Lesson Plan Day 1

Date Taught: 3/21/18

Topic: Lesson Plan1: Telling Time To The Minute

Standard: Tell and write time to nearest minute and measure time intervals in minutes. Solve
word problems involving addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram.

Objectives: Show and tell time to the nearest minute using analog and digital clocks.
Student-Friendly Objective: Students will be able to tell time on clocks to the minute.

Assessment Plan: Informally observe students who are giving the right answers and the wrong
answers.

Materials Needed: Laminated clocks, dry-erase markers, Picture of “Avengers: Infinity War”,
Game

Key Vocabulary: short hand, long hand

*Start with Pre-assessment*

Anticipatory Set:
 Say: The other day we got to know each other and talked about math. We mainly talked
about telling time. Now with your group, we are going to figure out what time should be
on this clock. (hold up clock). I want to see the movie, “Avengers: Infinity War” on
Friday. The movie times are 2:00, 4:00, 5:00 and 6:30. If I am at school until 5:45, what
time should I go see the movie? Draw this time on the clock.

Instructional Inputs:
 Remind them of their school’s motto on “respect, responsibility, and learn.” Expect
them to respect each other, us and themselves. We will split the students into two
groups for learning.
 Have students stand up and raise their hands in the air. Teachers do this too. Put one
arm have way down (model). Say this arm/hand represents the hour. Think half=hour.
Draw the hour hand on a dry-erase clock to show that it is the shorter one. Then have
them all look to their other arm that is raised high in the air. Say this is your mighty arm.
Mighty=minute. The minute is always going to be the longest line. Write the line on the
clock. Say: This now shows the time for the hour and minute (point out arms again).
 o Sing the song: “I’m a smaller hour hand, short and stout. I tell the hour and give a
shout. I’m a longer minute hand, big and tall. I tell the minute and that’s all.”
o Say: Now I am going to buy a cat at 3:30. Have two clocks showing 3:30 and 6:15.
Tell the students that we need to find the right clock with the right time!
 Now that we’ve gone over telling time and the short or long arm for minute and hour,
let’s look at telling time to the minute.
o Ask: How many minutes are in an hour? (60)
o Tell them that if you go over 60 minutes, you start back at 1.
 Draw a clock on the white board/paper. Point out the little marks on the clock. Tell the
students these lines represent the minute when the longest line or hand is on the mark.
If line is here (point) then the minute is (point).

Modeling:
 Say: We are going to show you two different times to the minute.
o Digital:
 The minute is the farthest right number. So this clock says, “.” Thus the
minute would be “.”
o Analog:
 You look at the longest hand and then count the dashes for the number.
So the minute would be “.”
o If the Simpsons are planning on going to a gymnastics competition at 7:23, then
it would look like this on the clock. Write 7:23” on the clock. Point out the
different numbers correlated with the 7:23.

Guided Practice:
 Now we are going to go over the rules:
o Digital Clocks:
 1. Look at hour. Write it down.
 2. Look where long hand is.
 3. Count each mark from one number to the mark.
 4. That is the minute.
 5. Put the 2 numbers together using a “:” between them.
o Analog Clocks:
 If you are given a time such as “4:34” look at the arms.
 Look at the first number farthest to your left. (4).
 Draw the hour arm to that number. (4).
 Then look at next number the right of previous number (3).
 Place finger where that number is. Then look at final number (4).
 Move over “#” dashes for that number. (4 dashes for 4).
 Place the long hand or arm there. Then you have the time, 4:34!
  Let’s do some times together!
o 5:12
o 8:19
o 11:51

Closure:
 Have the students stand up. They can sit down once they’ve shared an insight or
answered a question.
 Ask questions:
o What hand is the hour hand?
o What hand is the minute hand?
o Clocks with the numbers are?
o Clocks that are in a circle with the dashes, hands and numbers 1-12 are?
 Once everyone is sitting down go over the rules for finding the time to the minute.

Independent practice/application:
 Play “Time Flies” game in groups. Assess for understanding.