Rachel Bergland

Clocks & Telling Time Unit

Table of Contents:
Introduction
Common Core State Standards for Mathematics & GLCEs for Subject Area Integration
Goals & Objectives
Unit Time Span & Sequence
Classroom Set-Up & Appearance
Global Connections
Accommodations
Affective Domain
Psychomotor
Hands-On Learning
Content Area Integration
Technology
Thinking Levels/Blooms Taxonomy
Multiple Intelligences
Bibliography
Introduction
Pre-Assessment & Rubric for Pre-Assessment
Lesson 1: Understanding Hours on the Clock with Assessment
Lesson 1: Assessment Data & Reflection
Lesson 2: Hours & Minutes with Assessment
Lesson 2: Assessment Data & Reflection
Lesson 3: More on Telling Time with Assessment
Lesson 3: Assessment Data & Reflection
Final Assessment & Rubric for Final Assessment
Plan for Remediation
Student Evaluation Forms
Introduction:
This unit begins with telling time to the hours. As students progress, they will extend their
skills to telling time to the five minutes and then to every one minute. Activities will include
drawing hands on a clock, working with clock manipulatives, observing how the hour hand moves
with the minute hand, and telling time before and after the hour. Although time is introduced in
this unit, children continue to practice3 telling time in daily routines in later units.
In these three lessons student will be discussing features and functions of clocks and how
clocks are tools for measuring time in hours, minutes, and seconds. By labeling the numbers on an
analog clock face, children see that clocks, like all measuring tools, are comprised of units. Children
being developing their skills in telling time by reading time to the hour and drawing hands on clock
faces for times to the hours. Children then examine how we use the numbers on a clock face to tell
the number of minutes after the hours. The scale for minutes is different from that of hours; each
number represents five minutes. Using their 5s skip counting, children tell time to five minutes.
They observe that the hour hand moves with the minute hand, though at this age they are not
expected to note exact placement of the hours and hand for times after the hour. They also learn
the relationship between seconds and minutes. Childrens skills are extended to reading time to the

minute and reading times as before and after the hour. Throughout the unit, children link times to
daily activities.
Common Core State Standards

Standards for Mathematical Content:

o Measurement & Data (2.MD)
o 7Tell and write time from analog and digital clocks to the nearest five minutes,
using a.m. and p.m.
Standards for Mathematical Practice:
o Reason abstractly and quantitatively.
o Construct viable arguments and critique the reasoning of others.
o Model with mathematics.
o Use appropriate tools strategically.
o Attend to precision.
o Look for and make use of structure.
o Look for and express regularity in repeated reasoning.

GLCEs for Subject Area Integration:

W.AT.02.01: be enthusiastic about writing and learning to write
W.GN.02.03: write an informational piece using diagrams to enhance the understanding of
central or key ideas
Goals & Objectives:
Unit Goals:
1.
2.
3.
4.

TSW tell time to one minute.

TSW enjoy learning how to tell time.
TSW appreciate being able to tell time and being more independent in that way.
TSW link times to daily activities.

Unit Objectives:
1. TSW describe analog and digital clocks
2. TSW define A.M. and P.M.
3. TSW link times to daily activities
4. TSW tell time to the hour
5. TSW experience how long a minute is
6. TSW define an hour
7. TSW tell time to 5 minutes
8. TSW observe how the hour hand moves with the minute hand
9. TSW position the hour hand to reflect the number of minutes after the hour
10. TSW tell time to 1 minute
Unit Time Span & Sequence:
Day 1: Pretest

Day 2: Lesson 1

Day 3: Lesson 2

Day 4: Lesson 3

Day 5: Post Test

Classroom Setup & Appearance:

As normal, there will be an analog clock in the front of the room. Beside the schedule on the
front white board, there will be analog clocks as well as a digital representation that coordinates
with our daily routine/activities. In the back of the room, is our concept board, we will be using the
analog poster on a daily basis to learn about time. We may also incorporate a hula hoop as a giant
clock on the front board to keep students engaged and excited about learning about time. Students
will be making their own analog clock manipulatives, which they will keep at their desks to practice
telling time and for informal assessments at the end of a lesson. As the students finish the unit we
may hang out clocks from the ceiling to celebrate our learning about clocks before sending them
home. As far as desks and furniture arrangement, these things will remain the same throughout the
unit, will be changes in where the teacher and students are working that may alter throughout the
(i.e. seatwork, center work, concept board, rug time for group discussions, etc.).
As we learn new vocabulary, we will add the words to our math word wall. These
vocabulary terms will include:
Clock
Analog clock
Digital clock
Minute hand
Hour hand
A.M.
P.M.
5-minute interval
Half-hour
After the hour
Before the hour
Global Connections:
Students will be able to relate to this unit on a global scale as time is a necessary skill in any
and every culture and community. We will discuss, that it time is different across the world
because of when the sunrises and sets, but this is not our main goal or objective, so it will be a short
discussion. Our goal is for students to realize, understand, and appreciate why telling time is such
an important skill for them to master no matter where or who they are.
Accommodations:
This unit is going to be taught in a general education classroom. In all lessons there will be
individualized and differentiated instruction, as far as for those students that need intervention,
those students who are on level, and those students who need a challenge or extension. These
activities will look different in every lesson, but will be available in all lessons.
Affective Domain:
It is the job of the teachers to provide a safe and positive learning environment and provide
an example of expected behavior in the classroom. In this math unit, students will be encouraged to
explore and discover ideas and concepts rather than being told information. Many of the lessons

are very interactive and hands-on. The teacher will guide and facilitate discussion throughout the
unit, be available for questions and help, and provide support through modeling throughout the
unit. The students will be encouraged and given many opportunities throughout the unit to seek
help from each other, from text, and other resources, and approach the teacher whenever
necessary.
Hands-On Learning:
In almost every lesson in this unit there is hands-on learning. Students will constantly be
using their handmade clock manipulatives to explore telling time to the hour, five minute, and one
minute intervals. Students will also be playing interactive games and participating in body
movement activities to help them better understand time as well.
Content Area Integration:
It is very important to integrate content areas whenever possible. It makes content much
more meaningful, understandable, and engaging. Though this is primarily a math unit, students will
be integrating language arts in explaining their thinking, and writing about how to solve problems
or determine the time on an analog clock. The teacher will also have an opportunity to share
literature in the introduction by reading a book called, How Do You Know What Time It Is?, by
Robert E. Wells. Other literature connections can be shared throughout the unit as well, but are not
part of the lessons that are organized in this unit. Students will be integrating art in making the
clock manipulative. Students will integrate science/social studies we touch on why time is different
around the world and may even different in different cultures. We will also integrate a technology
piece as students have the opportunity to practice and explore telling time with a math program
online called IXL. There are also technology programs that will be used for students who need
tutorials, additional practice, and/or intervention.
Other Literature Connections to Share with Students:
Clocks & More Clocks, by Pat Hutchins
My Grandmothers Clock, by Geraldine McCaughrean
Technology:
Technology will be incorporated in a variety of ways throughout the unit, most of it will
come through independent practice. For example, the online program, called IXL, will be available
for all learners and is set up to address students needs right where they are at. Other programs
will be used for students who need independent tutorials, additional practice, and/or intervention.
These programs are a part of our curriculum and purchased by the school. Soar to Success Math
will provide individualized intervention and support to bring students to proficiency. MegaMath
will be used to help students practice skills and apply concepts through exciting math adventures.
Destination Math will extend and enrich students understanding of skills and concepts through
engaging, interactive lessons and activities. Education Place is an online program that is accessible
from home by all. It has additional resources and help for families, students, and teachers.
Blooms Taxonomy:
The activities and questions within each lesson are designed with Blooms Taxonomy Levels
in mind. The table below indicates the Levels that are evident in each lesson.

