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# UDL Template by Region 4 Education Service Center

Universal Design for Learning Lesson Plan
Teacher(s): Dana Scott Date: 5 February 2015
Subject: Telling Time on Analog Clocks Reviewing a Difficult Number such as The TwentyFive Minute Increment (e.g. 2:25)

Materials Needed: Make sure you have all of your materials collected and organized so your lesson will flow
smoothly. If you are presenting this lesson collaboratively, make sure you know who is responsible for what.

1-2 Analog clocks with movable hands and minutes marked (especially at 5-minute increments)
Lesson Objective(s): State your objectives behaviorally. For example: Given (state the condition under which
the students will perform the objective), the students will (state an observable student behavior) with (state the criteria
here a statement that specifies how well the student must perform the behavior) accuracy. An example of a
behavioral objective is: Given an unlabeled diagram of the solar system, the students will label the nine planets and
the sun with 80% accuracy.

Given an analog clock, the students will be able to correctly identify and/or show times to 25
minutes (i.e. 1:25, 3:25, 8:25, etc.) with 9/10 trials.
Standard/Benchmark/Indicator: Are you aligning your lesson with district or state standards?
CCSS.MATH.CONTENT.4.MD.A.1
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min,
sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit.
Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in.
Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs
(1, 12), (2, 24), (3, 36), ...

CCSS.MATH.CONTENT.4.MD.A.2
Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of
objects, and money, including problems involving simple fractions or decimals, and problems that require expressing
measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams
such as number line diagrams that feature a measurement scale.

Anticipatory Set: How are you going to motivate your studentsassess or review prior knowledgeintroduce

## Excite students interest by saying, We get to play the clock game!

This lesson focuses on reinforcing a time that the students consistently struggle with. It is written
for the 25-minute mark (e.g. 2:25, 3:25, 4:25) for students that struggle with the number 25 on
the clock. Teachers may adapt for whatever time their students struggle to remember.
1. Warm-up
2. Present new information/Review the number 25
3. Practice/Assessment (the Clock Game; test students on reading 25-minute clock times)

Multiple Means of Representation: How are you going to present your content so that it meets the needs of
all studentsis the information represented in different ways? For example, utilizing guided notes and graphic
organizers in addition to a lecture format or having several books that represent different reading levels.
Note: This lesson may be repeated or varied as many days as necessary for student to correctly identify the time with
at least 95% accuracy.

## Part 1: Review & Warm-Up

Ask students to identify the hour hand and minute hand, or to identify what the short and the
long hands represent (point to).
The short hand points to the hours (because it is easy to see which hours the short hand points
to, and then it doesnt cover the hours).
The long hand points to the minutes (because it needs to reach further to accurately point to the
minutes).
Warm-up by having students count by 5s from 5 to 30. If/when students struggle with 25,
pause, state, This number is 25, and then have students start with 15 and count to 30 again.
Repeat this process until students can confidently and accurately count from 5-30 by 5s without
missing 25.
Part 2: Teach Difficult Material
Choose some of these activities to learn 25:
1. Flashcards 0-30 that count by 5s
2. Have student fill in the numbers around a blank clock, including hours and minutes
(minutes by 5s)
3. Count by 5s with the student until the student can count independently
4. Use manipulatives; count by fives, putting out five more blocks/cubes every time until
you get to 25 or 30. Then count by fives and put the groups of blocks next to each
number around the clock, so student can see that 25 minutes are on the clock when we
get to the big 5.
Part 3: Reinforce Difficult Material
Teacher Dialogue: How many minutes are in an hour?
60 Minutes.
When the minute hand moves around the clock to each big number, it moves five minutes each
time. Thats why we count by 5s.
Count with me by 5s up to 30. Point to the numbers on the clock: 5, 10, 15, as you count.
Repeat this process with the minute hand on an hour. For example, 12:05, 12:10, 12:15,
Generalize this by moving the small hand to several different hours, keeping the minute hand in
5-minute increments. Tell the time for several examples before asking students to identify the
times.
Part 4: Practice/Assess
Ask students to identify to 5-minute increments up to the 30-minute mark, and to show 5-minute
increment times on their analog clocks. Mix in the 25-minute increment with other times
between the hour and 30 minutes until students identify the 25-minute times correctly 9/10 trials.
When the opportunity arises, point out 25-minute time increments on the classrooms clock.
Continue this throughout the day.

Multiple Means of Engagement: How are you going to provide multiple pathways for students to actually
learn the material presented? Practice, or active mental/physical engagement, is required by students to make real
learning happen. For example, some students may benefit from small group learning opportunities; others may
require more focused practice with precise feedback, while others might benefit from working independently. Some
students will need to write, others will need to talk through ideas before they understand, while others may need to
physically represent what they are learning.

Multiple Means: Students demonstrate on clocks, students point to correct clock among several
options, students draw hands on clock pictures (on the board or on paper), students choose a
correct flashcard clock picture, students create an analog clock and show correct time on this
clock.
Part 1 Extensions: Five-Minute/One-Minute
Give student paper versions of clocks. Have student draw in the hands to point to various fiveminute times.
Show the student flashcards of clocks showing 5-minute increments.
Introduce 1-minute clock times following this lesson plans format.
Whole-Class Activity:
Create Analog Clocks from paper plates, cardboard hands, and brads. Have students assemble
clocks, and allow them to take them home with a note explaining that families can practice
telling time with their child. (Note the students current time-telling ability, and suggest that family
can have their student show them how well they can tell time).
Multiple Means of Expression: How will students demonstrate what they have learned? Again, the creation
of many paths is key. Some students are good test-takers, while others are not. Tiered assignments, oral exams,
building a model, making a video, using portfolio assessment are examples of alternatives to traditional paper/pencil
tests.

Student correctly identified, at with at least 95% accuracy, quarter-hour and three-quarter-hour
times shown on an analog clock.
Student can show this ability through pointing out correct times on the classroom clock, on a
handheld instructional analog clock, through circling the correctly-shown time amid several
choices of clock images, through moving the clock hands to the accurate time, or through
choosing the correct image from a group of flashcards.
Resources: