First Name Last Name Email Date and Time

Isabel Choe October 2, 2017

isabel8@hawaii.edu

Semester and Grade Subject/Content Area Lesson Duration

Year Level

3 / 2017 K/1 Math/Time and 10:15-11:00am

Clocks

Title

Time for Time!

Overview
A brief description of the lesson’s content and how it relates to a larger unit of instruction. Explain why the skills and
knowledge are important for students to develop. Include prerequisite student knowledge required to meet lesson
outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)

This lesson will teach students about the two different types of clocks we encounter in our lives, how to read the time
they display, and what the numbers and the colon mean in terms of time. Time is something we deal with on a daily
basis, so it’s essential that we teach students to be able to tell time. This way, no matter where they go and no matter
what type of clock they encounter, they’ll know what time it is and exactly what each number means.

Enduring Understanding(s) Essential Question(s)

Important ideas or processes for the students to explore and
uncover
(1a: Demonstrating Knowledge of Content and
Pedagogy)
 Clocks are used to tell the time of day.
 There are 2 most common types of clocks- digital
and analog.
Promote inquiry to discover the enduring
understanding(s)
(1a: Demonstrating Knowledge of Content and
Pedagogy)
 How does an analog clock differ from a
digital clock?
 How are analog clocks and digital clocks
similar?
 How do clocks help us on a daily basis?

Content Standard(s)
Standardized statements about what the students should know or be able to do (i.e., The Common Core State
Standards (CCSS) or Hawaii Content & Performance Standards III) that align with the enduring understandings,
essential questions, and student learning objectives.
(1c: Setting Instructional Outcomes)

Tell and Write Time (no kindergarten specific to telling time)

K.MD.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less
of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe
one child as taller/shorter.
(1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks)
Knowledge of Students
A description of 1) students’ current level of understanding and experiences with the content in the lesson and 2) the
students’ interests, unique characteristics, and needs. (1b: Demonstrating Knowledge of Students)
1. Students are aware of analog clock (since there’s one in the classroom, although they may not know what it’s
called).
2. Students have a little knowledge of counting by 5’s and 10’s (but may still struggle with it)
3. Students seem to be interested in learning new things

Student Learning Objectives/Instructional Goals

What the students are expected to be able to do and/or to know by the end of the lesson or by the end of multiple
lessons.
(1c: Setting Instructional Outcomes)

The students will describe the differences and similarities between an analog clock and a digital clock.
The students will demonstrate knowledge of telling time to the hour and half hour.

Student Assessments
Checks for student understanding throughout the lesson (formative assessment tasks) and evaluation of how the
students have met the student learning outcomes including the evaluation criteria (summative assessments) and all
assessment tools. (1f: Designing Student Assessments)

Formative assessment:
Students will choose either the digital or analog clock and demonstrate their understanding of time to the hour in either
form.
Give students a digital time and ask them to show it on an analog clock and vice versa. Students must be able to read
the time aloud as well.

Summative Assessment:

Not Yet Developing Proficiency Meets with Proficiency Meets with Excellency

Student cannot Student can somewhat Student can differentiate Student can differentiate
differentiate differentiate between between analog and digital and between analog and digital
between analog analog and digital with provide reasons why one is without prompting and can
and digital. lots of prompting. different than the other with provide reasons why one is
some prompting. different than the other.

Student cannot tell Student can tell time by Student can tell time by the Student can tell time by the
time by the hour. the hour with some hour with no prompting. hour and half hour on both
prompting. digital and analog clocks.
Academic Language Demands and Supports
The ways that students will be required to use content area language during the lesson and the instructional strategies
to be used to help the students to meet the language demands. (1a: Knowledge of Content and Pedagogy; 1b:
Knowledge of Students)

Teacher will reinforce analog clocks and digital clocks and the similarities and differences between them. First, we will
discuss and observe digital clocks and its properties. Then we will discuss analog clocks and its properties. During
this time, students will turn and talk to a partner using the types of clocks using the academic vocabulary.
Vocabulary:
Analog clock
Digital clock
Hour hand
Minute hand
Colon: the two dots in between the numbers on a digital clock

Lesson Procedures
A description of the sequence of learning experiences (what the teacher will do and say and what the students will do
during the lesson) including the launch of the lesson, the ways the materials will be presented, the ways the students
will actively engage in learning, the questions posed, and the lesson closure. (1a: Demonstrating Knowledge of
Content and Pedagogy; 1e: Designing Coherent Instruction)

Teacher will... Students will….

Set expectations: Today, we’re going to learn about time. I Listen to expectations
want everyone to pay attention at all times. That means your
eyes should be looking at me, you should be silent, your hands
should be still, and your ears should be listening to me.

(5 minutes max)
Gauge any prior knowledge by asking:
Does anybody know what do clocks do?
Why do you think clocks are important?

Have students turn and talk with a partner to discuss these Turn and talk with a partner
questions

Have a couple of students share what they talked about
Share what they think clocks do and why they
think clocks are important
(Possible answers: “Clocks help us tell time.”
“Clocks are important because they help us
know what time it is.”)

Show students an example of a digital clock: “This is called a Look at example of digital clock
digital clock”

(1-2 minutes)
Ask:
 Have you ever seen a digital clock? Think about if they’ve ever seen a digital clock
  Where have you seen a digital clock? and where they might have seen one

Call on a few students to answer Raise hand to answer

Share if they’ve ever seen a digital clock and
where they’ve seen it
(Possible answers: at school or at home)
(5 minutes max)
Ask:
 What do you think each number means?
 What do you think the 00 mean?
 What if was :30 and not :00? What do you think that
means?