Knowledge

Comprehension Application

Analysis

Synthesis

Evaluation

Lesson 1

Lesson 2

Lesson 3

Learning Styles & Multiple Intelligences:

Within each lesson, learning styles and multiple intelligences are accommodated to meet
the needs of each and every child in the classroom. This is accomplished by using a variety of
teaching techniques and activities. Teaching in this way will help all learners be successful and
learn to the best of their abilities. The learning styles displayed here are suggested by Howard
Gardner are incorporated into lesson plans to help a diverse group of learners remain engaged
throughout the activities. The following table outlines the learning styles accommodated in each
lesson plan throughout the unit.
Verbal/
Linguistic

Logical/
Mathematical

Visual
Spatial

Musical
Audio

Kinesthetic

Interpersonal

Intrapersonal

Lesson
1

Lesson
2

Lesson
3

Naturalist

Bibliography
Hutchins, Pat. Clocks and More Clocks. [New York]: Macmillan, 1970. Print.
McCaughrean, Geraldine, and Stephen Lambert. My Grandmother's Clock. New York: Clarion, 2002.
Print.
Wells, Robert E. How Do You Know What Time It Is? New York City: Albert Whitman Prarie, 2002.
Print.

Name
Pre-Assessment for Telling Time Unit
Circle the time that best matches each analog clock.

Circle the time that matches most closely with when you eat breakfast.
7:00 AM

12:00

8:00 PM

Circle the time that matches most closely with when you get home from school.
9:00 AM

12:00

4:00 PM

Circle the amount of time it takes to get to the playground from our classroom.
Seconds

Minutes

Hours

Circle the amount of time it takes to make and eat dinner.

Seconds

Minutes

Hours

Name
Pre-Assessment Rubric for Telling Time Unit
Circle the time that best matches each analog clock.

Circle the time that matches most closely with when you eat breakfast.
7:00 AM

12:00

8:00 PM

Circle the time that matches most closely with when you get home from school.
9:00 AM

12:00

4:00 PM

Circle the amount of time it takes to get to the playground from our classroom.
Seconds

Minutes

Hours

Circle the amount of time it takes to make and eat dinner.

Seconds

Minutes

Hours

Pre-Assessment Data:
90-100% = 4 students (15%) = This group will be considered part of the challenge/extension
differentiation group.
80-89% = 3 students (12%) = This group will be considered part of the on-level differentiation
group.
Below-79% = 19 students (73%) = This group will be considered part of the
intervention/remediation group.
I can tell from this data that we have a lot to learn for this unit in developing the concept of time. I
have a few students that are ahead, but still none of my students received 100% on the preassessment, so I know there are areas where we can all learn and grow and I look forward to
developing this throughout the unit.

To introduce the students to our new math unit on telling time, the teacher will read aloud
How Do You Know What Time It Is? The telling of time has a unique history as Robert E. Wells book
chronicles. Before reading eh book, students will take a pre-assessment for the teacher to assess
how much and what exactly all of the students know already. After that, but before reading the
book students will share what they think they already know about clocks and about telling time.
This information will be gathered and organized on a KWL chart. After sharing this, students will
listen as the teacher reads aloud, How Do You Know What Time It Is? By Robert E. Wells. Following
the read aloud, students will explain what they learned from the book and then brainstorm things
they would like to know more about clocks and telling time. Students at this point are so ready and
excited about telling time, most of them will say they want to know about how to tell the time or
how to read a clock, and so on. The teacher can gather and organize this information on a KWL
chart, similar to the one below.
Already Know

Want to Know

Learned

Lesson 1: Understanding Hours on the Clock

Subject Area: Mathematics
I.

Standards for Mathematical Content:

a. Tell and write time from analog and digital clocks to the nearest five minutes, using
A.M. and P.M.

II.

Standards for Mathematical Practice:

a.
b.
c.
d.
e.
f.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.

III.

GLCEs for Subject Area Integration:

a. W.AT.02.01: be enthusiastic about writing and learning to write
b. W.GN.02.03: write an informational piece using diagrams to enhance the
understanding of central or key ideas

IV.

Objective/Benchmark:
a. By the end of this lesson TSW:
i. Describe analog and digital clocks
ii. Define A.M. and P.M.
iii. Link times to daily activities
iv. Tell time to the hour
b. Students will see these statements written on the board:
i. I can
1. Describe clocks
2. Tell what A.M. and P.M. means and give examples of activities I do in
each
3. Tell time to the hour

V.

Anticipatory Set:
a. At the beginning of each math lesson, the teacher will review prior concepts in the
back of the room at the concept board. Students will sit on the rug in front of the
concept board for this part of the instruction. Students have assigned seats so they
are in the most ideal arrangement possible for their best learning to take place.
The students run this review session with teacher support and guidance. Concepts
that are reviewed are things such as number sense, vocabulary, functions,
geometrical shapes, money, graphing, simple addition and subtraction problems,
and so on. After the students are finished running the concept board, the teacher

will introduce the I can statements for the day, which are I can describe clocks, tell
what A.M. and P.M. means and give examples of activities I do in each, and tell time to
the hour. This will prepare the students for the information they should expect to
learn today.
b. If the teacher would like to provide input as to which skills to review, math
mountains for 100 would be a good topic to review. In creating a math mountain,
students are basically using three numbers in a fact family as they would be
represented in the shape of a mountain. For example, since the students will be
reviewing partners of 100, one example of a fact family would be 23, 77, and 100.
Math mountains for these equations, 77 +23 = 100, 23 + 77 = 100, would look like
this (typically, the teacher or student leader would provide the top of the mountain
and one other factor this fact could be called out by another student, the
remaining fact which is part of that fact family would be identified either as a class
or by an individual called upon in the group):

VI.

Input:
a. Task Analysis:
i. Conduct the anticipatory set above.
ii. (25 minutes) Gather students at the front of the room where there is a clean
white board to carry out discussion. At this time, the teacher will begin a
class discussion about the purpose of clocks. This conversation will be
carried out as an entire class.
1. The teacher will ask these questions, and expect the following
responses:
a. Why do we have clocks?
i. Answers will vary, but students will volunteer:
clocks help us tell time; they help us get up in the
morning; they tell us when we go to school; they tell
us when we have recess; they tell us when bedtime is.
b. How is a clock like a ruler or a scale?
i. This may be a little bit trickier for students, because
visually they may not see the comparison, but they
should notice that clocks are used to measure, there
are different tick marks to represent various
intervals.
c. What do clocks measure?
i. They measure time in hours and minutes. (Some
students may suggest seconds)
iii. Pass out the Features of Clocks Activity Page. Ask students to complete
number one as a group (their table groups) (Group Practice). The types of

