Math Unit

Richard Smith
EDEL 433 4/7/2011

Objective: The students will become familiar with clock vocabulary. Materials: Teaching clock, white board, markers, pencil/paper, vocabulary journal, plates, scissors, markers, brass brad, construction paper, smart board. Direct Instruction: 1. Explain to students why we use clocks. o We read clocks to tell time and plan our day. Clocks have two hands, a short hand which points to the hours and a longer hand which points to the minutes. 2. Tell students about the different types of clocks. o Clocks are divided into two major groups, Digital and Analog. o Write the definitions on the board A Digital clock shows the time using numbers and a colon. 1. Digital clocks are easier to read. 2. Display the time using http://www.online-stopwatch.com/onlinedigital-clock/ Ask students if they can read the current time. An Analog clock has moving two hands and hours marked from 1 to 12 to show you the time. 3. Introduce the parts of an analog clock. o Face: the part of a clock that shows us hours and minutes of the day o Numbers: the numbers 1-12 that we see on the face of a clock o Hour hand: the short hand that tells us the hour. o Minute hand: the big hand that tells us what minute it is. o WRITE THESE DEFINITIONS ON THE BOARD 4. Examine a clock. o Ask students what they see on this clock. (numbers 1-12, two arrows) o On a teaching clock, show and explain to students what the face of the clock is. Explain to students that the face shows numbers and that the arrows are called hands. Explain that the short hand points to the number that is the hour. Show and explain that big hand points to the number that tells us the minute. 5. Verbally quiz students on the definitions. o This type of clock is easier to read because it shows the time using a number and a colon (digital clock) o This type of clock has hands that move and has numbers marked from 1 to 12 to show you the time. (analog clock) o This small hand tells us the hour (hour hand) o This big hand tells us minutes (minute hand) o There are twelve of these arranged in a circle on a clock (numbers) o This part of an analog clock displays the time Guided Practice: 1. Have students make their own clocks. 2. Set out plates, scrap construction paper, markers, scissors and brass brads. 3. Instruct students to get materials: o Ones: plates o Twos: construction paper o Threes: markers and scissors

o Fours: brass brads Have students decorate their plates to be the face of the clock and write numbers around the edge. 5. Have students cut out strips to make a minute and hour hand. o Remind students that the hour hand is shorter than the minute hand and help students connect their hands to the clock. 6. Instruct students to pierce the ends of the arrows with the brass brad o Slide it through the hole in the center of your clock face, and secure at the back. o Go around and provide additional help to students with this. Instruct students to help their peers in their group. 4. Independent Practice: 1. Display Analog clock on the smart board. 2. Whole Class Number Heads Together o Instruct students to display the same time on their plate clocks. o Students use their plates to make the same time displayed on the smart board. Teacher calls numbered heads together and students hold up their plate above their head. Assessment: 1. Direct Instruction o Informal: vocabulary quiz 2. Independent Practice o Informal: looking at students clocks during numbered heads together Procedures: 1. Have a link to the digital clock website pulled up on computer and ready t be displayed when needed. 2. Have all materials ready. o Ones: plates o Twos: construction paper o Threes: markers and scissors o Fours: brass brads Teacher will distribute these out to fours. 3. Twos will pick up excess scrap construction paper and put it in the recycle bin.

Objective: Students will be able to visualize and be the parts of a clock. Materials: long jump rope, short jump rope, poster boards numbered 1-12, black top space, paper/pencil, clock worksheet. Direct Instruction: 1. Take class outside to the blacktop. 2. Have the class sit in a large circle on the blacktop. 3. Tell students that the circle is the face of the clock. 4. Have the twelve students who are sitting at the spot where the numbers would be on the face, stand up. o These students are the hours. o Give each of these students a poster board with numbers 1-12, one number on each card. 5. Have two other students use a long jump rope, one at each end, to act as the minute hand. o Position one of these students on the twelve and the other in the middle of the circle. 6. Two more students use a short jump rope and act as the hour hand. Guided Practice: 1. Call on students who are sitting down. o Ask: What the students standing in the circle with the poster boards represent (numbers)? o Ask: What does our circle represent (face)? o Ask: What does the long rope represent (minute hand)? o Ask: What does the short rope represent (hour hand)? 2. When students answer correctly they take the place of that part of the clock. o Example: Jose is holding the number 8. Teacher asks What does Jose represent? Students raise their hands. Teacher calls on Mary. Mary answers, A number! This is correct, so Mary and Jose trade places. 3. Play game for as long as it takes for each student to be a part of the clock. Independent Practice: 1. Hand Out labeling the parts of an analog clock worksheet. 2. Instruct students to fill in the blanks with words from the word bank. Assessment: 1. Independent Practice o Worksheet will be graded. 2. Homework: o Students will find different things that tell time. Procedures: 1. Have all materials in a laundry basket to be carried outside. 2. Line leaders will lead the class outside. Door holder will hold all doors leading outside. 3. Boys in one line; girls in another. 4. When papers are completed, Number 1s collects them.

