ELED 433 Math Methods

Shea Hestmark
2nd Grade Lesson Plan
1. What time is it?
2. CONTEXT OF LESSON
The students learned in first grade to tell time to the half-hour using an analog or digital clock. They also
currently use a digital clock in the classroom to monitor their daily schedule. As second graders they will
be expected to tell time to five minutes on an analog clock and understand the difference between a
digital and analog clock. They are also able to skip count by fives, which is important when telling time
to the nearest five minutes. Because this is the first lesson of their time unit the students will need to
review the different units of time and the parts of a clock to make sure they have a basic understanding
of time before learning a new concept.
3. LESSON CONCEPTS
The numbers on an analog clock represent a different unit of time depending on which hand is pointing
to the number. This lesson reviews the different units of time, the difference between an analog and
digital clock, and teaches students to read time to the nearest five minutes by skip-courting by fives and
using a flip clock as a manipulative.
4. RELATED VIRGINIA STANDARDS OF LEARNING
2.12 The student will tell and write time to the nearest five minutes, using analog and digital clocks.
5. LESSON OBJECTIVES
1. The students will tell and write time to the nearest five minutes using an analog clock by
implementing the strategies of skip counting by five and using the flip clock as a tool.
6. ASSESSMENT OF LEARNING
1. To assess objective 1, I will review the students activity worksheet to see if they have
correctly read the time to the nearest five-minute.
7. MATERIALS NEEDED
Units of time poster with three columns
Semi completed analog clock poster
24 Flip clocks
24 Copies of the list of names of all the students for assessment activity.
24 Paper wristwatches with each childs name written on it.
24 Pencils
24 Colored markers
8. PROCEDURES

Before
The students have learned about telling time to the
nearest half hour in first grade, but have not
reviewed telling time in class since. To prepare the
students for learning to tell time to the nearest five
minutes, the teacher will first implement a review of
units of time and putting time into perspective.
Once the students demonstrate clear understanding
of this, the teacher will review the structure of an
analog and digital clock. This will prepare the
students for the main objective of the lesson, which
is telling time to the nearest five minute.

Anticipated Student Responses

On the white board, display the poster labeled

Units of Time which has 3 columns labeled
seconds, minutes, and hours.
Remind the students that reviewing the differences
between seconds, minutes and hours is important
because these units of time are essential when
telling time on a clock.
Tell the students that they are going to be
brainstorming different activities that can be done in
seconds, minutes, and hours. As the students
answer, write the activities in the appropriate
columns.

First ask the students to think about activities that

take seconds to complete.

Student 1: I think it would take a second to jump

up and down.
Student 2: I think it would take1 second to raise my
hand.
Student 3: I think throwing a ball would take 1
second.

Can you think of any activities that would take a

minute to do?

Student 1: I think it would take a minute to answer

a math problem.
Teacher: What kind of math problem? Do you
think it would take a minute to answer 2+2?
Student 1: No thats an easy problem.
Teacher: So you think it would take a minute to
answer a harder math problem, like the regrouping
problems we have been practicing?
Student 1: Yes, because it would take longer to
draw the open number line or the place value
blocks.
Student 2: I think it would take a minute to wash
your hands, because you have to put the soap on
your hands and then you have to wash it all off with
water.
Student 3: I think it would take a minute to walk to
the gym from our classroom.

2. MODIFICATIONS FOR STUDENTS WITH SPECIAL NEEDS

For students who struggle with staying on task and regulating their behavior I will have them
work with one of the school aides that typically assist them in the classroom during math. I will
encourage them to answer as many questions as possible, but stress that I would rather them answer only
a few correctly, rather than rush through the problems and get them all wrong. I will instruct these
students to tell time to the nearest hour and half hour. For the student who struggles during activities that
require him to move around, I will have him remain at his desk and have the other students go to him.
This will help him stay focused and not overwhelm him. For the students who are behind in their math
skills I will help them as they read their first wristwatch to see if they are using to flip clock correctly or
at all. This will help me to address any misconceptions or confusion they may have. If they do not
understand the concept of the minute hand, but show understanding of the hour hand I will instruct them
to disregard the minute hand and have them tell time to the hour.
To accommodate students who need more of a challenge, I will encourage them to first try to
read the time without using the flip clock. Once they have come up with an answer I will have them
check their work with the flip clock. For the early finishers or students who need more of a challenge I
will give them black clocks and have them draw the times 11:55, 1:15, 6:40, and 3:05.