things this activity page asks for include students describing the kinds of
clocks they have seen. The students will learn from reading that the analog
clock has a short hour hand and a long minute hand. When students have
completed this page, students can remain in their seats, but the teacher
bring their attention back to themselves for a class discussion. Teacher
should check for understanding by asking students to respond to the
following questions (this will be done by questions asked by
teacher/teachers hands in the air, answers provided by students/teachers
hands come downstudents are already aware of this strategy):
1. Which clocks have faces? Analog or digital? (Teachers hands up)
a. (Teachers hands down) Students respond together: Analog;
if the response is strong, most students have the
understanding; if the response is weak or quiet, students
need clarification of this piece.
2. Which hand is long? Minute hand or hour hand? (Teachers hands
up)
a. (Teachers hands down) Students respond together: Minute
Hand; if the response is strong, most students are
understanding the concept; if the response is weak or quiet,
students need clarification of this piece.
3. Which hand is short? Minute hand or hour hand? (Teachers hands
up)
a. (Teachers hands down) Students respond together: Hour
Hand; if the response is strong, most students have an
understanding of this concept; if the response is weak or
quiet, students need clarification of this piece.
b. One trick the teacher can point out is this. Ask students
which word is longerminute or hour? Minute is. The hand
on the clock that is also longer is the minute hand.
iv. The teacher will tape to the board a large hula hoop. As the teacher is doing
this, she can point out to the class that people often refer to the analog clock
as the clock with faces. The teacher can ask these questions (Guided
Practice & Checking for Understanding):
1. How many numbers are on the face of an analog clock?
a. 12 numbers
2. Where does the 12 go on the clock?
a. Student can come to the board or explain to the teacher that
it goes at the top of the face/circle.
3. Where does the 6 go on the clock?
a. Student can come to the board or explain to the teacher that
it goes at the bottom of the face/circle.
4. The teacher will continue this process until all of the numbers are on
the face of the analog hula-hoop clock.
v. The teacher will then give students a chance to practice adding numbers to
the face of analog clocks by challenging them to complete the corresponding
clocks on their Features of Clocks Activity Page (Independent Practice). The
teacher can then pull the students back together for a quick discussion. At
this point the teacher can draw on an hour and minute hand on the hula
hoop analogue clock.

vi. The teacher can check for understanding by asking students to respond to
the following questions (this will be done by questions asked by the
teacher/teachers hands in the air, answers provided by students/teachers
hands come downstudents are already aware of this strategy):
1. Teacher will point to the hour hand and ask children to tell its name
(Teachers hands up). (Guided Practice)
a. (Teachers hands down) Students may respond: short hand,
small hand, hour hand.
2. Teacher will point to the minute hand and ask children to tell its
name (Teachers hands up). (Guided Practice)
a. (Teachers hands down) Students may respond: long hand,
big hand, minute hand.
vii. The teacher will then give students a chance to practice identifying the hour
and minute hands by challenging them to complete the corresponding
problems on their Features of Clocks Activity Page (Independent Practice).
Some students may mention there is a second hand on the analog clock as
well, the teacher can comment on this briefly, but will then inform the
students that it will not be the focus this unit, but rather they will be
focusing on the minute and hour hands.
viii. Gather the students back together; on the hula hoop analogue clock,
demonstrate drawing the hands at six oclock. Tell the children that we call
this six oclock. When the long, minute hand is pointed directly at the
twelve, we say oclock. We look at the short hand to determine which
oclock it is. Ask the children, if you look at the clock, can you tell that it is
A.M. morning or P.M. evening? Their response will be no. Explain to the
students that the hour hand moves two complete circles around the clock
each day. Then tell the students that we say A.M. for the hours between
midnight and noon (morning) and P.M. for the hours between noon and
midnight (evening). One trick to remember this is to ask the students which
comes first in the alphabet A or P? They will answer A. Then ask the
students which comes first in a day, morning or evening? They will answer
morning. Then explain to the students that the firsts correlate with one
another; so A and morning will help you remember morning is A.M and P
and evening will help you remember morning is P.M. (This entire step is
modeling).
ix. To practice this, have students play a little game. Explain that you will be
calling out activities that students complete throughout the day. If it is an
A.M. activity they are to remain seated. If it is a P.M. activity they are to
stand up. The teacher can call out activities such as eating breakfast, eating
dinner, starting school, getting out of school, afternoon recess, etc.
x. (End of 25 minutes)
xi. (30 minutes) The teacher will distribute 2 paper plates to each student,
markers, minute and hour hands, and brass fasteners.
xii. On one plate, guide students to drawing the 12 numbers on the clock. Cut
slits on in between each number on the paper plate analogue clock. On the
second plate, guide students to drawing the five-minute intervals, from five
to 60 on the clock (in the same places where there would be numbers 1-12
on the face on an analogue clock). Glue the paper plates on top of one
anotherbut only at the centerdo not glue where the slits pull up. The

xiii.
xiv.
xv.

xvi.

xvii.

xviii.

xix.
xx.

paper plate that should be on top should be the paper plate with numbers 112 on the face. (Teacher will model this entire step).
Draw a dot in the center of the plate. You can determine the center of the
plate by folding the places in half in two different directions, where the folds
intersect is where he center is. (Teacher model).
Place the minute and hour hands in the center of the plates, with arrows
pointing to the numbers. Then put the brass fasteners through the hour and
minute hands and through the paper plates. (Teacher model).
The teacher will draw the hour and minute hands on the hula hoop clock to
display seven oclock. Invite students to do the same with their personal
analogue paper clocks. The teacher will also write 7:00 on the board to
demonstrate the digital representation. (Teacher model). Students will
easily catch on to the digital writing as they see this representation on a
daily basis and it is a very concrete example of time.
The teacher will check for understanding by asking these questions and by
expecting these responses from the students:
1. How does the clock show that it is seven oclock?
a. The hour hand points to the seven and the minute hand
points to the twelve.
2. The teacher will change the hula hoop analogue clock to eight oclock
and students will do the same with their personal clocks. The
teacher will ten ask, what time is it now?
a. Eight oclock
3. How do you know?
a. The hour hand is pointing to the eight and the minute hand is
pointing at the twelve.
4. How much time has passed since seven oclock?
a. One hour.
The teacher should explain and show with a demonstration clock that the
hour hand moves to the next number, the minute hand makes one full
rotation around the clock. (Teacher model).
1. The teacher will ask, do both hands on a clock move in the same
direction?
a. Yes. (Checking for Understanding).
2. The teacher will draw arrows on the board around the hula hoop
clock to show which direction the hands on the clock rotate.
(Teacher model). Explain that the hands on the clock move in the
same direction as the numbers on the face of the clock increase.
Ask students to complete Telling the Hour Activity Page independently. In
this exercise page, students will be reading the time off an analogue clock
and writing it in words (for example 5 oclock); they will also be writing it as
it would appear on a digital clock (5:00). (Independent Practice).
Next students will do the opposite, knowing the time in a digital display,
they will draw hands for the minute and hour on a clock.
The teacher will draw a digital clock displaying 3:00 on the board. The
teacher will ask the following questions and expect the following responses.
(Guided Practice)
1. Where should I draw the hour hand?
a. The hour hand should point to the three.
2. Should this hand be short or long?

xxi.

xxii.

xxiii.
xxiv.
xxv.
VII.

a. Short
3. Where should I draw the minute hand?
a. The minute hand should point at the twelve.
4. Should the hand be long or short?
a. Long
Students will finish completing the Telling the Hour Activity Page. They will
also write on the hour and minute hand as it correlates with the digital time
being displayed (for example if 4:00 is displayed, students will draw a long
minute hand that points at the twelve and a short hour hand that points at
the four).
Students have completed the worksheets independently after learning the
new concepts. They will all be turned in at the end of the day. The teacher
will be able to assess these to determine students progress at the unit
progresses.
(End of 30 minutes)
Break into Differentiation Groups (See Differentiation for Instructions)
After working in differentiation groups, the teacher will administer the exit
slip. (Assessment)

Thinking Levels/Blooms Taxonomy

a. Knowledge: What time is this clock showing? Is the hour hand short or long? Is the
minute hand short or long?
b. Comprehension: Where should the minute or hour hand be placed? Why?
c. Application: Students draw the hands on a clock that correlate with a particular
time.
d. Analysis: Students will determine which activities they complete in the A.M. hours
and the P.M. hours.
e. Synthesis: Students are creating their own schedules and comparing them with
partners
f. Evaluation: Which hand moves faster on a clock, the hour hand or the minute hand?
Explain why/your thinking.

