Diane LeFevers

November 14, 2015

Graduated Difficulty Tiered Lesson
Title: Its About Time!
Subject: Math
Grade Level: 2nd
Duration: 1 Hour (30 minute segments)
Type of Lesson: Graduated Difficulty
---------------------------------------------------------------------------------------------------Standards and Elements:
MGSE2.MD7: Tell and write time from analog and digital clocks to the nearest 5
minutes.
MGSE3.MD.1 Tell and write time to the nearest minute and measure elapsed time
in intervals in minutes. Solve word problems involving addition and subtraction of
time intervals in minutes.
HOCTS.3: The student conducts comparisons using criteria.
HOCTS.4: The student makes and evaluates decisions using criteria.
HOCTS.5: The students predicts probable causes consequences of decisions.
Essential Questions:
How do we tell time to the nearest 5 minutes?
What strategies can I use to help me tell time to the nearest 5 minutes?
What does it mean to tell time to the nearest minute?
Objectives: The students will
1. Know

a) That there are 60 minutes in one hour.

b) How to tell time on a digital clock and an analog clock.
2. Understand
a) How to solve word problems related to time.
b) How to ask and answer questions about the times shown on clocks.
c) How solving word problems in math relates to problem solving in literature
3. Do
a) Students will match the time shown on a digital clock with the same time
shown on an analog clock.
b) Students will solve word problems related to the times shown on a clock.

Lesson Description:
Steps:
1. Hook: Share the book, Its About Time by Stuart Murphy.
2. Share objectives for the lesson: See above.
3. Discussion: Have share what students know about clocks. Differentiation:
Some students can draw or write what they know about clocks in their journal.
Independently, table groups, or working with the teacher. Teacher will provide
direct instruction about the different parts of a clock (minute hand, hour hand,
digital and analog clocks)
4. Determine Level: Display sample problems for todays lesson on telling time.
Level A: Questions relate to telling time to the hour and hour.
Level B: Questions relate to telling time to the 5 minutes.
Level C: Questions relate to telling time to the minute and elapsed time.

Allow the students to look at sample problems & lead a discussion:

What makes one level harder than another?
What skills or knowledge are needed to complete each task?
What level do you think would work best for you?
Stress that students should try to work at the level that feels best.

5. Assign Task:
Level A: Students will draw and label digital and analog clocks
showing times to the hour and half hour. Students will solve a
problem that shows clocks correctly and incorrectly labeled. The
students are asked to determine which clock is correctly labeled.
Level B: Students will draw and label digital and analog clocks
showing times to the five minutes. Students will solve word problems
showing mistakes. The students are asked to explain how to fix the
mistakes.
Level C: Students will draw and match digital and analog clocks
showing times to the minute. Students will solve word problems
related to elapsed time and explaining the steps they used in order to
solve the problem.
6. Self-Evaluation: Students will use provided answer keys to check results when
task is completed.
7. Self-Reflection and Analysis: Student will answer the following questions to
assess the choices they made during the lesson:
What did you do well? What gave you trouble? What criteria did you use to make
your choice? Did you make the right choice? Would you make the same choice
next time? What do you need to do to do better next time?
8. Evaluation: Teacher observation. Using thumbs up/fingers, teacher will ask
questions and make note of informal responses. How well did you do on your

problems? Was your choice a good one for you? Did your activity challenge you?
What did you do well?
Resources/Materials: Judy clocks, digital and analog clock cards, answer keys,
student journals, pencils, chart paper, flip chart and interactive whiteboard.

Reflection
This lesson went very well. The students were excited to
pick the paper that they thought was their best fit. I was very
interested in watching and listening to the students as they made
their choices. I found it interesting to learn how they made their
decisions. One student said that he wanted to start with the
easier sheet and learn from it and then move to a harder sheet.
Many students were careful to start with a safe choice. A few
students wanted to go straight to the hardest paper first. Some
students made one choice and then decided that another choice
would have been better. Overall, the first choices of the students
were most often the best choice for the activity. They made
thoughtful choices and could explain their reason for their
decisions.
If I were to do this lesson again, I would do it in a small
group instead of doing it with the entire class at once. I found
that my students enjoyed talking with me as they were doing
their self-evaluations. I also found these talks very insightful. I
enjoyed finding out who wanted to be very safe, and who was
interested in a challenge. For this reason, I would prefer to work
with a smaller group next time.