Title – Telling Time

By – Ann Marie Lucas

Primary Subject – Mathematics

Grade Level – 1st

Anticipatory Set: Have on display in front of the students different modes for telling time including: clocks (digital and analog), stopwatches, alarm clocks, calendar, etc. Ask the students: “What do all of these objects have in common?” Write their responses on the chalkboard or on chart paper as they respond. Then ask them, “What are some of the differences between these objects?” Again record their responses. Let the students manipulate the objects as they respond and interact during this activity. The teacher is encouraged to engage the students by helping them operate the different objects. To close the trigger activity ask the students, “What do you think we are going to be learning today? Verbally acknowledge their responses.

Learning Outcomes:

• Goal: During Math instruction in the first grade general education classroom, given different times to the hour, the students will move the big hand and the little hand on their student clocks, read orally, and write in digital form the time demonstrated.

• Standards
  • PA.M.2.1.3.A: Count using whole numbers (to 10,000), and by 2′s, 3′s, 5′s, 10′s, 25′s, and 100′s.)
    
  • PA.M.2.3.3.A: Compare measurable characteristics of different objects on the same dimensions (e.g., time temperature, area, length, weight, capacity, perimeter.).
    
  • PA.M.2.3.3.D: Tell time (analog and digital) to the minute.

Procedures:

1. Review: The teacher explains to the students that in order to tell the time correctly one must understand the parts of a clock. Begin reviewing the parts of the clock with the student using the teacher model clock. (Big hand, little hand and the numbers on the clock represent multiples of five.) Have the students use their clocks as you model and explain the different parts of the clock. (I Do)

2. The teacher writes a time on the board (3:00) in big font, and holds the time up on a flash card in large font. On the teacher model find the 3 and explain how the little hand points to the 3 and the big hand points to the 12 to show 3:00. Have the students, working in pairs and with teaching assistants circulating, use their clocks to show the time as well. The teacher should repeat this activity using 6:00, 2:00, 12:00, 3:00, 5:00, 1:00, 10:00, and 9:00, until the students have demonstrated understanding by completing the activity with 100% accuracy. (We Do)

3. Then the teacher explains to the students that she will be reading the story, “The Grouchy Ladybug.”

4. As a time is mentioned she explains that their job is to work with a partner and write on their white boards the time from the book the way it would be displayed on a digital clock, and using their clocks the way it would appear on an analog clock. Once they have their answer they will hold their clocks up in the air to show they are done.

5. The teacher will put the appropriate time in digital form on the board and in analog form on the teacher model clock so student’s can check to see if they were correct. The students will rotate jobs of manipulating the student clock and writing the time in digital form on the white boards. (We Do)

6. The teacher will hand out the worksheet, which contains clocks in analog form on the left displaying a time and the time written in digital form on the right hand side. The students independently match the correct analog time on the left with the digital time on the right. The worksheets are provided to students and passed out according to skill level. Students with special needs can use the worksheet that has the analog time on the left and trace the time that it represents digitally on the right. (You Do)

Closure: To close the teacher will direct the student’s attention back to the chart paper or list on the board that was generated about the similarities and differences between the different objects that tell time from the anticipatory set. Have the students share any other ideas they may have. Have each student in their partner groups use one of their clocks to display a time to the hour and write that time down on their white boards. Then have the pairs stand one a time and show their time for the class to see. The class must guess the time and as a class respond with the answer. The partner group then shows the class if they are right by holding up the white board answer. Go around the room till each group has a chance to share the time they came up with. At the close of the lesson the student’s will be given a ladybug treat!

Assessment of Students’ Performance Outcomes:

• The student will identify time in analog form to the hour on their analog clocks, reading orally the time, and writing the time digitally, over two consecutive test administrations, with no more than 1 error in every 10 examples (90% accuracy), as assessed by the anecdotal report recording form kept by the teacher, at the end of the first grade instructional level.

• The student will move the big hands and the little hands on their student clocks to represent the digital time from the story and write the time digitally on white boards, working in pairs, over one consecutive test administration, with no more than 1 error in every 10 examples (90% accuracy), as assessed by the anecdotal report recording form kept by the teacher, at the end of the first grade instructional level.

• The student will match and/or trace the correct digital and analog time displayed over two consecutive test administrations, with no more than 1 error in every 10 problems (90 accuracy), as assessed by the independent practice worksheet of 10 digital and analog times to the hour, at the end of the first grade instructional level.

List of Materials/Equipment:

• Teacher model clock
  
• Student clocks
  
• “The Grouchy Ladybug” by Eric Carle.
  
• Ladybug candies
  
• Lined paper.
  
• Different modes of telling time: clocks (analog and digital), watches, stopwatches, calendar.
  
• Dry erase boards for students with markers and erasers.
  
• Independent practice worksheets.
  
• Homework worksheet.

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Ann Marie Lucas

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