VIII.

Learning Styles & Differentiation (All differentiation is Partner Practice):

a. Intervention/Remediation:
i. Additional Activity: Split students into pairs. Each pair needs their
handmade personal clocks. Partner A will show a time (to the hour on the
clock). Partner A will also say what they are doing at this time. (For
example, Partner A will arrange their clock so that the minute hand is on the
12 and the hour hand is on the 4, displaying 4:00. Partner A will also sayit
is 4 oclock. I go home from school at 4:00 in the afternoon). Partner B will
then share what they do at 4:00 in the afternoon. Partner B will show a
different time on the clock and share what they do at this time. This will
continue until ready to move on. Also during this time, we have a tutor that
will pull students individually or in pairs to review ad do additional practice
with clocks and telling time.
ii. Writing Prompt: How is a digital clock like an analog clock? How is it
different? Include a drawing of each different type of clock (with labels).

iii. Technology Connection: Soar to Success Math: This program has targeted
support for telling time to the hour for additional, entertaining practice.
b. On-Level:
i. Additional Activity: Split students into pairs. Each pair needs a white board
and dry erase markers as well as their handmade personal analog clocks.
Students will work together to write their daily schedule. Students will list
each hour in the day as it appears on a digital clock. Next to each written
time, the student will write the correlating activity. As they discuss their
daily schedule and move hour to hour they will also display these times on
their personal clocks. After completing this, partners can share their
schedules with other partners and figure out what is similar and what is
different.
ii. Writing Prompt: Write a story that shows why it is important to include
A.M. or P.M when you say the time.
iii. Technology Connection: MegaMath: MegaMath contains review and
reinforcement games and activities of the concepts and skills presented in
the lesson.
c. Extension/Challenge:
i. Additional Activity with Parent Volunteer: Some children would benefit
from making a connection between the rotations of the hour hand on an
analog clock and the rotations of the earth. Tell children that the earth is
always turning. Explain that at any moment, part of the earth is facing
toward the sun and part of the earth is facing away from the sun. Point out
that it takes 24 hours for the earth to make one complete turn. Ask children
how many times the hour hand goes around the clock in 24 hours. Tell
children that some countries tell time using 24 hours instead of 12 hours
twice a day. Discuss what the afternoon hours would be called on a 24-hour
clock.
ii. Additional Activity: Each child writes a definition for a word from the
lesson. Then they read their definition to their partner. The other child tries
to guess the word from the definition. They can choose a word from the
following list: minute hand, hour hand, oclock, evening, afternoon, noon,
midnight, A.M., P.M., analog clock, and digital clock.
iii. Writing Prompt: Which hand moves faster on a clock, the hour hand or the
minute hand? Explain why/your thinking.
iv. Technology Connection: Destination Math: These games and activities will
challenge students beyond the lesson of today by providing tutorial support
for telling time to the minute and allowing them to further their skills in this
area.
d. Multiple Intelligences:
i. Visual: The teacher will be explaining the telling of time through a giant
analog, hula-hoop clock.
ii. Audio: Students will listen to the teacher and other students share thoughts,
explanations, definitions, and ideas aloud.
iii. Kinesthetic: Students will stand up and sit down to demonstrate their
understanding of A.M. and P.M. They will also be creating their own analog
clocks out of paper plates.

iv. Verbal/Linguistic: Students will be sharing their thoughts aloud with one
another in pairs as well as in groups or with a whole class.
v. Logical/Mathematical: Students will be working with clocks and time.
vi. Interpersonal: Throughout the discussion, students will do think, pair share,
to discuss certain concepts. The differentiated instruction is also completed
mostly in pairs.
vii. Intrapersonal: Throughout the discussion students will have multiple
opportunities to think independently and apply their learning on an
independent basis.
e. Methods: Discussion, Demonstration/Model, Journal Writing, Partner Work, Seat
Work, Manipulatives
f.

Materials:
i. 2 Paper Plates per student
ii. Markers
iii. 1 Brass Fastener per student
iv. Hour and Minute Hand Pointers
v. Hula Hoop
vi. Large White Board with White Board Markers
vii. Small White Boards with White Board Markers
viii. Computers
ix. Paper
x. Pencils

g. Modeling: See above in task analysis.

h. Checking for Understanding: See above in task analysis.
i.

Guided/Group Practice: See above in task analysis.

j.

Independent Practice: See above in task analysis.

k. Closure: To close the lesson, the students will go around the room in a circle and
share one thing that they learned today in math or one question they still have about
the lesson from today. Students will also have an at-home connection page to
practice todays concepts with the assistance of their parents if necessary. If the
student scores a 90-100% on the exit slip, they will be considered part of the
extension/challenge differentiation group for tomorrows lesson. If the student
scores a 80-90% on the exit slip, they will be considered part of the on-level
differentiation group for tomorrows lesson. If the student scores below 80% on the
exit slip, they will be considered part of the intervention/remediation
differentiation group.
l.

Reflection:
i. See data reflection of assessments for lesson 1 (They follow immediately
after the worksheets/assessments on the following pages).

Name
Lesson 1: Features of Clocks
How are digital

and analog

clocks the same?

How are they different?

Fill in the missing numbers:

On the analog clock, the short hand tells the hour and the long hand tells the minutes.

Name
Lesson 1: Telling the Hour
Fill in the correct time on the digital clock and in words.

Fill in the correct time on the analog clock using a long hand for the minute hand and a short hand
for the hour hand. Rememberif you are telling time to the hour, the minute hand will point to the
12 and say oclock.

Name
Lesson 1 Exit Slip:
1. Fill in the correct time on the either the analog or digital clock (whichever is missing).

2. Circle the minute hand on the first clock.

3. Circle the hour hand on the second clock.

Name
Lesson 1 Exit Slip: Rubric & Key
1. Fill in the correct time on the either the analog or digital clock (whichever is missing).

2. Circle the minute hand on the first clock.

3. Circle the hour hand on the second clock.

Lesson 1 Assessment Data & Reflection:

90-100% = 13 students (50%) = This group will be considered part of the challenge/extension
differentiation group.
80-89% = 5 students (19%) = This group will be considered part of the on-level differentiation
group.
Below-79% = 8 students (31%) = This group will be considered part of the
intervention/remediation group.
About 70% of the students are either at or above where I expect them to be so far in this
unit. My goal is for my students to master the unit, but I know that time is a very difficult topic for
some of the kids, especially if they do not have analog clocks at home. It makes me nervous that
31% of the students are below where I hope for them to be, but my hope is that with remediation,
we can bring them up.
One on one remediation will be the best for the remediation differentiation group. I also
think it will benefit the students to continue working in partners as they learn a lot from one
another and working on explaining their thoughts to one another (figuring out why the clock works
the way they work).

Lesson 2: Hours & Minutes

Subject Area: Mathematics
I.

Standards for Mathematical Content:

a. Tell and write time from analog and digital clocks to the nearest five minutes, using
A.M. and P.M.

II.

Standards for Mathematical Practice:

a.
b.
c.
d.
e.
f.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.

III.