Have students turn and talk with a partner about what they think Turn and talk to partner about what they think
each number on a digital clock means, what they think :00 each number on a digital clock means, what they
means, and what :30 means think :00 means, and what :30 means

Have a few students share what they talked about Share about what they think each number on a
digital clock means, what they think :00 means,
and what :30 means

Explain that if it shows :30, it means that 30 minutes have gone

by so the time is __:30 Listen to teacher explain

(1-3 minutes)
Explain what the colon is
Listen to teacher explain
 The colon are the two dots between the number for
the hour and number for the minutes
 The number on the left side of the colon tells you the
hour
 The number on the right side of the colon tells you
minutes
 If you see :00, it means that another hour is starting

(1-3 minutes)
Check for understanding using examples of digital clocks Turn and talk about what time they see
 Have students turn and talk (with a partner or with a
small group) to discuss what time they see
 Have some students share Share what time they see
Show students example of analog clock: “This is an analog Look at example of analog clock
clock”

Ask:
 Have you ever seen an analog clock? Think about if they’ve ever seen a analog clock
 Where have you seen one? and where they might have seen one

(5 minutes max) Turn and talk with a partner about if they’ve ever
Have students turn and talk with a partner seen an analog clock and where they’ve seen
one
Share about if they’ve ever seen an analog clock
Have students share
(5 minutes max)
Explain what the minute hand and the hour hand is:
 There are two hands on this type of clock. One hand
shows you what hour it is. That hand is the shorter
one and it’s called the hour hand.
 The other hand shows you the minute. That hand is
the longer one and it’s called the minute hand.
(5 minutes max)
Have students turn and talk about which hand is the minute
hand and which hand is the hour hand
Call on a few students to share to gage understanding
Show example of analog clock with time:
 The hour hand is on the _____ and the minute hand
is on the 12, that means a new hour is starting, which
means it’s ____ o’clock
 What happens if the minute hand is on the 6? What
do you think that means?
Call on a few students to see what they think the minute hand
being on the 6 means
Explain: If the minute hand is on the 6, it means that 30 minutes
have gone by. When 30 minutes have gone by, the hour hand
moves past the hour. For example, if it was 10:00, the hour
hand is on the 10. When it’s 10:30, the hour hand moves past
the 10, but doesn’t pass the 11.
Clarify by restating and asking students questions:
If the minute hand is on the 12, that means that a new hour is
starting. If the minute hand is on the 6, that means that 30
minutes have gone by. So if the hour hand was on the 2, and
the minute hand was on the 12, what time would it be? If the
hour hand was on the 2 and the minute hand was on the 6,
what time would it be?
Ask:
 What are some ways that a digital clock and an
analog clock are different?
 What are some ways that a digital clock and an
analog clock are the same?
and where they’ve seen one
Possible answers: at school or at home
Listen to teacher explain
Turn and talk about which hand is the hour hand
and which is the minute hand
Share which hand is the minute hand and which
hand is the hour hand
(Possible answers: the long hand is the minute
hand and the short hand is the hour hand or the
long hand is the hour hand and the short hand is
the minute hand [more clarification if the latter])
Listen to teacher
Share what they think the minute hand being on
the 6 means
Listen to teacher explain
Listen to teacher restate
Answer what time it would be if the hour hand
was on the 2 and the minute hand was on the
and what time it would be if the hour hand was
on the 2 and the minute hand was on the 6.
Answer the question “what are some ways that a
digital clock and an analog clock are different?”
Answer the question “what are some ways that a
digital clock and an analog clock are the same?”
(Possible answers: (differences) one has hands
and one doesn’t. One is a circle and the other
one is more rectangular. (similarities) they both
tell what time it is. They both use the same
numbers)
 Chosen student(s) model with me
Do body clock activity:

Model activity by picking a student, or a couple of students, to

act out a time/multiple times with me (ex. 10:00, 12:30, etc.) Participate in body clock activity

Pick some students to act out times given with their bodies
(taller student paired with shorter student to represent the hour
and the minute hand)

Draw or write the time worksheet activity:

Tell the students that we’re going to a worksheet activity
 Show worksheet to students by holding it up Listen to instructions
 On this worksheet, there are 10 analog clocks and 10
digital clocks. You need to look at the times and
match the time on the analog clock to the same time
on a digital clock. Cut out the digital clock and glue it
to the analog clock that has the same time
 Model one time Watch teacher model
 Pass out worksheets to students and have them go to Get worksheet and go to their desks
their desk
 Call students to be assessed (using rubric) by picking Students that are called to be assessed will
and reading times (analog and digital) from Ziploc choose times (analog and digital) from Ziploc
bags bags

Closure:
 Have students put something heavy on their Put something heavy on their worksheet
worksheets
 Have students show that they’re ready for lunch Show that they’re ready for lunch
 Get ready for lunch
Get ready for lunch

Differentiation According to Students’ Needs

Adaptations/modifications to instructional strategies, the learning environment, content, and/or assessment tasks to
ensure that all students (e.g., students who have IEPs/504 plans, students who are speakers of other languages,
students who have advanced or emergent proficiency with the content and concepts) have access to and are able to
engage actively in the lesson.
(1b: Knowledge of Students; 1e: Designing Coherent Instruction)

ELL 1-1 instruction or small group

Try to find something in their language

Struggling 1-1 instruction or small group

Give more examples
 Advanced Pair/group them and have them show the time we do certain school activities (ex. recess,
morning meeting, lunch, etc.)

Instructional Materials/Resources
All materials, handouts, resources, and technology tools that are needed to execute the lesson. (1d: Demonstrating
Knowledge of Resources)

Examples of analog clock

Examples of digital clock
Time to the Hour and Half Hour worksheet
Ziploc bags filled with times on analog clocks and digital clocks