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Teacher Candidate Name: Kaitlyn Bolduc

Grade & Subject Area: 3rd Grade Math


Date for Planned Lesson: Tuesday Feb. 20th
Personal Goal: What lesson delivery skill do you want to improve?
I am trying to improve upon my classroom management skills while delivering my lessons.
*Examples are given in the right hand column. When submitting your lesson
plan, you may either replace the given examples or leave them intact.
Lesson Title Tell Time Pt. 1
MN/CC State Standard(s) MN Standard: Geometry and Measurement 3.3.3.1. Tell time to the minute using
digital and analog clocks. Determine elapsed time to the minute.
Central Focus Interpret time and elapsed time to the minute using digital and analog clocks.
Learning Target for this Lesson The student will be able to tell time to 5 minutes and to 1 minute.
Academic Language (AL) a. Domain-specific academic vocabulary: quarter-hour, half-hour, a.m., p.m.
b. General academic vocabulary: analog clock, digital clock, minute-hand,
hour-hand
c. Sentence Frame: The time shown on the clock is … I found it by …
d. In phase 2 of the lesson, the students will be able to use the sentence frame to
tell time that is shown on the board.
Needed modifications/supports The students who need extra support will receive that during small group
instruction. We will use manipulatives and visuals to aid in their comprehension
of the material. For telling time they will get to see an actual interactive clock
that I use and they will get a mini interactive clock of their own to use to help
them with homework and during small group instruction.
Resources & materials needed PowerPoint for 10-1, Telling Time Worksheet packet, mini clocks,

Lesson Part Activity description / teacher does Students do


Phase 1 Learning Target: I can identify the time to the
State Target & Activate Prior minute using appropriate language, like before,
Knowledge after, half past, quarter to/past.
a) Post the learning target
statement and indicate whether Activate prior knowledge: Review units of time
the teacher or student(s) will  “How many hours are in one day?” Students say 24
read it aloud  “How many minutes are in an hour?” Students say 60
b) Engage students in activity to  “How many seconds are in a minute?” Students say 60
elicit / build prior background Explain that the 1-12 on the clock stands for 5-
knowledge 60(multiplication of 5’s)
 “Looking at the numbers on the clock, It is one o’clock.
when the HOUR hand is on the 1, what
does that mean?”
 “Looking at the numbers on the clock, It stands for five minutes
when the MINUTE hand is on the 1, what
does that stand for?”
 “When we are talking about the minute
hand, we can think of the numbers on the
clock as being multiplied by 5. So when
we see the one, we think one times five
equals five. The two stands for ten
minutes.”
Phase 1 Assessment Note the students’ response to my questions.
Phase 2 Teacher Input / Inquiry Pull up a clock on the smart board.
“When the minute hand is on the three, to figure out
how many minutes that is, I start at the twelve and
count by fives until I get to the three.”(Count by Count along by fives to
fives until the three, I would get to fifteen) “So the three.
when the minute hand is on the three I know that
that means that it is __:15”
 “Depending on where the hour hand is,
that will tell me what the full time is.”
 “If we keep the minute hand on the three, 6:15
and we put the hour hand just past the six,
what time would it be?”
“When the minute hand is on the six, what do you It is halfway between the
notice about the hour hand?” six and the seven.
“Do you see how there are little tick marks between
the numbers on the clocks. Can anyone see how
many are between the twelve and the one?” There are four.
“Does anyone know what each of those tick marks One minute.
stand for?”
“If each of these tick marks stands for one minute,
what would this time be?”(show a clock that has
1:37)
 “We can count by 5’s until we get to the Students will count by
seven, because the minute hand is after the fives with me.
seven, but before the eight. How many
ticks after the seven is the minute hand Two
pointing to?”
 “Right! So, we can count up from 35 by
ones to get to….37!”
 “Where is the hour hand?” After the one.
 “So what time is this clock showing?” 1:37
“Let’s try another one. What time is showing on
this clock?” (Time showing is 5:53)
Count by fives to the ten.
 “What do we do first?”
 “Ok so let’s count by fives until the 10, or
50
10 times 5 equals what?”
Count from 50 to the
 “What do we do now?”
minute hand
 “We have to count to the minute hand. Three
How many tick marks is the minute hand
from the ten?”
 “Right! So we have to add three onto 50,
which is 53.” Find out where the hour
 “What is the last thing we have to do to hand is
find the time?” Almost to the six.
 “So where is our hour hand?”
 “It is almost to the six, but it is still within
the 5 o’clock range. So what time is the 5:53
clock showing?”
Phase 2 Assessment Note the student’s responses to the questions
throughout the lesson.
Phase 3 Guided Practice For guided practice, we rotate with small groups.
- Paired/collaborative work When they come and see me during one of the
- Teacher(s) may roam & assist stations, we will work with mini clocks.
“Each of you will need your own clock. I want you
to move the minute hand around and around, but I
want you to pay attention to the hour hand. Watch
as you move the minute hand around one full
rotation.”
“What did you notice about the hour hand?” For every time the minute
hand went around the
clock the hour hand
moved from one number
to the very next number.
“Show me what 2:12 would look like.” For all of the following,
“Show me what 3:17 would look like.” the students will use the
“Show me what 6:47 would look like.” mini clocks to show me
“Show me what 4:28 would look like.” the times on their
“Show me what 7:59 would look like.” individual clocks.
Phase 3 Assessment Make note on a class list what students could show
me the correct time.
Phase 4 Independent practice During individual practice they will get a “telling Students will complete
time worksheet packet” that they can do by the packet for telling time
themselves, or they can work with a group. They and hand it in.
will hand in their packet the next day.
Phase 4 Assessment Check their answers and their procedures for
finding the answers to their homework.
Phase 5 Restatement & Closure Learning Target: The student will be able to tell
time to 5 minutes and to 1 minute.
At the end of the small group, students will show
fingers 1-4 on how well they comprehended the
information.
Phase 6 Summative Next Steps Reteach, Extend Slightly, Transfer to new
situation/topic
Student
Reteach Extend Slightly Ready for New Topic
Name
1 X
2 X
3 X
4 X
5 X
6 X
7 X
8 X
9 X
10 X
11 X
12 X
13 X
14 X
15 X
16 X
17 X
18 X
19 X
20 X
21 X
22 X
23 X
24 X
25 X