Lauren Kelly, Melissa Quidor

ELD 375 - Dr. Bulgar

28 February 2015
First Grade Telling Time
Rationale:
This lesson will serve as the first lesson or introductory lesson for a unit on telling
time in a first grade classroom. It will be used to introduce students to the different types
of clocks as well as the differences and purposes of the hands of an analog clock. It is
extremely important for students to understand the differences between the different types
of clocks as well as the differences and purposes of the hands on an analog clock, for they
will need to use these skills for the rest of their lives. They will need to know how to tell
time on different clocks in different settings. Also they will need to know time to be able
to follow schedules and arrive and leave places on time. We created this lesson from past
experiences as well as what we have observed in our field experiences. In addition to
past experiences we will use the textbook as a source for this lesson.
For this particular lesson we used the textbook as a resource in terms of how we
will have the students figure out the differences between analog and digital clocks as well
as the hands on an analog clock. In the beginning chapters of the book the authors
discuss the idea that teachers should let the students explore the different way to approach
a problem and this is what influenced our thinking when creating this lesson. We plan on
asking the students questions to get them thinking about these differences to allow them
to work through the differences on their own and them be the ones to come up with the
answers. We want the students to do all of the thinking and problem solving instead of us
listing all of the differences and purposes for the students.
We came up with the activities and problems used in this lesson plan on our own.
We did however, find the clock worksheet we will be using online. We decided to use
this clock worksheet template in our lesson plan, but added in our own problems for
students to complete to show their understanding. We feel that it was best to use a mix of
online resources with our own material to make our lesson plan the best it could be.
Standards:
CCSS.MATH.CONTENT.1.MD.B.3
Tell and write time.
Tell and write time in hours and half-hours using analog and digital clocks.
Objective:
SWBAT understand the difference between analog and digital clocks.
SWBAT understand the differences between the two hands on an analog clock.
SWBAT begin identifying and expressing different times on their analog and
digital clocks.
Materials:
Large analog clock
Digital clock
Materials to make analog clock on the floor (post it notes, unifix cubes, paper
hands)
White board and markers

 Digital/analog clock worksheet

Pencils
Lesson Design Elements
Anticipatory set:
To begin, we will gather the students on the carpet and have an example of an
analog and a digital clock in the front of the room with us. We will have the
clocks on display in a way in which all students are able to see them clearly.
Co-teachers will ask students to turn and talk to their partner while on the carpet
and discuss what kinds of clocks are in the front of the room.
After sufficient time is given for students to brainstorm, we will ask for volunteers
to share what that discussed and create a list on the white board about the two
different clocks.
This turn and talk and share activity draws on students prior knowledge and
gives teachers an understanding of what students know about the different kinds
of clocks and telling time.
Mentor:
After discussing the differences between the digital and analog clocks, we will
then teach students how to tell time on an analog clock based on the two different
hands.
With the large analog clock displayed on the floor, ask students
o What do you notice about the analog clock? How many hands are there
on this clock? Oh there are two different hands, I wonder why there are
two? What observations can you make about these hands? After
prompting students to make observations about the hands of the clock we
will discuss the difference between the hands on the analog clock
o After asking students questions about the two hands we will explain how
the short hand is the hour hand and the long hand is the minute hand.
Guided Practice:
After students talk through the two hands on the clock and determine that the
short hand is the hour hand and the long hand is the minute hand we will spend
time verbally speaking times and having some students come up to the large
analog clock and showing the times. We will also draw the times out on the white
board in a way that looks like a digital clock.
o Examples: What would six oclock look like? What would twelve thirty
look like on the clock? What would 4 oclock look like?
Independent Practice:
Then we will send the students back to their seats and give them the clock work
sheet. We will give then 10 minutes to work on the work sheet.
After students complete the work sheet we will have volunteers come up to the
large analog clock and white board and show their answers. We will have the
class discuss together if they think they got the right answers and then discuss
why it is right or, if it is wrong how we can fix it.
Closure:
When the students have completed the worksheet we will ask them to find an
empty clock on their worksheet or draw a new clock on the back of their sheet if

they have completed all of the problems. We will give the students a time (EX.
3:00) and write it on the whiteboard in the digital clock form. We will then ask
the students to write on their clocks what that time would look like on their analog
clocks. After they complete this, we will have students share what the clocks they
have drawn look like and have the class decide together if they think they
successfully drew the time on their clocks.
Differentiation:
This lesson will allow the students to show their understanding of both the analog
and digital clock. Not all students will enjoy using an analog clock so giving them
both the analog and digital clocks will allow them to expand their knowledge on
clocks.
The clock worksheet that we have created offers many opportunities for
differentiation within the lesson. The directions for this worksheet only tell
students to choose 3 times to draw on their clocks. There are nine times given to
students of varying difficulties which give students the choice to complete the
problems they are comfortable with.
We have also built differentiation into the lesson by giving students the
opportunity to complete more of the problems on the worksheet than is required if
they flourish with the topic and finish their work quickly.
Since this is the only the introductory lesson we will be able to decide what to do
next if all of the students are not understanding this first lesson. We could
consider coming up with a new approach to the lesson, or splitting the students
into smaller groups and working that way.
Assessment:
The students will demonstrate their understanding of analog and digital clocks
through the Think-Pair-Share activity and the list we compile on the board
together.
The students will demonstrate their understanding of time using the analog and
digital clocks on the time worksheet.
The students will demonstrate their understanding of time in the closure of the
lesson by showing they know what time the next lesson starts.
Other Considerations:
If a child is having difficulty with the lesson we could consider doing something a
little different with the next lessons.
Try to keep everyone at a similar pace, but if that is not possible have something
prepared for students who understand easier than others.
Co teaching Model:
While on carpet for bulk of lesson team teaching
While students are completing worksheet alternative teaching
o one co teacher will circulate around the room monitoring the class
o one co teacher will pull a small group of students to another area of the
room to provide extra assistance completing the worksheet on a need be
basis

Directions:
You must pick at least 3 of the following times
to show on your worksheet on both the analog
and digital clocks!
1)
2)
3)
4)
5)
6)
7)
8)
9)

Four oclock
Five thirty
Eight oclock
Twelve oclock
Six thirty
Nine oclock
One thirty
Eleven oclock
Seven thirty

Bonus: If you finish early you may work on

even more times!