Title – My Day Timeline

By – Rose Stewart

Primary Subject – Math

Grade Level – 2

Time Requirement – 2 Days for 45 minutes

I. Concept to be taught:

Measurement of time and determining activities done in the a.m. and p.m.

II. Nevada State Mathematics Standards — 2nd Grade

3.2.1 – Compare and order objects by various measurable attributes (e.g., time, temperature, length, weight, capacity and area) communicating their similarities and differences.

3.2.6 – Read time to the nearest quarter hour; distinguish between A.M. and P.M.

2.2.2 – Generate and solve problems based on various numerical sentences; represent mathematical situations using numbers, symbols, and words.

2.2.4 – Generate and solve problems based on various numerical sentences; represent mathematical situations using numbers, symbols, and words.

7.1 – Discuss and exchange ideas about mathematics as a part of learning.

7.2 – Use inquiry techniques (e.g. discussion, questioning, research, data gathering) to solve mathematical problems.

7.4 – Use pictorial representations to identify mathematical operations and concepts.

7.7 – Use physical materials, models, pictures, or writing to represent and communicate mathematical ideas.

7.16 – Express mathematical ideas and use them to define, compare, and solve problems orally and in writing.

7.17 – Use mathematical notation to communicate and explain mathematical situations.

III. Behavioral Objectives:

1. To determine time on an analog clock

2. To order the events that occur in a day.

3. To distinguish between events that occur in the a.m. and p.m.

IV. Materials:

• Large Model of analog clock for class
  
• 12″ x 18″ sheet of white construction paper
  
• Small analog clock for each student
  
• Sheet of blank clocks
  
• Pencil
  
• Glue
  
• Scissors

V. Teaching/Learning Process:

A. Prior Knowledge:
Introduce the terms of analog, a.m. and p.m. and discuss the difference between the two and brainstorm activities for each. Develop prior knowledge by asking for suggestions of activities that occur in the a.m. and p.m. Create a tree map to display students’ suggestions.

B. Instructional Procedure:

1. Give each student a small analog clock to review time to the hour, half hour, and quarter hour. Use large class clock for teacher modeling.

2. Using students’ previous suggestions of events, ask students to demonstrate the time on their clock and name whether it is a.m. or p.m.

3. Hand out white construction paper and model for students on how to fold into 8 sections. Students will follow step by step directions by folding once lengthwise and twice widthwise to create the 8 sections.

4. Students will cut the handout of paper blank clocks and glue one on to each section of the paper.

5. Students will choose 4 events that happen in the a.m. and record the time to the hour, half hour, or quarter hour on their blank analog clock with pencil. Under each time, students will write the digital time.

6. Students will write a sentence describing the event and the time it occurs under the digital time. For example, “I get up in the morning at 8:15 a.m.”
a. Extension: Students can elaborate on their sentence by describing what and how they do each activity in their sentence.

7. Students will complete steps 5-6 for the p.m. times on the second day.

C. Closure:

Once students have completed their “My Day” Timeline, they will get together with a partner to read their timeline. The partner will ask them a questions after each time to encourage social and communication skills.

VI. Evaluation:

The students will be evaluated based on the completion of the “My Day” Timeline. Teacher will monitor as students complete closure activity and check for accurate use of time and a.m./p.m.

E-Mail

Rose Stewart

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