Name: _____________________________________ LABELING AND ANALOG CLOCK

eight oclock eleven oclock five oclock four oclock hour hand

minute hand nine oclock face one oclock seven oclock

six oclock ten oclock three oclock twelve oclock two oclock

Objective: Students will be able to tell time to the hour. Materials: teacher clock, students plate clocks, whiteboard, dry erase boards, Direct Instruction: 1. Warm-Up: Ask/Record on whiteboard student homework, the different forms of items that tell time. 2. Review the parts of a clock. o Face, numbers, hour hand, minute hand, analog clock, digital clock. o On a teaching clock, show and explain how we can read an analog clock. Explain that the short hand points to the hour. Show and explain that the loner, minute hand points to the 12 when the time is on the hour and we call that oclock. o Do several examples showing ___ o clock, have the students say the time shown. o Show how to write the time. Hour hand number goes before the colon; minute hand number goes after the colon. Guided Practice: 1. Instruct students to take out their premade plate clocks. 2. Walk students through setting a time to the hour. o Keep the minute (big) hand on the 12. Move the smaller, hour hand, around to set the time. 3. Give an hour time for students to set their clock. (Write the time on the board) 4. Whole Class Number Heads Together o Instruct students to display the same time on their plate clocks. o Students use their clocks to tell what time is shown on the board. Teacher calls numbered heads together and students hold up their plate above their head. Independent Practice: 1. Hand out worksheet with clocks showing the time to the hour. 2. Model solving the first problem together. 3. Instruct students to use their clocks to help solve the worksheet. 4. Have students to work independently on the worksheet. Assessment: 1. Formal o Independent Practice worksheet 2. Informal o Numbered Heads together Procedures: 1. Have materials ready. 2. When papers are completed, Number 3s collects them.

Objective: The Students will be able to tell time to the hour and half hour. Materials: Teaching clock, student clocks, white board, markers, paper/pencil, worksheet, computers, matching cards. Direct Instruction: 1. Warm-Up by skip counting by 5s to 60. 2. Explain to students that the numbers on the clock represent five minute between them. 3. Provide practice. o Put the hour hand on 12 and the minute hand on the 6. Ask students what hour it is. (What number is the hour hand on?). Explain to students that in order to find out what the minute is we will skip count by 5 until we get to where the minute hand is. o Skip count by 5 until you reach 30 o Tell students that the time is 12:30 Do several examples. 4. Show students how to write the time. Guided Practice: 1. Instruct students to take out their premade plate clocks. 2. Walk students through setting a time to the half hour. o Keep the minute (big) hand on the 6. Move the smaller, hour hand, around to set the time. 3. Give an hour time for students to set their clock. (Write the time on the board) 4. Whole Class Number Heads Together o Instruct students to display the same time on their plate clocks. o Students use their clocks to tell what time is shown on the board. Teacher calls numbered heads together and students hold up their plate above their head. Independent Practice: 1. Hand out worksheet with analog clocks showing the time to the hour and half hour. 2. Model solving the first problem together. 3. Have students do the rest independently. 4. Centers o Seat Work Students will complete the worksheet. o Technology Center Students will play the game Stop the Clock http://www.oswego.org/ocsdweb/games/StopTheClock/sthec1.html Students will record their best times on a post it note with their name on it. o Matching Game Students will match cards with times to cards with analog clocks. Students mix them out face down on the floor. One student turns two cards over, if the time and the clock match, he/she keeps the cards and gets another turn. If it is not a match, it is the next students turn. The student with the most cards after all have been matched is the winner.

Clock Quiz game One student draws an index card with a time written on it. He reads the time and his partner uses a clock to display that time. Partners check to see if he has the correct time. If the students get it right they get a point; the person with the most points wins.

Assessment: 1. Formal o Independent Practice Worksheet 2. Informal o Stop the Clock best times post its. Procedures: 1. Have all materials ready. 2. Instruct the computer person (class job) to turn on all computers on at the start of the day. 3. Have 6 sets of the matching game. 4. When papers are competed students will turn them in finished work box.

Objective: The Students will be able to tell time to the hour and half hour. Materials: pencil, clock quiz, student clocks. Direct Instruction: 1. Review the parts of a cock: face, numbers, hour hand and minute hand. 2. Review and show time set to the hour. 3. Review and show time set to the half hour. o Do several examples of each. o Remind students that when a clock is set to the hour, the big hand is on the twelve. When the clock is set to the half hour, the big hand is on the six. 4. Review with students how to write the time. o 12:00, 12:30 Guided Practice: 1. Students will quiz each other by playing the Clock Quiz Game with their face partner (the student facing them). One student draws an index card with a time written on it. He reads the time and his partner uses a clock to display that time. Partners check to see if he has the correct time. If the students get it right they get a point; the person with the most points wins. 2. After a few minutes of students quizzing each other, tell them to clear their desk of everything and to put up their cubicles (folders). Independent Practice: 1. The students will take a quiz on everything weve learned this week. 2. When students are finished they will turn it into the finished work basket. 3. Students who finish early may draw a picture. Assessment: 1. Formal: o Independent Practice Quiz Procedures: 1. Have all materials ready. 2. Numbers 1s will retrieve the Quiz Game index cards. 3. Number 4s will return them to the bin.