GLCEs for Subject Area Integration:

a. W.AT.02.01: be enthusiastic about writing and learning to write
b. W.GN.02.03: write an informational piece using diagrams to enhance the
understanding of central or key ideas

IV.

Objective/Benchmark:
a. By the end of this lesson TSW:
i. Experience how long a minute is
ii. Define an hour
iii. Tell time to five minutes
b. Students will see these statements written on the board:
i. I can
1. Tell you about how long an hour is
2. Tell time to the five minute intervals

V.

Anticipatory Set:
a. At the beginning of each math lesson, the teacher will review prior concepts in the
back of the room at the concept board. Students will sit on the rug in front of the
concept board for this part of the instruction. Students have assigned seats so they
are in the most ideal arrangement possible for their best learning to take place.
The students run this review session with teacher support and guidance. Concepts
that are reviewed are things such as number sense, vocabulary, functions,
geometrical shapes, graphing, simple addition and subtraction problems, and so on.
After the students are finished running the concept board, the teacher will introduce
the I can statements for the day, which are I can tell you about how long an hour is,
tell time to the five minute intervals. This will prepare the students for the
information they should expect to learn today.

b. If the teacher would like to suggest a topic, an important concept that would be
beneficial for students to review is money. Ask student to call out a dollar amount,
between thirty cents and two hundred cents. Then ask multiple student to either
share which coins they would use to create that amount of money or use
manipulatives to represent the coins they would use for that amount of money. The
teacher can also suggest, what is the fewest number of coins you could use to make
this particular amount, what is the most number of coins you could use to make this
particular amount, if you could only use 8 coins (this number would change), what
coins would you use to represent this amount. The student leaders could then call
on student to represent or tell their ideas to the class. The teacher or student could
also employ turn and talk so more students have a voice.
VI.

Input:
a. Task Analysis:
i. Conduct anticipatory set (as listed above).
ii. (25 minutes) Bring students to the carpet. Have them stand up and run in
place for a minute to help them develop a sense of the duration of a minute.
The teacher can also suggest other activities such as jumping up and down,
marching, sitting silently, and so on. The teacher can ask the following
questions:
1. Does a minute seem like a long time or a short time?
a. Answers will vary. Some may include: When I was running
in place, the minute went by quickly, but when we sat quietly
it took forever!
2. What are some activities that take about a minute to finish?
a. Cleaning up the area around me, walking to the office,
running a lap around the playground, etc.
3. What are some activities that take an hour to complete?
a. Taking a test, walking home, making dinner, etc.
iii. The teacher will display one oclock in the hula hoop analog clock. (Teacher
model). Students will follow along using their homemade individual clocks.
The teacher can check for understanding with the following questions:
1. Which hand on an analog clock tells the hour?
a. Short hand, hour hand
2. Which number or numbers on a digital clock tell the hour?
a. The numbers on the left
iv. The teacher will display two o-clock in the hula hoop analog clock. (Teacher
model). The teacher can check for understanding with the following
questions:
1. When the minute hand goes all the way around the clock, what
happens to the hour hand?
a. It moves ahead by one number.
v. The teacher will display 2:20 on the analog and digital clock. (Teacher
model). The teacher can check for understanding with the following
questions:
1. Which numbers on a digital clock tell the minutes after the hour?
a. The numbers on the right
2. Which hand on an analog clock tells the minutes after the hour?

a. The long hand, the minute hand

vi. The teacher will emphasize for children that on a digital clock we read
2:20 or 20 minutes after 2. On an analog clock, we can see that the
minute hand points to the number 4. The teacher will tell the children that
most analog clocks dont show the number for each minute. Explain that
clocks typically show the number for each hour, but we can use these
numbers and the tick marks to help tell the number of minutes after the
hour as well. (Teacher model).
vii. At this point, the teacher will go around the clock, skip counting by fives at
each number. (Teacher model). As they call out a number the teacher will
turn the clock into a flower; at each number, as the students call out the fiveinterval, the teacher will place a flower petal the correlates with that
number on the edge of the clock. For an extra reminder the teacher can
attach two leaves and a stem to the clock. One leaf will be long and have
written on it minutes. This will help students remember that the minute
hand is longer. The other leaf will be short and have written on it hour. This
will help students remember that the hour hand is shorter.

viii. To check for further understanding, the teacher can ask the following
questions: (If needed, review with guided practice)
1. How many minutes are there between 12 and 1 on the clock face?
a. 5 minutes
2. How many minutes are there between 12 and 2 on the clock face?
a. 10 minutes
3. How many minutes are there between 12 and 3 on the clock face?
a. 15 minutes
4. Continue asking these questions until you reach the 12 again.
a. 20, 25, 30, 35, 40, 45, 50, 55, 60
5. How many minutes are on the clock altogether?
a. 60 minutes?
6. How many minutes are in 1 hour?
a. 60 minutes

ix.
x.

xi.

xii.

xiii.

xiv.
xv.

xvi.

xvii.

7. How many seconds are in 1 minute?

a. 60 seconds
8. How many hours are in 1 day?
a. 24 hours
(End of 25 minutes)
(30 minutes) Bring students back to the carpet. Work through several
examples of reading the analog clock to the five minute intervals. The
teacher will emphasize where the minute hand is pointing during this
discussion. (Guided Practice)
The teacher will display 3:35 on the hula-hoop analog clock. The teacher can
check for understanding by asking the following questions.
1. When the minute hand points to 7, how many minutes after the hour
is it?
a. 35 minutes
2. Where do you notice the hour hand is?
a. Between the 3 and the 4
The teacher will display 4: 25 on the hula-hoop analog clock. The teacher
can check for understanding by asking the following questions.
1. When the minute hand is on the 5, how many minutes after the hour
is it?
a. 25 minutes
2. Where do you notice the hour hand is?
a. Between the 4 and 5
The teacher can continue this for several more examples. It may be
beneficial to include a time such as 5:55. Some children mistakenly read a
time like 5:55 as 6:55 because the hour hand is so close to thee 6. Explain
that when the hour hand is between two numbers, the hour is always the
small number. Other children may not know the direction in which the clock
hands move. Remind children that the clock hands travel in the same
direction as the numbers on the clock increase. (Guided Practice)
Students will practice this concept on the Read and Show Time to 5 Minutes
Activity Page. (Independent Practice)
The teacher will write 10:35 on the board and show how to position the
hands on a clock. The following is modeling and guided practice. The
teacher will then ask the following questions:
1. How many minutes after the hour is this time?
a. 35 minutes
The teacher and students will count by 5s together to 35, keeping track with
their fingers. The teacher will then ask the following questions:
1. How many fingers am I holding up?
a. 7 fingers
2. Where should I place the minute hand then?
a. It should point to the 7.
3. Between which two numbers should I place the hour hand?
a. Between the 10 and 11
4. How do you know?
a. 10:35 is between 10 and 11 oclock.
Students will complete the rest of the Read and Show Time to 5 Minutes
Activity Page. Some students may not accurately place the hour hand in the
exact position. At this point, the teacher will ensure that they position the

hour hand between the two correct numbers, but not precisely in the exact
position. (Independent Practice)
xviii. (End of 30 minutes)
xix. Break into Differentiation Groups (See Differentiation for Instructions)
VII.

Thinking Levels/Blooms Taxonomy

a. Knowledge: What time is this clock showing?
b. Comprehension: Where should the minute or hour hand be placed? Why?
c. Application: Students draw the hands on a clock that correlate with a particular
time. They will also be determining the time on the clock based on where the hands
are positioned.
d. Analysis: Students will be discussing why we can skip count by fives to tell the time
in minutes on the clock.

