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Unit 5 Lessons 1 & 2 Hours and

Minutes (This lesson plan focuses on
Lesson 2)

Name: Rachel Ford

Date: 2/8/17
Subject: Mathematics
Length of Lesson: 60 minutes
Grade Level: 2

Mathematics Core Curriculum Content Objective:

2.MD.C.7: Work with time and money
7. Tell and write time from analog and digital clocks to the nearest five minutes using
a.m. and p.m.
2.NBT.C.2: Numbers and operations in base ten
2. Count within 1000; skip-count by 5s, 10s, and 100s
2.G.C.3: Geometry; Reason with shapes and their attributes
3. Partition circles and rectangles into two, three, or four equal shares, describe the shares
using the words halves, thirds, half of, a third of, etc., and describe the whole as two
halves three thirds, four fourths. Recognize that equal shares of identical wholes need not
have the same shape.

Lesson Focus:
Tell time and write time to the hour including A.M and P.M.
Tell time to 5 minutes

Vocabulary Development:
Analog clock
Digital clock
Hour hand
Minute hand
Equal shares

Preparation: What materials will be needed?

Clock anchor chart from lesson 1

Smart board
Student Workbook pages 227-230


10:17 (8 min) How long are 1 minute and 1 hour? Remind students to raise hands
Have children do jumping jacks or Positive reinforcement
jog in place for exactly 1 minute Set clear expectations to jog/jump
(time them) quietly and not to over exert
Have children sit quietly for 1 themselves
minute in seats or other peaceful
pose (time them)
Ask: Does a minute seem like a
long time or a short time?
Say: Think about how an hour
Ask: What are some activities
that you do for one hour?
10:25 (8 min) Hours and Minutes on a Clock
Display 1:00 on a demonstration Positive reinforcement
clock Proximity
Write digital notation on board Wait time
Ask: Which hand on an analog
clock tells the hour? (Short hand,
hour hand)
Ask: Which number or numbers
on a digital clock tell the hour?
(number(s) on the left)
Display 2:00 on the analog clock
Ask: When the minute hand goes
all the way around the clock, what
happens to the hour hand? (It
moves ahead by one number.)
Say: Most analog clocks dont
show the number for each minute.
Clocks usually just show the
number for each hour, but we can
use these numbers and the tick
marks to count the hours and the
minutes on a clock.

10:33 (8 min) 5 Minute Intervals

Display workbook page 227 Use listening position and class
Say: The small numbers shown points
around the outside of this clock
tells the number of minutes after Popsicle sticks
the hour. Elbow partners
Ask: How many minutes are there
between the 12 and the 1 on the
clock face? (5 minutes)
Ask: How many minutes are
there between 12 and 2 on the
clock face? (10 minutes)
With the help of the class, fill in
the rest of the boxes around the
outside of the clock
Ask: How many minutes are on a
clock? (60 minutes)
Ask: How many minutes are in 1
Help children connect the practice
of county by 5s to reading time to
5 minutes. Have students count by
5s around the clock as teacher
points to each number.
10:41 (9 min) Read Time to 5 Minutes/Half Hour Positive reinforcement
Show 4:25 on demonstration clock Behavior chart
Ask: When the minute hand
points to 5 on the clocks face,
how many minutes after the hour
is it? (25 minutes)
Have students count by 5s to 25
while pointing
Have students take out their
workbook pages 227-230
Give them 1 minute to fill in 5
minute increments on outside of
clock on page 227
10:50 (25 min) Class Workbook Activities Popsicle sticks
Complete problems 2-35 as a Proximity
class/in pairs Elbow partners
Take time to discuss the error in Cueing/Expectations
problem 26

If students do not know the answer when called on, allow them to call on a friend for help.
Students can use tangible clocks from the previous lesson.