2nd Grade Math- Whole Group Lesson Plan

Allison Antie
Mrs. Reados 2nd Grade Class
Math
Whole Group
Approximately 45 minutes

Subject/Lesson Topic:
Telling Time to the Hour and Half-Hour

Objectives: (TLW:)
The students will be able to tell what time it is to the hour and half-hour by looking at
an analog clock.
The students will be able to show what time it is on a clock when given the time as
_:00 and ___:30.

Standards/GLEs:
1.MD.B.3- Tell and write time in hours and half-hours using analog and digital clocks.

Contextual Factors:
There are 16 children in the first class- 8 boys and 8 girls.
There are 14 children in the second class- 7 boys and 7 girls.
Two students were affected by the flood and are still displaced.
The school is K-12
The students sit in desks clumped in groups of 4 and the teacher has access to a
large dry erase board and overhead projector.
All children in the two classes speak English as first language and there are not
any Special Needs identified.
About half of the class is African American and the other half is White
A few students in each class learn at a slower pace than the rest of the class.

Teacher Materials/Resources:
Over-head projector to demonstrate how to make the paper
plate clock, project the times that the students have to show on
their clocks, and to complete the study guide together.
Dry-erase board and marker- to complete pre-assessment
Card-stock large arrows- for pre-assessment clock on dry-erase
board
2 magnets (put on back of arrows for dry-erase board clock) or
scotch tape
Paper- for children to write their times on it (as :00 and oclock)
Brass brads- center of clock-hold the hands to the clock
Clock face template and arrows printed on cardstock-enough for
each child to get one
 Study Guide- the students and teacher will complete and
students will use to study for test

Student Materials/Resources:
Pencil- the students will use to complete their study guide
Marker- the students will use to write their times on their pieces
of paper and write the numbers 1-12 on their paper plate clock
Scissors- students will use to cut out their long and short
hands

Technology Integration:
Overhead projector
Display the times and the study guide on the overhead
projector

Family/Community Connection or Extension:

Allow the children to bring home their clocks they made.
Encourage them to practice telling time with their parents. Tell them to
impress their parents by asking their parents to give them a time and
then the students can make it that time on their paper plate clocks and
then show their parents.

Pre-Assessment:
First, to refresh the childrens memory, the teacher will review
what they learned the previous day by asking them question such as:
Is the hour hand long or short? Is the minute hand long or short?
Where should the long hand be if we are telling time to the hour? Half
hour?
Then, by using the dry erase board and large arrows made out
of card stock, the teacher will ask the students questions such as: If it
is 3:00, then where is the long hand? Where is the short hand? The
teacher will call on the students by pulling their name from the
popsicle stick bucket, and each student will have a chance to come to
the board and put either the hour or minute hand where it belongs.
As students place the clock hand, the teacher will check off
whether or not that student was able to put the hand in the correct
spot.
Pre-Assessment
Name of Student Placed hand Did not place hand Notes
correctly on clock correctly on clock
Lesson Procedure and Activities:
Pre-assessment: interactive time-telling on the dry-erase
board
Introduction: Clock activity
Closure: Complete Study Guide
Assessment: use the pre-assessment notes, students
papers with the times they wrote on them, and what the
teacher observed during the lesson to determine if the
children met the objectives/standard.

Introduction:
The teacher will tell the children that they will be able to show
her what time it is by using their own clocks! She will ask the
student helper to give each student a piece of the cardstock paper
with the clock face and arrows on it. The teacher will give each
student a brass brad.
The students will be instructed to cut out the face of the clock
and the arrows. Then, they will be instructed to poke a hole through
the end of each arrow and then the center of the clock with the
brass brad to connect them. The teacher will demonstrate on the
overhead projector and will walk around and help students as
needed.
Each student will be given 2 pieces of paper (1/4 piece of paper
size). They will be instructed to write their name on the back of
each paper and then write a time on the front of each paper. One as
colon 00 (:00) and one showing a time to the half-hour (:30).
The teacher will then collect the papers and mix them up. The
teacher will randomly choose a time and show it on the overhead.
The children will then move the hands on their clock to represent
the given time. Once everyone finished, the teacher will look at the
students clocks. Then, the teacher will ask the class where the long
hand should be and where the short hand will be. The teacher will
continue this step until she gets through everyones paper (if time
permits).