VIII.

Learning Styles & Differentiation (All Partner Practice):

a. Intervention/Remediation:
i. Additional Activity:
1. Split the students into partners. Students will need their handmade,
individual clocks. Partner A will display a time of their choice on
their handmade clocks (to the five minute intervals). Partner A will
not show the clock to Partner B. Partner A will give clues to Partner
B about the time on the clock. A clue for the time on the clock might
be, The hour hand is between the 4 and 5, and the minute hand is
pointing to 3. Partner B listens to the clues and tries to guess the
time on the clock. Partners A and B take turns in the different roles.
2. Students can label the outside of a clock with the five-minute
intervals that correlate with each number on a clock.
3. Also during this time, we have a tutor that will pull students
individually or in pairs to review ad do additional practice with
clocks and telling time.
ii. Writing Prompt: On an analog clock, how do you know the time is between
8:00 and 9:00? Draw a picture to help explain your answer.
iii. Technology Connection: Soar to Success Math: Students can use Soar to
Success for further instruction and tutorials and targeted practice for skills
developed in this lesson and before.
b. On-Level:
i. Additional Activity: Split students into pairs. Each pair needs the handmade
individualized clock. Partner A will set a time on the clock (but not to the
hour). Partner B will look at the clock. Then they will round the clock to the
nearest five minute interval. Be sure and use the word about when you say
the time. Partners A and B will take turns and play several rounds of this
guessing game.
ii. Writing Prompt: How does an analog clock show that there are 60 minutes
in 1 hour? Explain your thinking.
iii. Technology Connection: MegaMath: MegaMath contains review and
reinforcement games and activities of the concepts and skills presented in
the lesson.

c. Extension/Challenge:
i. Additional Activity: Each child needs a white board and marker. Each child
will write the following on their boards:
1. 1 hour =
minutes
2. 180 minutes =
hours
3. 2 hours =
minutes
4. 30 minutes =
hour
Each student will complete each equation. Children will check their answers
with a handout at a designated spot in the room, and they must show and
explain their work to another person who is finished with the same equation
they are on. (The answers are 60 minutes, 3 hours, 120 minutes, hour)
ii. Writing Prompt: Would a clock ever show 7:68? Explain your reasoning
iii. Technology Connection: Destination Math: These games and activities will
challenge students beyond the lesson of today by providing tutorial support
for telling time to the minute and allowing them to further their skills in this
area.
d. Multiple Intelligences:
i. Visual: The teacher will be explaining the telling of time through a giant
analog, hula-hoop clock.
ii. Audio: Students will listen to the teacher and other students share thoughts,
explanations, definitions, and ideas aloud.
iii. Kinesthetic: Students will be using their handmade individual analog clocks
to represent times.
iv. Verbal/Linguistic: Students will be sharing their thoughts aloud with one
another in pairs as well as in groups or with a whole class.
v. Logical/Mathematical: Students will be working with clocks and telling time
vi. Interpersonal: Throughout the discussion, students will do think, pair share,
to discuss certain concepts. The differentiated instruction is also completed
mostly in pairs.
vii. Intrapersonal: Throughout the discussion students will have multiple
opportunities to think independently and apply their learning on an
independent basis.
e. Methods: Discussion, Demonstration/Model, Journal Writing, Partner Work, Seat
Work, Manipulatives
f.

Materials:
i. Handmade, Individualized Clock
ii. Hula Hoop
iii. Large White Board with White Board Markers
iv. Small White Boards with White Board Markers
v. Computers
vi. Paper
vii. Pencils

g. Modeling: See above in task analysis.

h. Checking for Understanding: See above in task analysis.

i.

Guided Practice: See above in task analysis.

j.

Independent Practice: See above in task analysis.

k. Closure: To close the lesson, the teacher will pass out a slip of paper with three
clocks set to different five minute intervals. Students will have to write the time as it
would be seen on a digital clock. This will be their exit slip out of the room. The
teacher will suggest to the students that now that they know how to tell time to the
five minutes, they will learn to tell time to the exact minute during tomorrows
lesson. If the student scores a 90-100% on the exit slip, they will be considered part
of the extension/challenge differentiation group for tomorrows lesson. If the
student scores a 80-90% on the exit slip, they will be considered part of the on-level
differentiation group for tomorrows lesson. If the student scores below 80% on the
exit slip, they will be considered part of the intervention/remediation
differentiation group.
l.

Reflection:
i. See reflection following the assessment data.

Name
Lesson 2: Read & Show Time to 5-Minutes
Fill in the correct time on the digital clock.

Fill in the correct time on the analog clock using a long hand for the minute hand and a short hand
for the hour hand.

Name
Lesson 2 Exit Slip:
1. Fill in the correct time on the either the analog or digital clock (whichever is missing).

2. When we count the minutes, each number on the clock represents

or 10) minutes.

(1,5,

3. When we skip count on the clock to figure out the minutes, we skip count by
(2, 5, or 10).
Name
Lesson 1 Exit Slip: Rubric & Key
1. Fill in the correct time on the either the analog or digital clock (whichever is missing).

2. When we count the minutes, each number on the clock represents

or 10) minutes.
3. When we skip count on the clock to figure out the minutes, we skip count by
(2, 5, or 10).

(1,5,

Lesson 2 Assessment Data & Reflection:

90-100% = 15 students (58%) = This group will be considered part of the challenge/extension
differentiation group.
80-89% = 7 students (27%) = This group will be considered part of the on-level differentiation
group.
Below-79% = 4 students (15%) = This group will be considered part of the
intervention/remediation group.
I am pleased to see that a few of my students have improved. There is still a group of kids
on level and below that I would like to bump up. I can tell that the whole group instruction is
beneficial because we can keep pushing through the material, but it is also helping to meet in small
groups or partnerships to learn from one another. That extra time with the tutor is also really
important. Telling the time or reading the time is much easier for the students than writing the
hands on the clock. I anticipate this being a similar issue tomorrow when we tell time to the
minute, especially because the hour hand moves along with the minute hand.

Lesson 3: More on Telling Time

Subject Area: Mathematics
I.

Standards for Mathematical Content:

a. Tell and write time from analog and digital clocks to the nearest five minutes, using
A.M. and P.M.

II.

Standards for Mathematical Practice:

a.
b.
c.
d.
e.
f.
g.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

III.

GLCEs for Subject Area Integration:

a. W.AT.02.01: be enthusiastic about writing and learning to write
b. W.GN.02.03: write an informational piece using diagrams to enhance the
understanding of central or key ideas

IV.

Objective/Benchmark:
m. By the end of this lesson TSW:
i. Observe how the hour hand moves with the minute hand
ii. Position the hour hand to reflect the number of minutes after the hour
iii. Tell time to 1 minute
n. Students will see these statements written on the board:
i. I can
1. Show you what the minute and hour hands look like on my clock to
the minute
2. Read the time as after the hour and before the hour
3. Read the time on a clock to the minute

IX.

