Geneva College

Beaver Falls, PA

Math Lesson Plan

Name: Kelsey McFarland Date: 4/7/21

Subject: Math Grade Level: 1st Grade

I. Topic
Clocks: Tell time using analog and digital clocks.

II. PA or Common Core Standards

CC.2.4.1.A.2 Tell and write time to the nearest half hour using both analog and digital clocks.

III. Learning Objectives: Objectives must be written using observable verbs

TSWBAT tell the time on an analog and digital clock to the nearest half hour.
TSWBAT write the time to the nearest half hour on an analog clock.
TSWBAT show a given time to the nearest half hour using a clock manipulative.

IV. Materials
 Clock PowerPoint
 Clock manipulatives
 White boards
 Markers
 Smart Board
 Clock Kahoot: https://create.kahoot.it/details/19365ef7-ab87-4168-88e5-95c222f6deff

V. Lesson Development
A. Introduction
Display the clock PowerPoint onto the Smart Board. Does anyone know what the different kinds of
clocks are? (digital and analog). Click to the next slide. The clocks on the left side are digital clocks. They
show time using numbers. The clocks on the right are the analog clocks that show time using ‘hands.’
When we talk about analog clocks, we read the face of the clock with the hands. Does the clock
actually have a face? (no). Does it have hands? (no). These are just the terms we use to describe a
clock. Now let’s look at the parts of these clocks. Click to slide 3. Now on a digital clock, the numbers
before the colon represent the hour. On an analog clock, the shorter hand is the hour hand. Click to
slide 4. The numbers on a digital clock after the colon show the minutes. The minute hand on an
analog clock is the longer hand. When the minute hand points at 12, that means it is a new hour.
When the minute hand points at 6, that means it is 30 minutes past the hour. What time is this clock
showing? (7:00). Now let’s read some clocks!

B. Lesson development (activities, procedures)

Click to slide 5. What kind of clock is this? (digital). What time is on this clock? (2:00). Repeat this for
slides 6 and 7. Now I am going to show you and analog clock. Raise your hand and tell me the time.
 Remember, when the minute hand is pointing at 12, it is a new hour. When it’s pointing at 6, it’s 30
minutes past the hour. Click to slide 8. What time is on this clock? (12:00). Click through slides 8
through 18 and allow students to share their answer. Check students answers for understanding. Show
the correct time after each clock. After completing all of the slides, pass out a clock manipulative to each
student. You are going to practice showing time using these analog clocks. I am going to show a time
on the screen, and I want you to show me that time using your clock. We are only moving the minute
and hour hands around to match the time on the board. Click to slide 20. Show me this time on your
clock. Now hold up your clock. Where should the hour hand be pointing? (at the 4). Where should the
minute hand point? (at the 12). Repeat for slides 20 through 27. Ask students to describe where the
hour and minute hands should be pointing. Get out your white boards and markers. I am going to show
you an analog clock and on your white boards I want you to write the time. Start with the hour, then
the colon, and finally the minutes. Click to slide 29. Write this time on your boards. Show me your
answers. What time is this clock showing? (3:00). Repeat for slides 29 through 33. I am going to show
you an analog and a digital clock. I want you to check if the times on these two clocks match. Draw a
checkmark on your board if they match or an x if they don’t. If they don’t match, I want you to show
the correct time on your analog clock manipulative. Click to slide 35. Do these clocks match? Show
your answer on your boards. Hold up your boards. Do these clocks match? (yes). Repeat for sides 35
through 39.

C. Evidence of differentiated instruction (content, process, product, or learning environment)

Content: Explicit instruction of clocks will be presented auditorily and visually for students.

Process: Students can use the clock manipulatives to represent the time. This gives them a hands-on
learning experience in understanding the different hands on a clock.

D. Closure (summary)
Put your white boards and markers away. I am going to collect your clock manipulatives. Get out your
iPads and I will display the Kahoot code to play a Kahoot about clocks. Collect the clocks and display
the Kahoot code. Wait for all students to join. Begin the Kahoot. You are going to read the analog clocks
and choose the correct times. Students will answer the questions. Observe students answers and their
understanding of reading analog clocks.

VI. Assessment/evaluation
Students will demonstrate their ability to correctly read an analog clock by writing the time shown on the clock
onto their whiteboards to the nearest half hour. Students will show a given time using their clock manipulative
and the teacher will walk around to observe their answers. Students will tell the times shown on both analog
and digital clocks by raising their hands. Students will give a checkmark if the digital clock and analog clock times
match and an X if they do not.

VII. Self-evaluation
This was one of the best lessons I have ever given. I do not feel as confident with math, but this lesson was
engaging and beneficial to the students. I introduced the two different types of clocks and had students repeat
the names. They did not know that there were different names for the clocks. They were able to tell which
numbers on a digital clock were the hour and minutes. A few students knew the hour and minute hands. I
explained that a clock has a ‘face’ with ‘hands’ but that was just how they are described. The students could
quickly tell me the times on the digital clock slides. They were able to tell me the times on the analog clocks that
 were a solid hour. They were struggling with understanding which hand was the minute or the hour. We
reviewed this before moving on. I explained that the minute hand is longer so it can reach the little minute lines
around the edge of the clock. The students were struggling with reading the clocks that were at half hours. The
students began understanding how to read the clock hands correctly. They were incredibly excited to use the
clock manipulatives. I modeled how to spin the hands around the clock and which hand showed the hour and
minutes. The students did very well with showing me the times on their clocks. They did mix up the hour and
minute hands. There were only a few students who struggled with showing the time. They mixed up the hands
or would show 6:00 instead of 6:30. I then showed them a time on my clock and asked if it matched the time on
the board. They would tell me no and then tell me what I needed to correct on my clock. This showed that they
were able to determine if the time was correct on the clock or not. I had to skip a few of the slides to save time
but the students did a great job with this. Then I had them get their whiteboards and markers on their desks.
Then I showed them an analog clock and asked them to write the time. I had to model how to write the time, so
students understood what I was looking for. Some students wrote a 6 in the place of the minutes instead of 30. I
explained that when the minute hand is pointing at the 6, we write 30 to show 30 minutes past the hour. Then I
showed the slides with both the digital and analog clocks. I asked students to draw a check or X on their boards
if the clocks matched. The students did very well with this. Then I concluded the lesson with a Kahoot of analog
clocks. The students had to read the clock and select the correct time. The students love playing Kahoot and I
thought this was a great assessment tool. Next time, I would model at least one of each problem type so that
the students understood what I was looking for. I would model showing the time on my analog clock and writing
the time digitally. I would also stress the different hands on an analog clock more.

Cooperating Teacher Approval ________________________________________