
Students will complete a worksheet on their
own and hand it in to be assessed.
Medium Students: Students will be able to Students will create times on their clock and
use clocks to tell and draw time to the nearest show the other students in the group. They
five minutes. will essentially be quizzing each other as I
monitor and guide them.
Students will complete a worksheet on their
own and hand it in to be assessed.
High Students: Students will be able to Students will manipulate a clock and work on
determine the time passed within real world worksheet while I monitor and guide them.
events.

Materials: Student made clocks that show hour intervals, class clock set that represents an actual
analogical clock, worksheets for all three levels.
Pre-lesson Assignment/ Prior Knowledge: The students have spent all week in whole group
instruction learning about telling time to the nearest five minutes. After the week is over, I have
noticed that the class is split into different levels, some are struggling, some are right on target,
and some are breezing through the material. I was also able to assess this based on scores from a
Telling Time Packet. Therefore, this lessons purpose is to work in smaller groups to work on the
students particular skills on this topic.
Lesson Beginning: The lesson will beginning with the students being told the activity they are
going to be working on. They will be finishing the timeline they started from yesterdays lesson.
This timeline consists of the students showing events throughout a typical school day. The
timeline is made to show events that are happing in A.M and P.M times. Once the students
understand what they are working on, I will begin to call groups over to my back table.
Instructional Time: 10 minutes with each group
Low Students: These students have had trouble distinguishing between the hour and minute
hands, as well as, placing the hour hand in the correct hour interval when the minute hand is
moving closer to completing a full rotation. Therefore, my time with them will be reviewing the
difference between the hour and the minute hand. They will be given a reference card to tape to
their desk that discusses the differences. Then, they will practice telling time on their clocks with
just the hour hand and then adding the minute hand. I will demonstrate how the hour hand moves
when the minute hand moves, emphasizing the important of the location of the hour hand.
Students will then show times on their clocks that I verbally ask them to show. Once we have
done all of this, the students will be given a worksheet that they can complete at their desks
alone.
Medium Students: These students are right on grade level for this topic. Therefore, their time
spent with me will be geared to continuing practice. We will review the times on a clock, both
hour and minute hand related. Then the students will be given the class set of analogical clocks.
From here, they will pair up and create times on their clocks to the nearest five minutes and show
their partner, who will have to figure out the time. After I have monitored this, the students will
be given a worksheet that they will complete back at their desks alone.
High Students: These students are performing above grade level and have finished all their work
accurately and quickly. Therefore, I want to challenge them and teach them a third grade skill of
elapsed time/ time passed. Each of the students will be given an analogical clock that they will
use to manipulate throughout the small group instruction. I will discuss with the students what
elapsed time/time passed is. I will give them examples and show them how I count and solve
them on my clock first. Then I will verbally give students situations where we will work together
to find the time passed. (They will only be working with time passed to the hour and half hour.)
Students will be solving the problems on their individual clocks as we do it together. Once the
students get a hang of this, the students will be given a worksheet with problems that they will
solve. They will work on the problems at the table with myself as a reference for them.
Questions:
Low Students:
1. Which way does the clock rotate? What is that called?
2. How do we tell the difference between the hour and minute hand?
3. Which hand is written first?
4. Where should your hour hand be at this time ?
Medium Students:
1. If my minute hand is pointing to the 5 on the clock, what time is that relating to?
(Multiple examples of this)
2. Where should my hour hand be at this time?
 Higher Students:
1. How much time has passed between these two events?
2. Why should be pay attention to the complete rotations around the clock when figuring
out time passed?
Differentiation:
1. All of the student groups are made based on individual levels and needs.
2. Each group will get different work depending on level.
Classroom Management:
1. Students who are not working with me will be working on another assignment related
to time.
2. Groups will be called to work with me one at a time.
3. While students are moving from working with me to their desk, I will take this time
to walk around the room to see how the other students are doing.
Closure: The lesson will end with the students completing their worksheets and handing them
in, as well as, some of the students who have finished their timelines come up and present them
to the class.