Anticipatory Set:
a. At the beginning of each math lesson, the teacher will review prior concepts in the
back of the room at the concept board. Students will sit on the rug in front of the
concept board for this part of the instruction. Students have assigned seats so they
are in the most ideal arrangement possible for their best learning to take place.
The students run this review session with teacher support and guidance. Concepts
that are reviewed are things such as number sense, vocabulary, functions,
geometrical shapes, graphing, simple addition and subtraction problems, and so on.
After the students are finished running the concept board, the teacher will introduce

the I can statements for the day, which are I can show you what the minute and hour
hands look like on my clock to the minute, read the time as after the hour and before
the hour. And read the time on a clock to the minute. This will prepare the students
for the information they should expect to learn today.
b. One concept would be a good review would be geometrical shapes. The teacher will
hold a geometrical shape behind their back and describe its qualities or
characteristics. For example, if the teacher was describing a cube, they could say,
this shape has six faces; all faces are the same size and shape; all edges are the
same length; each face is a square; etc. As students discover what the geometrical
shape is they raise their hand. The teacher will then call on one student to share
their discovery. The teacher will ask if the students agree. Then they will reveal the
shape hidden behind their back.
X.

Input:
a. Task Analysis:
i. Complete the anticipatory set above.
ii. (20 minutes) The teacher will invite five volunteers to stand in a line at the
front of the class with the analog clocks they made in Lesson 1. Ask the first
volunteer to show 4:00 on their clock. The teacher will ask the students the
following questions to check for understanding:
1. What time does their clock show?
a. 4:00
2. Where is the hour hand?
a. It is pointing to 4.
iii. Invite the second volunteer to show 4:15 on their clock. The teacher will ask
the following questions to check for understanding.
1. How many minutes after 4:00 does their clock show?
a. 15 minutes
2. How do you know by looking at the clock?
a. I skip counted by 5s until my eyes were on the number 3,
which is 15
3. Where is the hour hand?
a. The hour hand is a little bit past 4, but not very much.
iv. Have the third student show 4:30. The teacher will ask the students the
following questions to check for understanding:
1. How many minutes after 4:00 does their clock show?
a. 30 minutes
2. How do you know by looking at the clock?
a. I counted by 5s to 6, which is 6
3. Where is the hour hand?
a. The hour hand is exactly halfway between 4 and 5.
v. Emphasize for children the way in which the hour hand moves with the
minute hand around the clock. Explain that 30 minutes is exactly halfway
between 0 minutes and 60 minutes, so at 4:30 the hour hand is right in the
middle, between 4 and 5. Continue modeling and asking these questions
with students for 4:45 & 5:00. Asking students to model these concepts in a
visual is beneficial because it is visual and memorable.
vi. Have the fourth volunteer show 4:45 and the fifth volunteer show 5:00 on
their clocks. Continue asking similar questions like the ones before it. It will

vii.

viii.
ix.

x.

xi.
xii.

xiii.

xiv.

xv.

help children see how the clock hands move around the clock. (Steps ii-vi
are modeling/guided practice)
Invite the students to how the position of the hour hand changes as the
minute hand travels around the clock. (This entire step is guided practice)
1. When the minute hand is 15 minutes past the hour, where is the
hour hand?
a. Just after the 4.
2. When the minute hand is 30 minutes past the hour, where is the
hour hand?
a. Exactly half way between the 4 and 5.
3. When the minute hand is 45 minutes past the hour, where is the
hour hand?
a. Closer to the 5
4. Where would you place the hour hand for 4:55?
a. Just before 5
(End of 20 minutes)
(35 minutes) Show 9:28 on a demonstration clock or on the hula hoop
analog clock. Invite children to count aloud the minutes around the clock (1,
2, 3, 4, 5, 6, 7, 28) (Teacher model)
1. The teacher will ask: Is there a faster way to count the number of
minutes after the hour?
a. You can skip count by 5s until you get near where you are
supposed to stop.
Ask children to count together by 5s until they reach the 5-minute interval
before 28 (looking and pointing at each big number on the clock that
correlates). (Teacher model)
1. 5, 10, 15, 20, 25
Then ask the children to count by 1s from this point forward until they get
to the number 28, looking at each hash mark. (Teacher model)
1. 26, 27, 28
Together work through several examples to allow children further
opportunity to practice counting the minutes by 5s and 1s. (Teacher
model/Guided Practice)
1. The teacher will ask: How do you know when to sop counting by 5s
and to start counting by 1s?
a. I know to stop counting by 5s when I get to the last 5-minute
interval before the minute hand
Refer children to Reading & Showing Time to 1-Minute Practice Page
1. Students will complete the problems in which they read the clock
and record the time on a corresponding digital clock (Independent
Practice)
When the students are finished, bring them back together and write digitally
on the board, 6:17. Model how to show time to 1 minute on an analog clock.
Work together as a class to correctly position the hands of the clock.
(Guided Practice). The teacher will check for understanding by asking:
1. Where do I place the hour hand?
a. Place the hour hand between 6 and 7 but closer to the 6
Count aloud by 5s to determine the number of 5-minute intervals after the
hour. 5, 10, 15.

xvi. Point to 3 on the clock and together count on by 1s to 17. Position the
minute hand at 17 minutes after the hour.
xvii. Ask children to complete Reading and Showing Time to 1-Minute Practice
Page. (Independent Practice)
xviii. Break into Differentiation Groups (See Differentiation for Instructions)
xix. The teacher will assess students in pairs as they work in differentiation
groups.
XI.

Thinking Levels/Blooms Taxonomy

a. Knowledge: What time is this clock showing?
b. Comprehension: Where should the minute or hour hand be placed? Why?
c. Application: Students draw the hands on a clock that correlate with a particular
time. They will also be determining the time on the clock based on where the hands
are positioned.
d. Analysis: How do we determine the minutes on an analog clock? Why can we skip
count by fives and then count each hash mark as one?

XII.

Learning Styles & Differentiation (All groups are Partner Practice):

a. Intervention/Remediation:
i. Additional Activity:
1. Split students into pairs. Each pair needs 18 index cards and their
handmade clock. Each person needs to write one time each on eight
index cards. Partner A should mix up the index cards and put them
in a pile face down and then pick one card. Then they need to show
the time on the clock. Partner B will check that the time on the clock
of Partner A and then the time on the index card is the same.
Partners can take turns. Also during this time, we have a tutor that
will pull students individually or in pairs to review ad do additional
practice with clocks and telling time.
2. Students can label the outside of a clock with the five-minute
intervals that correlate with each number on a clock.
ii. Writing Prompt: Lilly counted by 1s to 47 in order to read the time 1:47.
Can you explain a faster way to find the number of minutes past the hour?
iii. Technology Connection: Soar to Success Math: Students can use Soar to
Success for further instruction and tutorials and targeted practice for skills
developed in this lesson and before.
b. On-Level:
i. Additional Activity: Split students into pairs. Each pair needs the handmade
individualized clock. Sometimes people round time to the nearest half-hour.
For example, you could round 12:10 to around 12:00. Partner B will show
a time on their clocks. Partner A will round the time on the clock to the
nearest half-hour. Remember to use the word about. Partner B should
check that the time is correct. Partners A and B will take turns.
ii. Writing Prompt: Why is 45 minutes after 5 the same time as 15 minutes
before 6? Explain your thinking.

iii. Technology Connection: MegaMath: MegaMath contains review and

reinforcement games and activities of the concepts and skills presented in
the lesson.
c. Extension/Challenge:
i. Additional Activity: Each pair needs 16 index cards. Have children check
that they wrote the time with words that matches a time on the other cards.
Each set of partners needs to make four sets of index cards. On four cards
write a time. On the other four cards write one of the times using words and
minutes before or after the hour. Put the cards face down in four rows.
Partner A will turn over two cards and try to make a match with the same
time on both cards. If they match keep the cards, otherwise turn the cards
over. Partner B will check the cards. Partners A and B will take turns.
ii. Writing Prompt: If you had a clock with only one hand, which hand would
you want it to have? Why?
iii. Technology Connection: Destination Math: These games and activities will
challenge students beyond the lesson of today by providing tutorial support
for telling time to the minute and allowing them to further their skills in this
area.
d. Multiple Intelligences:
i. Visual: The teacher will be explaining the telling of time through a giant
analog, hula-hoop clock.
ii. Audio: Students will listen to the teacher and other students share thoughts,
explanations, definitions, and ideas aloud.
iii. Kinesthetic: Students will be using their handmade individual analog clocks
to represent times.
iv. Verbal/Linguistic: Students will be sharing their thoughts aloud with one
another in pairs as well as in groups or with a whole class.
v. Logical/Mathematical: Students will be working with clocks and telling time
vi. Interpersonal: Throughout the discussion, students will do think, pair share,
to discuss certain concepts. The differentiated instruction is also completed
mostly in pairs.
vii. Intrapersonal: Throughout the discussion students will have multiple
opportunities to think independently and apply their learning on an
independent basis.
e. Methods: Discussion, Demonstration/Model, Journal Writing, Partner Work, Seat
Work, Manipulatives
f.