Activities:
Pre-Assessment: Interactive clock on dry-erase board
 First, to refresh the childrens memory, the teacher will review
what they learned the previous day by asking them question such as:
What does the long hand tell us? What does the short hand tell us?
Where should the long hand be if we are telling time to the hour? Half
hour?
Then, by using the dry erase board and large arrows made out of
card stock, the teacher will ask the students questions such as: If it is
3:00, then where is the long hand? Where is the short hand? The
teacher will call on the students by pulling their name from the
popsicle stick bucket, and each student will have a chance to come to
the board and put either the hour or minute hand where it belongs.
Introduction: Clock Activity
The teacher will tell the children that they will be able to show
her what time it is by using their own clocks! She will ask the
student helper to give each student a piece of the cardstock paper
with the clock face and arrows on it. The teacher will give each
student a brass brad.
The students will be instructed to cut out the face of the clock
and the arrows. Then, they will be instructed to poke a hole through
the end of each arrow and then the center of the clock with the
brass brad to connect them. The teacher will demonstrate on the
overhead projector and will walk around and help students as
needed.
Each student will be given 2 pieces of paper (1/4 piece of paper
size). They will be instructed to write their name on the back of
each paper and then write a time on the front of each paper. One as
colon 00 (:00) and one showing a time to the half-hour (:30).
The teacher will then collect the papers and mix them up. The
teacher will randomly choose a time and show it on the overhead.
The children will then move the hands on their clock to represent
the given time. Once everyone finished, the teacher will look at the
students clocks. Then, the teacher will ask the class where the long
hand should be and where the short hand will be. The teacher will
continue this step until she gets through everyones paper (if time
permits).
Closure: Study Guide
The students will complete the study guide for the test with the
teacher. The teacher will project the study guide on the overhead
projector and will ask the students the questions on it. The teacher will
fill it out with the students and ask if the students have any additional
questions at the end.

Closure:
The students will complete the study guide for the test with the
 teacher. The teacher will project the study guide on the overhead
projector and will ask the students the questions on it. The teacher
will fill it out with the students and ask if the students have any
additional questions at the end.

Differentiation:
-If some children need help writing the numbers or placing the
hands on the clock. The teacher will assist as needed.
- Some children may not be able to tell the time without using
the visual. If a child needs to use their paper clock while completing
their study guide, then they will be able to.

Formative Assessment/Evaluation:
Formative Assessment
Name of Objective 1- Met Did Objective 2- Met Did Additiona
Student The students Not The students Not l Notes
will be able Meet will be able Mee
to tell what to show what t
time it is to time it is on
the hour and a clock when
half-hour by given the
looking at an time as _:00
analog clock. and __:30
Dear parents and guardians,
Today we discussed how to tell time to the hour and
half-hour. The children created clocks and then showed
different times to the hour. They also wrote the times on dry
erase boards.
Please continue to practice this skill with your child. Ask
them to show you a certain time on their clock or ask them
to write times down for you. You can ask your child to show
what time he/she goes to bed, eats dinner, etc.
Also, please complete the attached worksheet with your
child and sign on the parent/guardian signature line. They
are welcome to use their paper clocks to complete the
worksheet!

Please let me know if you have any questions, comments, or

concerns.
Thank you!
Allison Antie
aantie2@lsu.edu

NOTE: When I got to my placement, my teacher informed me that they

were working on hour AND half-hour now and they did not have to
know how to write it to the __ oclock. However, I had already written
the lesson plan, parent letter, and worksheet to send home based on
just the hour and __ oclock. I was able to adjust the parent letter and
the lesson plan, but I had already printed all of the worksheets. So, the
students just completed it by writing down what time it was with the :
00 ending. Many students did return it the next day with a signature.