Wilson EDUC 353/318 Name: Tara Carey Date: 10/31/13 Target Grade Level: 2nd grade Curriculum Topic:

Mathematics

Learning to Tell Time and Applying Time to Daily Life Stage 1: Desired Outcome
Established Goals: 2.MD.C.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Understandings: Students will understand The importance of telling time. The difference between an analog and digital clock. How to illustrate the time on an analog clock when given a specific time. The difference between a.m. and p.m. Essential Question(s): What would happen if we had no clocks? Why is telling time so important? What is the difference between an analog clock and a digital clock? What is the difference between a.m. and p.m.? How can we add or subtract units of time in a word problem?

Students will know. The parts of an analog clock and what they represent. Why it is important to know how to tell time. The difference between minutes and hours, and how to add or subtract minutes and hours in word problems.

Students will be able to.. Accurately read an analog and digital clock. Explain the parts of an analog clock. Depict a specific time on an analog clock Create and solve word problems adding or subtracting amounts of time.

Stage 2: Assessment Evidence

Performance Tasks: Other Evidence: Students will begin their time unit with a discussion on the The class will engage in importance of time. To begin the discussion and spark the a think pair share to interest of the students, the teacher will pick the class up discuss what they know from lunch or recess in their pajamas or bathrobe. The about time/why it is children will be very confused and intrigued. When the important that we use class returns to the classroom, the teacher will yawn and it. comment on how tired they are, how late it is past their The teacher can assign bedtime, and pretend to go to sleep on their desk. The problems from the children will naturally be inquisitive, and they will tell their textbook if they finish teacher that it is 12:00 in the day not at night. The teacher the independent will then explain how we use a.m. and p.m. to tell the worksheet quickly. difference in time. If someone forgets to specify a time in a.m. or p.m., someone could get very confused about a meeting or appointment, just like the teacher had gotten confused about their bedtime. The class will then transition into a grand discussion about the importance of telling time. The teacher may ask, what would happen if we didnt use time? How would we know when to go to lunch, when to go home, when to get picked up from school? Students will engage in a think pair share with their partner and then the class will make a chart with everything they know about time. At the end of the lesson, the students and teacher will add to the bottom of the chart new information they learned. Following the class discussion on time, the teacher will then show the students how to tell time on a clock, using a large visual aid on the Smart board. The teacher will go slowly when explaining, and then select several students can come up to the board and write down different times shown on the clock. The teacher can then show the students videos from Brain Pop Jr. about the parts of a clock, telling time to the hour, and telling time to the minute. The videos are fun and animated, and it will reinforce the material for the visual learners. http://www.brainpopjr.com/math/time/ The teacher will then explain to the students the difference

between a.m. and p.m., and it would be a good idea to create a poster to hang up in the classroom defining each. The poster should explain that AM is the Latin acronym for ante meridian which means before noon. PM stands for post meridian which means after noon. The teacher should use sticky notes to label the clock in the classroom, to include the minute values on the outside of the clock. (Photo included as an example) The class could label the clock together so the students take ownership and pride in labeling the parts of the clock. A possible activity, given the classroom materials, could give students an adjustable, manipulative analog clock. Students who are particularly struggling to grasp the concept can be given a clock they can move the hands themselves. The class will then get a worksheet to label different clocks with the appropriate times. Students can also be given a follow up homework assignment that night to reinforce telling time. After the students have practiced telling time on their own and can accurately tell time on the analog and digital clocks, the teacher will transition into the word problem unit. The teacher will explain to the students how to add minutes, and that 60 minutes makes one hour. Students will start off with simple word problems using time, and then the teacher will use on-going assessment to determine if they are ready to progress to more difficult problems. The teacher will create problems using the SmartBoard clock, and the students will write their answer on their white boards as a way of quick, informal assessment. A possible follow up project or at home assignment would be having the students create a time journal of their day. This project could incorporate literacy and vocabulary as well to describe their day. Students must list and write about what they did throughout the course of the day, and provide the correct time for each event indicating A.M. or P.M., and specifying how long they spent doing each activity or event. The students can then add up all of the minutes and hours at the end of their day to (hopefully)

reach 24 hours in a day!

Stage 3: Learning Plan

Learning Activities: WHERETO 1. The teacher will brainstorm reasons with the class as to why telling time is so important. The teacher must explain that telling time is a universal, and it helps people know when their appointments are, when they have to take a bus, how long food needs to be cooked for, etc. The students have room to be creative in this discussion and brainstorming aspects of their life that would be impacted if no one could tell time. This would be an interesting English journal entry spin-off, What would life be like without time? The students will go into the lesson with a clear understanding of the main concept that they need to learn how to tell time and use it in their everyday lives. W 2. Later on in the lesson when students progress to word problems telling time, they are already equipped with the knowledge to solve word problems using addition and subtraction. It must be clear to students that 60 minutes make one hour, so they dont get confused and think of it in groups of 100 like units of money. W2 3. The teacher will hook the students into the lesson by using a silly example to attract their attention. When the students return from lunch, the teacher should pick up the class in their pajamas. This will spark the interest of the class. The teacher will comment on how tired they are, and what a long day theyve had. Once the class gets back to the room, the students sit in their seats and the teacher pretends to sleep on their desk. The children will be confused and interested in their teachers unusual behavior. When the students question the teacher, the teacher will say, its 12:00 and its past my bedtime! The students will explain that its 12:00 in the morning, not 12:00 at night. H 4. The teacher will then transition into a class discussion about time. Students will then do a think pair share to contribute ideas to the class chart about the importance of

