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Math Lesson Plan 1 Time To The Half-Hour 2

Thank you for the feedback, it is very helpful for improving my lesson planning. I will incorporate your suggestions going forward, such as using countdowns for partner discussions and modeling appropriate clock use. Providing independent practice for early finishers is also a good idea. Overall, it seems the lesson effectively engaged students, incorporated formative assessment, and provided guided then independent practice opportunities to meet the objectives.

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50% found this document useful (2 votes)
430 views4 pages

Math Lesson Plan 1 Time To The Half-Hour 2

Thank you for the feedback, it is very helpful for improving my lesson planning. I will incorporate your suggestions going forward, such as using countdowns for partner discussions and modeling appropriate clock use. Providing independent practice for early finishers is also a good idea. Overall, it seems the lesson effectively engaged students, incorporated formative assessment, and provided guided then independent practice opportunities to meet the objectives.

Uploaded by

api-510118852
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Telling Time to the Half-Hour

Identify lesson objectives (learner outcomes). These should be measurable and attainable.
Le
ar Students will be able to read time in half-hours on analog clocks and write the times on digital
ne clocks.
r
D What are your student-friendly/learner-centered targets for this lesson?
ev
el I can read the correct time in half-hours on an analog clock.
op
m I can write the correct time on a digital clock.
en
t I can draw the minute and hour hand in the correct spot on a blank clock (time in half-hours).

Identify the applicable differentiation strategy (ies). Write a short description below.

Flexible Work Rubrics Higher- Centers Study HAL


grouping Independently Order Guides strategi
Questions es
Le
Guided Technology Graphic Tiered Choice IEP Other
ar
Questions Organizers Lesson Assignme Goals
ne
nts
r/L
Guided Movement Modificatio Independe Contractin Specific Other
ea
Discussio ns nt Project g RTI
rni
ns strategi
ng
es
Di
ffe
re Description:
nc
es Guided questions and discussions will be the main differentiation strategies used. Discussions are
easily modified based on answers given from the students. If they show understanding, more
difficult questions can be asked. If they show confusion, more information and aid can be added to
the questions asked. Students have time to learn as a class, and also apply their knowledge to a
worksheet at the end of the lesson.

C Identify applicable content vocabulary, background or prior knowledge, cross-curricular


on connections and key questions.
te ● Clock face
nt ● Minute/hour hand
K ● Clockwise/counterclockwise
no ● Hour/minute/half-hour
wl ● Analog/digital
ed ● Half past
ge
Ali Identify relevant content standards, including technology standards and/or college & career ready
gn standards, as applicable.
m
en MA 1.3.3.b Tell and write time to the half hour and hour using analog and digital clocks.
t
to
St
an
da
rd
s
What formative assessment will you use in this lesson? How will you know your students have met
the objective of the lesson (evidence of learning)?

The formative assessment will take place during the “application” portion of the lesson. Students
As will be asked to make a specific time on their clock and show the teacher. The lesson can be
se adjusted based on if they are showing the correct hand locations on the clock. A worksheet will
ss also be completed at the end of the lesson.
m
en How will you check for understanding? Describe guided practice opportunities if applicable?
t
The teacher will check for understanding throughout the entire lesson. The engagement portion of
the lesson will have the most guided practice opportunities. This is shown when students are
asked to divide squares in half and deciding when to stop halfway on the clock face.

Your Lesson
Plan
ning Engagement (Motivational Activity):
For
Instr 1. “Today we are going to learn about telling time to the half hour.”
uctio 2. Draw two squares on the board.
n a. “Let's pretend that these squares are pieces of bread.”
b. “Who would like to show one way to divide a square in half- show one way on
each square?”
3. Draw a circle on the board.
a. “Let’s pretend we have a round piece of bread. We can divide this circle in half
the same way we cut the square in half.” (demonstrate)
4. “Turn and whisper to someone next to you about what we have in the classroom that
has the shape of a circle.”
5. “Raise your hand if you know of something in the classroom that has the shape of a
circle.”
a. Talk about the clock in the room.
6. “Let’s look at our clock face. If we wanted to cut it in half, how would we do it?”
a. Draw clock on board with numbers, have a student draw dividing line.
i. Keep asking for volunteers until a line is drawn from the 12 to the 6.
7. “When we drew a vertical line to divide this clock face in half, which numbers did the line
touch?”
a. 12 and 6
8. “Remember, there are 60 minutes in an hour (point to all the minutes), so half is thirty
minutes (divide clock face with hand)”
a. Write 60-30=30 and 30+30=60 on the board. “When the minute hand travels
halfway around the clock, from the 12 to the 6, it travels 30 minutes.” (class
repeats)

Instructional Sequence (including formative assessment):

9. Make 7:00 on the demonstration clock.


a. “What time is shown on the clock?”
b. Talk about what we call each hand on the clock:
i. Mighty Minute
ii. Hour
10. “Where is the minute hand when it is 7:00?”- 12
11. Move the minute hand slowly around the clock- have students say stop when it has gone
halfway around the clock face.
12. “This clock shows 7:30, or half past-seven. This means that a half hour has gone by.”
13. “Where is the minute hand pointing when it is half past seven?”- at the 6
14. “Is the hour hand pointing to the 7? 8?”- no (note how the hour hand moves by itself)
a. “Where is the hour hand pointing when it is half past seven?”- halfway between
the 7 and 8
b. “When the long hand takes half of its long trip around the clock, the short hand
takes half of its short trip from one number to the next”
15. “When the time is to the half hour, the minute hand is on the 6, and the hour hand is half
past the hour.” (class repeats)
16. “We can write half past seven on a digital clock like this.”- write 7:30 on the board
a. “What is another way to say this time?”- seven thirty
17. Repeat #8-16 with 2:00 and 9:00.

Application: (Practice or reflection):

18. Have students go to their desks and distribute student clocks.


19. Have them show 10 o’clock (write time on board).
a. Then have them show half past ten, or 10:30
b. Ask: “Where does the minute hand point?”- 6
c. Ask: “Will the hour hand point to the 10? 11?”- no
d. Ask: “Where will the hour hand point?”- halfway between the 10 and 11
e. Show on big clock
f. Ask: “What is another way of saying half past ten?”- ten thirty
20. Repeat #18 with 4:00, 8:00, 1:00.

Closure:

21. Put away student clocks, pass out worksheets.


22. Start on page 208- do as a class.
23. Students work on page 207 independently.

Materials and Resources:


● Large demonstration clock
● Small student clocks (1 per student)
● Time Worksheets (1 per student)
● Carpet space with whiteboard

Teacher Feedback:
1. Stated your objective, first thing.
2. Had students turn and talk
a. Suggestions: Use a countdown so they know when to finish up with a partner
b. Keep time turn and talk short so they don’t get off task
3. Good job incorporating equations to the clock
4. Used callbacks and had students repeat most important information
5. Provided lots of examples before students try their own
6. Gave clear directions of what you wanted them to do when they got to their desks
7. Students were engaged using their own clocks
a. Suggestions: discuss how we use our clocks correctly (care of clock and what your expectations
are using them as a math tool- not playing around)
b. Count down to show time
c. Kept a good pace
8. When doing worksheet together, had students explain their answer
9. Demonstrated and modeled your clock , provided individual practice with manipulate clocks, guided
students with worksheet, and provided independent practice
10. Suggestion: give something to do for early finishers (example: book bags).

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