1.

Lesson Title:
Math Telling Time
Alyssa Carmona, Hailey Leone, Sheila McCluskey: MDA 240 Section 01
Grade Level and Activity time: 1st grade and 40 minutes
2. Academic Subject Objectives:
1. Students will be able to count by 5s to 60.
2. Students will be able to tell time on an analog clock using 5 minute intervals.
3. Students will be able to work together in order to create a human analog clock.
3. Academic Subject Vocabulary:
1. Analog Clock: a clock that has moving hands and hours marked from 1 to 12. It shows
the time of day by the position of the hands
2. Hour hand: the short hand on an analog clock. It moves from one clock number to the
next every hour. Its position shows the hour of the day.
3. Minute-hand: the long hand on an analog clock. It goes around the clock once every
hour. Its position shows the minutes of the hour.
4. National Standards:
1. DA:Pr4.1.1--Demonstrate locomotor and non-locomotor movements that change body
shapes, levels, and facings. Move in straight, curved, and zig-zagged pathways. Find and
return to place in space. Move with others to form straight lines and circles.
2. DA:Pr5.2.1--Move safely in general space through a range of activities and group
formations while maintaining personal space.
5. Dance Elements and/or Principles:
1. Repetition: Doing an action over and over again. Students will count from 1 to 60 two
different times, repeatedly changing levels at every fifth number (i.e. 5, 10, 15, etc.). The
first time, students will be moving from a high to low level, repeating this level change at
each interval of five. The second time, students will get to choose how they change their
levels (i.e. high to medium), but will need to repeat the same level change at each interval
of five.
2. Levels: High, medium, and low. Using body parts to be at any of these levels in space.
Students will be changing levels as they count from 1 to 60. The first time, students will
be moving from a high to low level, repeating this level change at each interval of five.
The second time, students will get to choose how they change their levels (i.e. high to
medium), but will need to repeat the same level change at each interval of five. In
addition, during the human clock activity, the students who will represent the numbers on
the clock will be seated at a low level.
3. Self-space: The space that is directly around the body. The space used when doing non-
locomotor movement. Students will be instructed to remain in their self-space during all
movement activities.
6. Lesson Materials:
1. Papers numbered 1-12, including the corresponding five minute intervals (i.e. 1=5, 2=10,
3=15, etc.)
2. Interactive Teaching Center
7. Introduction of Lesson:
1. Creative Hook:
a. Miss Alyssa and Miss Sheila are in the classroom; something about Miss Hailey
missing
 b. Miss Hailey rushes into room; something about being late/forgot how to tell time
c. Miss Alyssa/Sheila says something about working on telling time in todays
lesson ask first graders if they would like to review telling time to help Miss
Hailey
2. T will use Interactive Teaching Center to review vocabulary - analog clock, hour hand,
minute hand
3. T will review counting by 5s with the students by having them count from 1 to 60 two
different times, changing levels at every fifth number (i.e. 5, 10, 15, etc.).
a. Before beginning, T will explain that self-space is the space directly around your
body, so it is important to remember to give yourself, and others, enough space.
b. First, students will be moving from a high to low level, repeating this level change
at each interval of five.
c. The second time, students will get to choose how they change their levels (i.e.
high to medium), but will need to repeat the same level change at each interval of
five.
4. T will have students fill in the missing five minute intervals missing around the analog
clock on the Interactive Teaching Center.
5. T will go over how to tell time using five minute intervals
a. Explain how each number on an analog clock represents another five minutes (i.e.
1=5, 2=10, 3=15, etc.).
8. Lesson Activity:
1. Students will work together in order to create a human analog clock.
2. Twelve students will be chosen to sit in a circle. Each student will be given a piece of
paper with an hour number on it. The numbers will range from 1 to 12. The paper will
also include the five minute interval corresponding to the hour number (i.e. 1=5, 2=10,
3=15, etc.).
3. Two students will be chosen to be the hour hand and the minute hand for the human
clock.
4. T will whisper a time to the students who are acting as the hour hand and the minute
hand. Each time given will include a five minute interval.
5. The remaining students will decide what time is being represented by the human clock.
b. T will remind the students who are part of the human clock that they are at a low
level while sitting/lying on the floor.
c. In addition, T will again explain that self-space is the space directly around your
body, so it is important to remember to give yourself, and others, enough space.
6. After each time is represented, T will ask students questions.
a. How did your classmates use their bodies to represent the time on our clock?
b. Was it easy for you to tell who was acting as the hour hand and who was acting at
the minute hand? Why/why not?
7. Students will switch roles and repeat.
9. Follow-Up Questions
1. Raise your hand and tell us what the hour hand on the clock looks like.
2. Raise your hand and tell us what the minute hand on the clock looks like.
3. Raise your hand and tell us one way that we could have used our bodies differently to
represent the hands on our human clock.
10. Student Assessment:
Student will be assessed on their participation throughout the lesson. Students contributed to the
activity and acted in a positive manner. Students were able to follow directions and answer
questions.
2: understood 1: somewhat 0: did not
completely understood understand

Define analog clock.

Explain the difference between the hour hand

and the minute hand.

Count by 5s up to 60.

Tell which numbers on the clock represent

each five minute interval.

When shown examples of times with five

minute intervals, students will be able to tell
the time.

When asked to show examples of times with

five minute intervals, students will be able to
do so.

Students will be able to work together in

order to create a human analog clock.

11. Grade Level Modification:

Grade 2: Students will be taught to tell time by one-minute intervals. Students will also
learn more vocab, such as quarter to and quarter after the hour.
Grade 4: Students will be taught to measure the difference between two sets of times (the
elapsed time). Students will also solve word problems about telling time.
12. Adaptation for Students with Disabilities:
1. If a student is in a wheelchair, he or she could participate in all of the activities by only
using the upper part of his or her body. All the children could be sitting in chairs around
the room, rather than on the floor.
2. If a student is visually impaired, the teacher could provide hands-on materials. A physical
clock with braille numbers could be given to the student so he or she could feel the
difference between the hour and minute hands. The braille numbers would also help the
student with telling the time.
13. Additional Lesson prep, bibliography, websites, etc.:
1. Have papers numbered 1-12, including the corresponding five minute intervals (i.e. 1=5,
2=10, 3=15, etc.) ready to go for the human clock activity
2. Before lesson begins, rearrange classroom to make room for a large circle in the middle
of the classroom.
3. Create Interactive Teaching Center to assist with lesson.
14. Lesson Plan Activity Images: