Mathematics Lesson Plan

Subject: Mathematics
Grade: 2
Learner Mixed: Social, Visual and Kinaesthetic Learners
Styles/
Preferences
:
Date: 16th November, 2023
Unit: Measurement
Time: 9 am
Topic: Time
Duration: 1 hour
Type of [] Concept
Lesson: [ ] Algorithmic
[ ] Kinaesthetic
[] Drill Practice
[ ] Skill Application
[ ] Problem-Solving

OBJECTIVES: (Students will be able to :)

1. Demonstrate an understanding of the difference between the units of time (minutes, hours
and days)
2. Determine the most appropriate unit of time (minutes, hours or days) to be used to
measure the duration of an activity
PREREQUISITE KNOWLEDGE & AND SKILLS
1. Know how to use a clock

2. Know how to tell the time using the clock

MEDIA & MATERIALS

1. Overhead projector

2. Card-shapes for divisions

3. Crayons

4. Chart of whole numbers and fractions

STRATEGIES
1. Peer learning
2. Discovery (Inductive) Learning

CONTENT CONCEPTS
Definitions:
• Time is the period that is already measured or will be measured while an action, process,
or condition exists or continues
Notes
Time is something that signifies events of the past, present, and future. The simplest definition of
Time for kids in Grade 2 can be a way to measure (quantify) how long it takes for an action or
series of actions to take place.

As we know how length, weight, and height are measured in a system of units. In the same way
Time is also measured in a system of units which are years, months, weeks, days, hours, minutes,
and hence seconds. Also, a Calendar is a means or a way of measuring time in terms of months,
weeks, and days. Whereas for measuring hours, minutes, and seconds one needs a Clock.

Clock
In our world, we have two types of clocks which are solely designed to know what time of the
day is. These two types of clocks are Analog clocks and Digital clocks

MOTIVATIONAL INTRODUCTION
To introduce the lesson, the teacher will ask students about their daily routines. The teacher will
use the question so that students can understand the relation between time and measurement
using real-life scenarios.
1. What time do you go to school?
2. What time do you to take a bath?
3. What time do you watch your favorite football game?
4. What time do you eat your lunch?
5. What time do you go to bed?
6. What is the time now?
7. Time is a word we use countless times in a day every day….
8. But what exactly does time mean?

Before going into the depths of the Time concept, we should try to know what kids actually
know about time. The teacher will ask them questions based on their daily activities like during
what part of the day such as morning, afternoon, or evening do they take a bath have lunch, or go
to bed.
The teacher can begin explaining the concept in visual representation such as making a paper
clock to make them understand the very tricky aspects of telling time like number one pointed by
minute hand means 5 minutes and number 2 means 10 minutes, number 3 means 15 minutes and
so on. The paper clocks will significantly help students with making connections. Teacher will
use the clocks throughout the lesson.

DEVELOPMENTAL ACTIVITIES

Step 1:
The teacher will tell the class, “Everything in this world including human beings, can be measured with
respect to length or height, weight or mass, quantity or volume, etc. Similarly, measuring events or
happenings that have occurred before, or happening now, or will happen later is also measured. The
measuring of these events is called “Time”.

The teacher will also let them know that these clocks are also known as 12-hour clocks as they consist of
12 numbers starting from 1 to 12 displayed on it. These numbers represent a time of the day. Students
will learn that the clock has two hands, a big and a little hand. The big hand shows Minutes whereas the
Hour is shown through the little hand. Using both of these hands anyone can know the precise time.

The teacher will then go into teaching about the minutes and hours.

Step 2:

Minutes and Hours

 The face of the clock is divided into 12 big parts and each of the parts is subdivided into 5 small
parts.
 Every small part stands for 1 minute.
 “60 small parts as in 60 minutes” are present on the face of the clock which is easy to read.
 Multiplying 12 (hours) with 5 small parts (minutes) results in 60 minutes in an hour (12 X 5 = 60).
 Minute is equal to 60 seconds.
The shorthand of the clock is known as the hour hand which shows hours of the time.

1 hour is equal to 60 minutes.

Activity:

1. If The Aquarium Opens At 11:00 A.M. In The Morning And Closes In The Evening At 7 O’clock. For How
Many Hours Does The Aquarium Open?

(Ans: 7 hours)

Step 3:

When the minute hand is at number 6 on the face of the clock and the hour hand is midway between
any two numbers then it is called as half past.

In the half past, the minute hand comes halfway around the clock.

Activity:
Step 4:

Quarter to

 Quarter To means hour hand coming almost close to the next number and the minute hand
pointing to the number 9.

 Also, a quarter is equal to 15 minutes.

 Quarter To can also be said as the 15 minutes are remaining for the hour to happen.

 The figure below is an example of quarter to 4 or 3:45.

 Here the minute hand can be seen three quarter way around the face of the clock.

Step 5:

Quarter Past

Quarter Past is when the hour hand crosses a little past the hour number and the minute hand is exactly
at the number 3.

Quarter Past can also be said as the 15 minutes have passed since the hour.

The figure below is showing quarter past 3 or 3:15.

 Provide them worksheets for making them learn the hours by coloring the spaces belonging to the
respective hour. For example, color the space that belongs to 1 in blue.

5. Then start paying attention to other details such as reading time by looking at the clock .

6. Make them calculate the duration of their favorite activities in a day.

7. Make them practice worksheets, specifically the blank clocks.

8. Also, create a competition of telling time with reward as in stars. In this way, the classroom becomes
more lively and filled with enthusiasm as every one of them would love to compete.

9. Most importantly, it is the responsibility of every teacher to encourage and motivate every student
irrespective of their ability. A teacher can create wonders in a classroom if she/ he wants.

10. Bringing fun and positivity into your teaching techniques can yield the best results and understanding
of any tricky concept of mathematics.