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telling time, or any prior knowledge they can share about time. The class chart about time will allow them to discuss issues around telling time, perhaps a student will bring up time zones, and how different areas of the world experience a different time than our own. This would be an ideal teachable moment, and the teacher can use a globe as a visual aid and explain how the sun reaches different areas of Earth at different times. The teacher could then look up a world clock, and tell the students what time it is on the other side of the world, where it would be nighttime. This would be an interesting topic to bring up if the students have a firm grasp on the concept of time. E Students will then watch videos from BrainPop Jr. which further explain the parts of the clock, as well as the minute and hour hands. The class will then label the classroom clock with the appropriate values together. If the clock is accessible to children, perhaps one of the children can volunteer to attach the numbers around the clock. (Photograph example is included) R The teacher should try to gain access to manipulative clocks that the students can practice physically moving the hands on to show different times. This would allow them to have a hands on approach to understanding analog clocks. The SmartBoard could also be used to help the students have a large visual aid for telling time. R2 Students will then be given a chance to solve time problems. The teacher will first model several examples on the board before they are given several class examples they can write their answers on white boards. The teacher will ask the children to hold up their answers on white boards as a formative assessment to determine if the students understand how to read the clocks. If the teacher feels they have grasped the concepts, they may begin the independent worksheet. The teacher should walk around the class and take informal notes about who is excelling and who needs additional help. E Students who are having difficulty reading the analog clocks may be invited to the carpet to join the teacher for an activity. Be sure to do so in a manner that does not embarrass the children because they are taking longer to grasp the concept. Perhaps this activity could take place

during lunch or recess time as an extra help session so the students dont get upset. The teacher will create a large clock on the rug with the times written on large pieces of paper. (photograph included) Together, the teacher and below level students can make a large clock together on the rug and they can all figure out where the numbers belong. Two students can volunteer, one can be the minute hand and one would be the hour hand, and they can lie on the rug to show a specific time. ESL students can label the clock in their own language if it helps them. It is a large visual representation that they may respond better to than the clock on the wall or SmartBoard. This activity would be ideal for kinesthetic and visual learners, and hopefully resonate with them. T 9. The lesson gradually progresses to more difficult concepts of time to keep the students engaged in the lesson. They begin with the understanding of why telling time is important for everyday life, how we use it, etc. Then they learn the parts of the clock and how to tell time, and the difference between A.M. and P.M. Afterwards, when the teacher is confident in the students ability to tell time, word problems telling time can be introduced to the students who are ready to challenge themselves. It can be given in the included strips as an exit slip to see which students are comfortable solving word problems. This would also be an excellent weekend homework packet to be completed. This builds off of their prior knowledge solving addition and subtraction problems and word problems. The teacher can also give the students a small quiz on the time unit to make sure the students understand the basic concepts. O

Resources

http://www.brainpopjr.com/math/time/ http://www.timeanddate.com/worldclock/

Citations: McTighe, Jay, and Grant Wiggins. Understanding by Design (n.d.). Retrieved from http://luv2teachgirl.blogspot.com/

(n.d.). Retrieved from http://chapmanchalkboard.blogspot.com/p/classroom-photos.html

Example of how to label the class clock:

Example of carpet clock acitivity:

Sample Time Word Problems Strips (Exit slips)

Name:___________________________________

Date:_________________________

Telling Time to the Minute

Directions: Please draw the hour and minute hands on the analog clock to indicate the time on the digital clock.
12 12 12 12

11 10 9 8 7

1 2 3 4 9 8 10

11

1 2 3 4 9 8 10

11

1 2 3 4 10 9 8

11

1 2 3 4

12:34
12

10:18
12

3:46
12

9:58
12

11 10 9 8 7

1 2 3 4 10 9 8

11

1 2 3 4 10 9 8

11

1 2 3 4 10 9 8

11

1 2 3 4

4:23
11 10 9 8 7 6 5 12 1 2 3 4 10 9 8

1:43
11 12 1 2 3 4 7 6 5 10 9 8

11:50
11 12 1 2 3 4 7 6 5 10 9 8

2:22
11 12 1 2 3 4 7 6 5

7:13
11 10 9 8 7 6 5 12 1 2 3 4 10 9 8

10:10
11 12 1 2 3 4 7 6 5 10 9 8

12:27
11 12 1 2 3 4 7 6 5 10 9 8 7

5:16
11 12 1 2 3 4 6 5

8:45

11:40

7:17

10:48