Student: Jacqueline Mannix

Course: EDU 329-02

Grade: 1

Topic: Telling Time

Professor: Dr. Kraemer

Date: April 16, 2016
Content Area: Mathematics

Instructional Objective
After a lesson on the functions and the parts of an analog clock, students will be able to tell and
write time in hours and half-hours. Students will be able to differentiate the concept of time in
terms of seconds, minutes and hours. Students will successfully organize times and scenarios by
either A.M. or P.M. Students will assemble an analog clock according to given written time, with
75% accuracy.
Standards and Indicators
Mathematics: Measurement and Data (1.MD.3)
Studentscantellandwritetimeinhoursandhalfhoursusinganaloganddigitalclocks.
Indicator:
Thisisevidentwhenstudentsaremakingtheirownanalogclocks.Thisisalsoevident
duringtheactivitywherethestudentsrolldicetoproduceatimeonananalogclock.
Mathematics:Operations&AlgebraicThinking(1.OA.1)
Studentscanuseadditionandsubtractionwithin20tosolvewordproblemsinvolvingsituations
ofaddingto,takingfrom,puttingtogether,takingapart,andcomparing,withunknownsinall
positions,e.g.,byusingobjects,drawings,andequationswithasymbolfortheunknownnumber
torepresenttheproblem.
Indicator:
Thisisevidentwhenthestudentsarecombiningtheirrolleddice,theyareaddingusing
objects.
ELA&LiteracyStandard:ReadingStandardsforLiterature:IntegrationofKnowledgeand
Ideas(RL.7)
Studentswilluseillustrationsanddetailsinastorytodescribeitscharacters,setting,or
events.
Indicator:
Thisisevidentwhenstudentpartakesintheindependentpracticerecitinginformation
fromabooktheychose.
ELA&LiteracyStandard:WritingStandards:

TextTypesandPurposes(W.3)
StudentswillWritenarrativesinwhichtheyrecounttwoormoreappropriately
sequencedevents,includesomedetailsregardingwhathappened,usetemporalwordsto
signaleventorder,andprovidesomesenseofclosure.

Materials

SMARTboard
Dice
Large die custom made
Construction paper
Markers
Scissors
Paper fasteners
I have, who has cards

Strategies
Cooperative Learning: This is evident when students work in pairs rolling the dice and solving
the analog clock time. This will also be evident when the class divides in half by A.M. and P.M.
and work together to list events occurring in those periods.
Direct Teaching: This is evident when the teacher introduces the A.M. and P.M section of the
lesson.
Group Discussion: This is evident when the teacher is providing the students with scenarios of
how long certain actions take. The students are comparing scenarios with the teacher.
Independent Work: This is evident when the student is logging the times when rolling. This is
also evident when students are assembling their own clocks.
Computer: This is evident when the students play the web-based game on the SMARTboard.
Motivation
The teacher will have the students read and listen to the clock song. The class as a whole will
learn it and it will be incorporated and used during the lesson.
Developmental Procedures

To have the students develop a better concept of time, the teacher will provide the
students with scenarios. The scenarios will include actions where the students have to
determine whether they take an hour to complete or a minute. (How long would it take to
wash your hands? Does it take you a minute or an hour to build a snowman?)
Students will then display an action when called upon, in a charades type manner to
describe something that takes either a second, minute or an hour. The class will then have
to decide the length of time of the action acted out.

The teacher will then introduce the A.M. and P.M. sections of the day. A.M. being any
time before noon and after midnight. P.M. being anytime after noon and before midnight.
The teacher will introduce these new vocabulary words to students using examples from
their daily school schedule. (What period would recess be at 1:00, A.M. or P.M.? What
would be an example of a time in the afternoon?)
The students will be divided in half; one-half will be given the role of A.M. and the other
P.M. The students will have 15 minutes to work together and write ten things and the
times they occur in their given time period. For example for the A.M. group, they could
write things like 7:00 wake up, 7:30 brush teeth and so on. (What are some examples of
things that can occur in both A.M. and P.M.?)
The teacher will have the students design and create their own analog clocks. The
students will assemble the numbers accordingly and create a movable hour and minute
hand. The students will utilize these clocks throughout the lesson.
The teacher will group the children in pairs. Each pair of students will receive two dice
and a large die displaying the words and numbers o clock, thirty, 2 sides displaying :30
and 2 sides displaying :00. (What is another way to say 30 minutes after?)
First, the students are instructed to each take a die and roll it. When their number is rolled
they will adjust their hour hands to that time. They will then roll the large die, taking
turns to result in where the minute hand will be placed. For example, if the student rolls a
2 then the :30 face of the die, they will adjust their clock to 2 thirty. (What would your
time be if you combined your dice?)
Next, the students will work together rolling both dice and the large die. This will have
the students working together using addition tin order to assemble their clocks. The
students will log twelve recorded rolls between the two of them on the given worksheet.
(What is the largest number you can roll?)
The students, when finished, will be directed towards the SMARTboard to independently
complete level one of the game Bedtime Bandits. The students who make it to level two
will receive a free homework pass.
The students will then be given a card reading I have (analog clock time), who has
(written time)? The teacher will initiate the game reading her written time. The game
will then circulate back to the teachers original analog time.
Adaptations

The English Language Learners will be provided with the vocabulary terms prior to the lesson.
They will be able to utilize both visual analog clocks to better aid them in their classwork one
translated in Spanish and one visually displaying A.M. and P.M.
Differentiation of Instruction
Struggling students: Students will be given a longer opportunity to roll the dice and are
expected to produce 6 correct clocks out of the 12 chances provided. Students will be provided
with the vocabulary times and visual examples of certain times. Students will be expected to only
organize scenarios into groups of seconds, minutes, and hours.

Average students: Students will produce 9 correct clocks out of the 12 chances provided.
Students will be able to tell the differences between A.M. and P.M. using scenarios. Students will
act out their concept of time whether in seconds, minutes and hours.
Advanced students: Students will successfully produce 12 correct clocks as a group or on their
own. Students can decipher between A.M. and P.M. using discussed vocabulary during the
lesson. Students will display their knowledge in the concept of time in seconds, minutes and
hours by providing the teacher with scenarios of each.
Assessment
Students will be able to differentiate the concept of time in terms of seconds, minutes and hours.
Students will successfully organize times and scenarios by either A.M. or P.M. Students will
assemble an analog clock according to given written time, with 75% accuracy.
Independent Practice
Following the lesson on telling time, the students will pick a book of their choice from home.
The student has to answer three questions based on what they read. Does the book take place
during the A.M. or P.M.? Describe an event in the book, what time do you think this event
occurred? (Estimate) Describe an action in the book; does this action take a second, a minute or
an hour for the character to complete? The teacher will provide feedback on their accuracy of
telling time within literature.
Follow-Up: Direct Intervention and Academic Enrichment
Direct Intervention: The student, under direct intervention with the teacher, will go over
whether they complete tasks in the morning or night to better understand the periods of the day.
The teacher will provide the student with the vocabulary words and visual examples of both
written time and time on an analog clock.
Academic Enrichment: Students will write their choice of events organizing them into a
storyline using the vocabulary terms learned in this lesson. Students will establish both a story
and a timeline.
Teacher References
Miss Giraffes Class Blog
http://missgiraffesclass.blogspot.com/2015/02/telling-time.html
http://www.awellspringofworksheets.com/courses_grade/telling-time-to-the-half-hour/
http://www.awellspringofworksheets.com/worksheets/draw-the-time-to-the-hour-1-9-wallclocks-premium.pdf

http://mylittlenorway.com/wp-content/uploads/2009/06/clock-face-littles-blank-prac.png
http://www.education.com/worksheet/article/telling-time-am-pm/
http://mylittlenorway.com/wp-content/uploads/2009/06/clock-face-littles-blank-prac.png
http://mrnussbaum.com/bedtime-bandits-ipad.html
https://www.teacherspayteachers.com/FreeDownload/Telling-Time-to-the-Hour-and-HalfHour-I-Have-Who-Has-Cards
https://www.pinterest.com/pin/212161832424021128/

Resources used for Adaptations

NAME ______________________________

Thehands onthe clockgoroundandround,

roundandround, roundandround.
Thehands onthe clockgo roundandround.
To tell us the time.
Theshort handonthe clock
goes fromnumber to number,
number to number, number to number.
Theshort handonthe clock
goes fromnumber to number
to tell us the hour.

happyteacherhappykids.com

Thelonghandonthe clock,
goes aroundby fves,
aroundby fves, aroundby fives.
Thelonghandonthe clock
goes aroundby fves.
To tell us the minutes.