Small Group Lesson One

MAED 3222

Subject: First Grade Math Central Focus: Time to the nearest hour

Common Core Objective: 1.MD.3 Tell and Date taught: 11/1/16

write time in hours and half-hours using
analog and digital clocks.

Daily Lesson Objective:

Independently, the students will be able to answer the word problem given on the exit
ticket with at least a total of 8/10 to achieve mastery.

Prerequisite knowledge and skills needed: Numbers 1-12, basic understanding of how to tell
time to the nearest hour.

Activity Description of Activities and Setting Time

1. Engage Earlier today we learned about how to tell 2 mins

time with hours, right? (yes!) Okay, well today
were going to learn how to solve problems
with a clock. Im going to give you guys the
same little clocks you had earlier and I want
to see if you can be problem solvers and help
me figure out this problem. (hand out papers
and clocks)

2. Explore My problem says, it is 2 oclock. Ms. Keefers 10 mins

birthday party is in 2 hours. What time is Ms.
(including solutions of major Keefers birthday party? Where do you think I
tasks) should start? Give students a few seconds to
think and give possible answers.

Okay, well lets see if we can use our clocks

and our papers to help us. I think to start this
problem, Im going to draw my first clock at 2
oclock because thats what time it is in the
problem. Have the students follow me as I
draw the clock and the time on my paper.
Okay, so how many hours until the birthday
party? (two) Good job! So in 2 hours from 2
oclock hmmm should I use my little clock
to figure out what time it will be? (yes!) So Im
going to set the little hand up at the 2 and
 then count two hours and see where I land.
Count with me! (one, two) Where did I land? 4
oclock is right. So what the answer? What
time is Ms. Keefers party? 4 oclock! Have
the students draw 4 oclock on the second
clock, next to the first one they drew.

3. Explain Okay, so when we do a word problem with 5 mins

clocks, I think its helpful if we draw out the
first clock to show where we started, and then
draw out the last clock after the time has
changed. Does that make sense? Touch your
nose if you follow. Okay great. Lets do one
more together. Ms. Boozer takes us out to
recess at 10 oclock and lets us stay outside
for 3 hours. What time do we finally go back
inside? Where should I start? Repeat steps
from earlier.

4. Elaborate/Extend Great job guys!! Okay, I want you to turn to 5 mins

the person next to you and make up a
problem for them to solve. Dont make it too
challenging! Use all the materials you have to
help you. Give them time and guidance while
they work. You guys are awesome, kiss your
brains. I have one more problem for you to
work on independently. Give out exit tickets.
Read problem and have them work
independently to figure out the answer.

5. Evaluate The students will receive an exit ticket

(attached).
(assessment methods)
The exit ticket is out of 10 points.

4 points for the correct answer

4 points for the correct clock drawings

2 points for problem solving

Materials/Technology: Partner clock sheets (attached), Judy clocks, Exit ticket (attached)