University of Utah, Department of Special Education: Lesson Plan

Content Area: Math

Grade
Date: 11.27.14
Core Standard:
CCSS.MATH.CONTENT.2.MD.C.7
Grade 2. Measurement & Data. Work with time
and money.
Tell and write time from analog and digital
clocks to the nearest five minutes, using a.m.
and p.m.
IEP Goal:
By June 8, 2015, when given math
measurement problems representing the
scope of 3rd grade level for math computation,
Z will be able to correctly answer 15/16 (75th
percentile) correct problems in 2 out of 3 trials
as measured by curriculum based
measurements.
Procedures/Activities:
1. Get students attention
2. Academic review /Gather
background knowledge
3. State instructional
objectives
4. Review behavior
expectations

level: 3rd

Instructor Name: Lindsay Newton

Instructional Objective:
Students will identify and interpret the difference
between minutes and hours on a digital and analog
clock. Students will understand what each hand on
the analog clock relates to. Students will count in 5s
from 0 to 60 (seconds) in correlation to the numbers
on a clock.

Behavioral Objective:
Be apart of our group
Be an active listener
Respond on my signal
Keep a positive attitude
Show me your best work

Content (concepts, information, skills, new

vocab, etc.):

Instructional Materials Needed:

Paper plates, markers, scissors, cut out
clock hands, round head fasteners,
worksheets with clocks on them, pencil,
digital clock, analog clock.

New skill in reading clock accurately

New vocabulary: analog and digital clock,
minute, hour, small hand, and big hand.

Teachers Role/What Im doing:

Students Role/What theyre doing:

1. I need your eyes on me in 5, 4, 3, 2, 1. Thank you.

1. Eyes on me

2. Today we are going to get more comfortable with reading the

clock. Hold up an analog and digital clock. These are both clocks,
but this one is called an analog clock and this one is called a digital
clock. Which one do you think is easier to read and tell time? I
agree with you, why do you think it is easier? Those are all great
answers, the analog clock (hold analog) tells us the time, but it takes
a little more work in the beginning until we become more comfortable
reading it. I used to have a hard time reading these kind of clocks,
but the more I practiced the easier it became.

2. Kids pointed to the digital clock.

It just is it tells you the numbers
Shrugs shoulders.
3. Eyes on me
4. Give me a thumbs up when I am
done reviewing rules.

3. By the end of the lesson today you guys will be able to tell time on
both clocks.
4. Remember I need all of you to be apart of our group, be an
active listener. respond on my signal, keep a positive attitude, and
show me your best work.

5. Instruction
a. Model
b. Guided Practice
c. Guided Group
Practice

5.
a. Can anyone tell me what the hands on the analog clock mean?
(point to hands) Yes they do. This shorter hand (point to shorter)
tells the hour and the longer hand (point to longer) tells the minutes.

5.
a. They tell you what time it is?
touch the hours and minutes on a digital
clock.
60

d. Independent practice
e. Error Correction
Procedures

6. Wrap up
a. Review key concepts/
Check for
understanding
b. Review objectives
c. Clean up

Hold up digital clock, touch where the hours are on the digital clock.
Good! Touch the minutes. You guys are so smart, thats right. So
both clocks tell us the hours and the minutes. Who can tell me how
many minutes are in an hour? That is right, 60 minutes are in one
hour. Pick up analog clock. So on our analog clock we show the
minutes in a hidden and magical way. We start at the 12 and count
by 5s. So 12=00 minutes, 1=5 minutes, 2=10 minutes, tell me what
3 minutes would be? Good, keep going (I will point to remaining
numbers and students will tell me corresponding minutes) If I
moved my hour hand to 4 and put my minute hand on right here (put
it on the 1) the time would be 4:05. (Bring students awareness to
the ticks in between the 5 minutes intervals and that they represent
minutes as well.) We are going to noware now going to make our own
clocks to help us learn where our hours and minutes go.
b.c.
Everyone is going to get 2 paper plates. The first one we will write
the hours (with slits cut so students can flip hours back and forth) and
on the second one we will write the minutes. I will demonstrate
where to start and make sure students are placing hours and minutes
in corresponding places. Once the students are done they will use
the round head fasteners to fasten hands.
Move your hour hand to 2 and move your minute hand to 7. Now
flip your 7 back and tell me what minutes are showing. Thats right,
your clock shows 7:35. (repeat with 2-4 more times.)
(e. error correction: if anyone is struggling with their verbal responses
and demonstration of knowledge with clock, I will write minute on the
minute hand and hour on the hour hand of their clock GO BACK AND
REMODEL IF NEEDED.)
d.
Pass out worksheet with sets of analog and digital clocks. Ok now
we are going to draw and write the time I tell On this piece of paper
you guys are going to write down./draw the time that I tell you on
these clocks (point to clocks on sheet) on the analog and digital clock.
We will use our hour and minute hand on the analog clock and
numbers for the digital clock. I will verbally tell students time. 1 st
set= 12:00 2nd set= 8:30 3rd set= 2:55 4th set= 1:32 5th set= 6:45
6th=9:17
(e. error correction: If you need to use our clocks we made that , is
ok. TAlso there are extra clocks in case students need more
practice. REMODEL AND DEMONSTRATE IF NEEDED)
6.
a. Pass out worksheet with clocks in digital and analog times already
on them. You guys have been doing so great with telling time. The
last thing we are going to do before we leave is to read these clocks
and write down the times on the analog and the digital clocks.
b. You guys can now tell time on an analog and a digital clock. We
are going to keep talking about clocks and time so throughout the
rest of the day I am going to ask you what time it is and I want you to
look at the clock in the back of our classroom and tell me. Do you

15,
20, 25, 30, 35, 40, 45, 50, 55, 60.

b.c.
Students will label paper plates with 112 for hours on one plate and 00-55 for
minutes on the other plate.
Students will push round head fasteners
in clock to hold hands in place.
35.

d.
Students will draw times on analog and
digital clock.
6.

a.
Students will have to write the time
under the clocks.
b. Students will tell me the time when
asked. (e. error correction: help get
student started by asking which hand
tells you what, PROMPTS)

Yes!

Adaptations/Modification
s/
Accommodations:
Amplified system
Larger print
Headphones for Z to tune
out background noise

think you guys can do that? I think so as well because look how smart
you are (show them their clocks they made).
c. CLEAN UP
Reinforcement
Assessments:
Procedures:
Pre: I took a pre-assessment with the easy
Token System
CBM and found my students struggled with
Verbal Praise
time.
During: Verbal responses, clock they make
out of paper plates, and the worksheet
where I told them the time and they had to
write and draw it.
Post: I will examine the last worksheet I
gave them and see where I need to fill in
gaps or if I need to go over any other
concepts. At the beginning of the next
lesson I will have a choral response review.

Follow-up Activities:
Compare a.m. & p.m.