Lesson Plan

Teacher Candidate: Amanda Zimmerman Date: 2/2/24

Group Size: Whole Allotted Time: 50 mins Grade Level: 2nd

Subject or Topic: Math (Time to 5 mins)

Common Core/PA Standard(s)

2.MD.C.7- Tell and write time from analog clocks to the nearest 5 minutes, using a.m and p.m

Learning Targets/Objectives
Students will be able to tell time to the nearest five minutes.
Students will be able to construct their own clock.
Formative Assessment Approaches Evidence observation or method of collection
1.Formative 1.Checklist
2. 2.

Assessment Scale for any of the assessments above if needed

N/A

Summative if applicable
Subject Matter/Content to be taught in the lesson

Prerequisites
- Students can tell and write time to the hour and half hour

Key Vocabulary
-Hour Hand (short, tells us the hour)
- Minute hand (long, tells us the minutes)

Content/Facts
- Counting by 5’s around a clock
- Hour Hand (short, tells us the hour)
- - Minute hand (long, tells us the minutes)

Introduction/Activating/Launch Strategies
- Ask students if 15 minutes is more or less than an hour
- Kids will give thumbs up for more, thumbs down for less
- Have students turn and talk to their neighbor and tell them something they do that takes
about 15 minutes
- Walk around while students discuss
- Regroup and have students share their responses out loud
Development/Teaching Approaches
- Have students gather to carpet
- Reference anchor chart
- Explain step 1
- When telling time we first look at the short hand on the clock which is the hour hand,
that tells us what hour it is
- We looks for the number that the hand has last pasted to tell what hour it is
- In this example the hour is 1
- Step 2 we look at the long hand and see what number it is on
- Once we see what number the long hand is on we can draw a line out past the clock to
help us
- From there we will start counting by 5s starting at 12
- Ending at the number the long hand is on
- Then explain to the students what the time is and restate how we found it
- Model around the clock pointing to each number counting by 5’s
- Then have the whole group do it again starting from 12
- Send kids back to desks?
- Show my example clock activity and walk students through the steps of how we are
going to construct our own
- Cut out the clock out and glue to a paper plate
- Cut a line next to each number half way down the plate
- Take your other paper and cut it out
- Also glue that piece to the other paper plate
- Then if you need help fastening the paper plates I will be around to help
- Have two students pass out the two papers that need to be cut out
- I will pass out paper plates along with the fastener
- As this is happening I will tell students to get glue and scissors
- Students will start constructing their own clocks when they have all their materials
- I will walk around facilitating and helping students who may need help

Closure/Summarizing Strategies
- When students are done constructing their clock there will be problems on the board
for them to practice showing on their clock, which allows them to self check
- I will still be walking around checking in
- If everyone is done rather quickly and we have time we will do as a whole class and
hold up their clocks for me to check and see
- Whether we do as a whole group or independent practice, the lesson will close out
referring back to the anchor chart reiterating what we just learned and practiced
- We will count by 5’s around the clock one more time
- Remind students to not lose their clock because we will be using it for Monday’s math
class

Accommodations/Differentiation

- Follow all IEP and 504 plans

Materials and Resources:
-Paper plates (2 per student)
- Metal fastener (1 per student)
- Glue stick (1 per student)
- Clock template ( 1 per student)
- Clock template by 5’s (1 per student)
-Scissors (1 per student)
-Anchor Chart
-Smart board/ Whiteboard

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Should I have had them write the numbers themselves?

No, it was good that the students did not have to write the number themselves. There
were other challenges presented throughout the lesson. It helped save time that the students
needed to construct their clock.

Was the lesson appropriate for the time slot?

The lesson needed more time than given. I was able to think of some suggestions for if I
were to do this again in the future.

Did students meet the objective?

Students were able to meet the objective of telling time to the nearest five minutes. Some
students struggled meeting the objective of constructing their own clock.

Additional reflection/thoughts
Overall, I could think of a couple modifications that could have helped improve my
lesson. The first modification I would make would be to pre hole punch the plates for students
to insert their metal fasteners. Some students struggled with getting a hole through their plates.
The second modification I would have made would be to laminate the hour hand and minute
hand of the clocks. Some students' hands had ripped during the process of using them. It
caused frustration to students, so to avoid laminating them ahead of time would have greatly
helped.