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Lesson Plan Form

CSUDH - Teacher Education Department


Candidate: Esperanza Torres

Subject(s):
Math

Grade Level(s): 1st

Standard(s):
Measurement and Data
1.MD.3
Tell and write time.
3. Tell and write time in hours and half-hours using analog and digital
clocks.

Date: TBA
Single/Multi-Day Lesson:
1. Single-day lesson

Language Standards K-5


Conventions of Standard English
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing Standards K 2
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Student will tell time to the hour using analog and digital clocks. (Procedure)
II. LEARNING OUTCOME (Objective):
Students will tell time to the hour using analog and digital clocks.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Students learned to recognized and order numbers to 60 in order to identify how many minutes in one hour.
In addition, students will learn this vocabulary list: hour, o'clock, minute hand, hour hand, and colon.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities): Students will enjoy a story book: I.Q. Its Time, by
Mary Frazer. Students will be amused to look at a school day as seen through the eyes of a mouse.
They will learn about all kinds of timekeepers like (analog, digital, stopwatch), about the minute
hand and hour hand.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1 Vocabulary Review
a. Students will direct their attention to the clock. From our story, what did you learn about the
hands on the clock? What can you do in a minute? What can you do in an hour?
b. Teacher will monitor students learning by listening to students responses.
Step #2 Explore analog clock
a. The short hand tells the hour versus the long hand tells the minute. When the minute hand
goes around the clock, there are five minutes in between each number on the clock. Model a
few times, explaining how the hour hand and the minute hand are use. What is the difference
between the hour hand and minute hand? How many hours on the clock? How many
minutes? Where does the minute hand point? Where does the hour hand point?
What time is it?
b. Teacher will monitor students learning by listening to students responses.

Step #3 Explore digital clock


a. A digital clock is a clock run by a computer. It does not have hands. On the display, there are
two sets of numbers. They are separated by 2 dots called a colon. The colon separates the
hour and the minutes. The first set of numbers represents the hour. These numbers go from 1
to 12. The second set of numbers represents the minutes. These numbers go from 00 to 59.
Where is the hour and minute before the colon or after the colon? What time is it?
How many minutes have passed?
b. Teacher will monitor students learning by listening to students responses and viewing their
work.
Step #4 Exploring time (Tic-Tac-Toe)
a. Sequentially, student pairs will remain the same to practice telling time. Student #1 chooses
a clock. Tell the time. If youre right mark an O on your clock. Students #2 repeat, but if
youre right mark an X on your clock. Successful winner will have three in a row either
horizontally, vertically or diagonally.
b. Teacher will walk around to assist students to make sure students understood the concept,
exploring time with tic-tac-toe.
B. APPLICATION ACTIVITY (Practice and/or Reflection):
Students will reflect in their math journals what they learned. What is the short hand for? What is
the long hand for? How many minutes in an hour? How many seconds in a minute? Students will be
challenge with these questions, and they will include them in their math journals.
C. MATERIALS & RESOURCES:
Book: I.Q. Its Time
Vocabulary Chart
Worksheets
Math Journals
Dry eraser makers
Pencils
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: Listen to students responses and check their work for understanding.
Summative: Students will summarize the lesson taught in their math journals. They will answer questions
like: What did you learn? What did you like? Was my lesson easy to understand and fun?
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
Vocabulary Chart
hour
o'clock
minute hand
hour hand
colon
Visuals
Partners
Hear students responses orally
Groups of advance learners/helpers
Hands on activity
Repeat questions for EL students
VII. HOMEWORK (IF APPROPRIATE): None