Math Lesson Plan 1 Time To The Half-Hour 2
Math Lesson Plan 1 Time To The Half-Hour 2
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.
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)
Closure:
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).