Materials:
i. Handmade, Individualized Clock
ii. Hula Hoop
iii. Large White Board with White Board Markers
iv. Small White Boards with White Board Markers
v. Computers
vi. Paper
vii. Pencils

g. Modeling: See above in task analysis.

h. Checking for Understanding: See above in task analysis.

i.

Guided Practice/Partner Practice/Group Practice: See above in task analysis.

j.

Independent Practice: See above in task analysis.

k. Closure: To close the lesson, the teacher will call two students to the back of the
room at a time. She will ask them to show a time on their handmade individualized
clocksto the one minute. If students can do this successfully, they will be
considered ready for the assessment tomorrow. If a student is unable to
successfully complete this task, they will meet with their teacher for remediation
together before the test. In this remediation group, the teacher will repeat the task
analysis steps x-xiii.
l.

Reflection:
i. See the reflection after the assessment following this lesson.

Name
Lesson 3: Read & Show Time to the Minute!
Fill in the correct time on the digital clock.

Fill in the correct time on the analog clock using a long hand for the minute hand and a short hand
for the hour hand.

Lesson 3 Assessment Data & Reflection:

90-100% = 15 students (58%) = This group will be considered part of the challenge/extension
differentiation group.
80-89% = 8 students (31%) = This group will be considered part of the on-level differentiation
group.
Below-79% = 3 students (12%) = This group will be considered part of the
intervention/remediation group.
Again, I am glad to see that students are improving. There are a couple of kids on the low
end of the on-level differentiation group that I am still concerned about and will have the tutor or
myself pull them before the final assessment tomorrow. Like I predicted it was much harder to
draw the time on the clock than to read the clock or to tell the time on the clock. So, for the
assessment, I changed my plan and asked them both to show me a time on the clock as well as read
or tell the time on a clock I preset. Students always were more successful (either in getting it
correct or determining the answer quicker) when they had to read or tell the time as opposed to
arrange the time on the clock using the hands. Again, working in those small groups, with partners,
doing further tutorials (very motivating), and working one-on-one with the tutor I found to be very
beneficial for the kids. One thing I might add in the future to review telling time to the five minutes
is to include a body clock. Students can arrange numbers on individual sheets of paper around in
a circle as if it was a clock and then a student or two students can use their body to make the hands
on the clock and tell the time either to the hour or to the five minutes. This would be too difficult
being o the minute, but it would be a fun, interactive, hands on, engaging, and motivating
kinesthetic review tool.

Name
Post-Assessment for Telling Time Unit
Write the time on each digital clock.

Draw the hands on

the analog clock.

Circle the time that matches most closely with when you eat breakfast.
7:00 AM

12:00

8:00 PM

Circle the time that matches most closely with when you get home from school.
9:00 AM

12:00

4:00 PM

Circle the amount of time it takes to get to the playground from our classroom.
Seconds

Minutes

Circle the amount of time it takes to make and eat dinner.

Hours

Seconds

Minutes

Hours

Name
Post-Assessment Rubric for Telling Time Unit
Write the time on each digital clock.

Draw the hands on

the analog clock.

Circle the time that matches most closely with when you eat breakfast.
7:00 AM

12:00

8:00 PM

Circle the time that matches most closely with when you get home from school.
9:00 AM

12:00

4:00 PM

Circle the amount of time it takes to get to the playground from our classroom.
Seconds

Minutes

Circle the amount of time it takes to make and eat dinner.

Hours

Seconds

Minutes

Hours

Post Assessment Data & Reflection

90-100% = 16 students (62%) = This group will be considered part of the challenge/extension
differentiation group.
80-89% = 9 students (36%) = This group will be considered part of the on-level differentiation
group.
Below-79% = 1 students (4%) = This group will be considered part of the
intervention/remediation group.
I am glad that my students were so successful on this assessments! It really proved to me
how much they grew and improved throughout this unit. Though some of my kids were on the low
end of the on-level group, so I decided to do the following (see the next page) with a few of those
students as well as a follow-up and remediation. As for the other students I will continue to review
this concept and keep it fresh in their minds through practicing in our daily routines, and through
concept board, as well as pushing them beyond to determine things like elapsed time.

Plan for Remediation

After Post-Assessment is Completed
For those students who score below an 80% on the post-assessment (and a couple kids that were
on the low end of the on-level group 80-84%), the teacher will do the following things:

The following letter and practice packet will go home for the child to do with an adult.
The teacher will add telling time to our concept board, which will be reviewed on a daily to
weekly basis as an entire class.

The teacher will set aside independent work time where students can do remediation
pieces and the teacher can provide differentiated instruction to groups of students. This can
include group and partner practice as well as independent practice with manipulatives,
tutorials on the programs provided throughout this lesson and so on.

A tutor comes to help kids on class twice a week. For these students, I will have the tutor
spend additional one-on-one time reviewing this concept.

Appropriate Date
Dear Parents/Guardians,
Happy Friday! We hope you will enjoy a wonderful weekend
with your kiddos home. We finished our telling time unit
yesterday, but would like you to take some time to review this
concept with your child. We have put together a packet of telling
time practice which is attached to this letter. We have also
included the test from this unit; it would be beneficial to go over
these questions as well. If you have any questions or concerns,
please do not hesitate to call or
email. Thank you so much for
your help and support at home!
Have a wonderful weekend!
Thank you for your help,
Miss Bergland & Mrs. Roper

Student Evaluation of Unit

1. How do you feel about telling time now that we have finished this unit?

2. Do you think you know how to tell time?

3. Was it helpful to make and use the paper clocks we created?

4. Was it helpful to think about the clock like a flower?

5. If I could change one thing about this unit, it would be

Overall Reflection
I actually taught a unit similar to this unit on telling time to my second graders, but I
changed a few things around based on the requirements of our plan. I thought it was beneficial to
create this unit, but not as beneficial as creating that first unit. I think we could combine the two
projects and make assessment a crucial part of that unit as well. I feel that it would be more
beneficial to work on portfolios or something that we could use right now or very near in the future
as we are all beginning to look for employment!
I think this unit was also a little more difficult to create, especially the reflections. I changed
my unit a bit from what I did originally with my students so it made it difficult to hypothetically
reflect; I cant imagine had I picked a topic or subject area that I wasnt planning on teaching at all I
think it would be even more difficult to reflect. Typically when I reflect I use specific things that
occurred in my lesson, so not having those experiences to actually reflect upon made it difficult.
This unit I spent more energy reflecting on my assessment data and how that would change the
grouping for the following days lessons and activities.