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Lesson Plan Design

Subject: Math Grade: 1 Lesson Topic: __ Telling Time _____

Candidate’s Name: Candee Edgar _______ID#: 023891109

Site Support Provider: Emmy Meinke NU Site Support Provider: Vickie Burns-Sikora

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale,

focus learner, create bridges from past learning, behavior expectations)
.
Standards: Rationale: Students need to be
CCSS.MATH.CONTENT: GRADE 1 given clear and attainable goals.
Measurement and Data: Tell and write time. Students need to meet the Common
CCSS.MATH.CONTENT.1MD.B3 Tell and Core State Standards for math for
write time in hours and half-hours using analog grade one which requires telling time
and digital clocks. to the hour and half-hour. The lesson
activities will also incorporate the
Purpose: Students will be able to tell and write Standards for Mathematical Practice.
time in hours and half-hours using analog and Students will need to meet the pre-
digital clocks for this unit. They will also develop requisites before the instruction of
an understanding of the importance of telling time the math lesson on telling time, and
as a real-life skill that we use to schedule our the students who do not meet the
school and live activities. pre-requisites will receive additional
instruction prior to the lesson.
Bridges from past learning: Students need to
know how to count by 5s to 60 and how to read,
count, and write the numbers from 1 to 12 in
order to meet the pre-requisites for today’s lesson
on telling time to the hour and half-hour using an
analog clock.

Behavior expectations: Students know

classroom expectations and guidelines. Students
know the procedures for direct instruction, when
working on the carpet, in paired activities, and
independently at their tables. The activities in

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today’s lesson will give the students direct
instruction, practice, and reinforcement in order
to develop the math skill of telling time. Students
also know expectations when working
cooperatively and interacting with a partner.

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How
will you measure mastery of the outcome?)

Learner Objective: Rationale: This learner objective

The students will read, tell, and write time to the
hour and half-hour using an analog clock.
During their independent work students will be
able to show their understanding of telling time
to the hour and half-hour by using their small
analog clocks to model and represent the time
that the teacher states aloud. During the post
assessment, students will indicate the proper time
by writing the time shown under each analog
clock printed on the Telling Time to the Hour
and Half-Hour Sheet with 80% or higher
mastery.
will be written on a sentence strip
and put in the pocket chart showing
the math target. Students need to
visually see what is expected during
the lesson. They can refer back to the
chart to be reminded of what they are
learning about in math.
The independent practice will
reinforce the math concept of telling
time using the analog clock and allow
the teacher to check for students’
understanding by observation. The
post assessment will serve as an
informal assessment to demonstrate
students’ learning and their ability to
attend to precision by observing the
analog clocks and writing the correct
time shown.

3. Pre-assessment Activity: (Determine students’ abilities to achieve the Learner

Outcome and prescribe instruction accordingly. Consider: linguistic background,
academic language abilities, content knowledge, cultural and health considerations,
interests and aspirations, physical development, social development, emotional
development. )

What do you know about this class? This class
is a class of 22 first graders who are enrolled in
Citizens of the World Charter Silver Lake School
located in Los Angeles, CA.
Considerations:
Rationale: Determining the
students’ abilities prior to planning
the lesson will take into consideration
all of the adaptations that are
necessary to meet the needs of each
individual student. All students are

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Linguistic background – 20 % of the students aware of the classroom rules and
enrolled in this class are English language expectations. They know how to
learners. In addition some students speak follow directions after examples and
English primarily at home; some students speak modeling have been completed. The
only their primary language at home. students who need assistance based
Academic language abilities – According to the on their individual needs will receive
end of the year assessments from last school accommodations from either the
year, 50% of the students are at grade level, 40% teacher’s aide or the teacher during
are below grade level, and 10% are above grade the lesson activities.
level. In the 40% below grade level, there are 5
special needs students. The 10% above grade
level represent two gifted students.
Content knowledge – Students have been
assessed with math benchmark assessments and
the results show that 80% of the class can read,
count, and write numbers from 1 to 100. These
same students can count also skip count by 5s to
100. Students have developed strategies for
adding and subtracting whole numbers and they
can add within 100 and subtract multiples of 10.
They have also been introduced to the concept of
fractions, knowing that ½ represents halves.
Culture and health considerations – Currently
there are not any students with any physical
disabilities. Attendance is good for the majority
of the students. There are a few students that
have allergies and one that suffers from asthma,
but this will not cause any issues for this math
lesson. This class consists of a diverse group:
Asian, Hispanic, Native American, and
Caucasian.
Interests and aspirations – These first graders
have developmentally appropriate interests.
Some have interests in becoming artists, writers,
astronauts, dancers, actresses, and professional
soccer players. The majority of them are very
motivated to learn.
Physical development – These first graders are
very active. Many of them are involved in after
school activities such as dance, music lessons,
swimming lessons, baseball, and soccer.
Social development – The majority of the first
grade students are socially developed and
respectful to one another. Most of these students
find it easy to get along with their peers. There is
one autistic child in this class that has great

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difficulty with social skills and interactions.
Emotional development – Most of these
students are in touch with their feelings and are
compassionate. There are some who still have
separation anxiety. One student is dealing with
transgender identity issues. About 20% of these
first graders struggle between independence and
insecurity. One of the positive aspects of this
class is that they seem to thrive on the routine
and structure of the daily class schedule.
Pre-Assessment: Prior to this lesson, students’ Rationale: This quick inventory on
prior knowledge was assessed. Students are the students’ prior knowledge will
expected to know how to count by 5s up to 60 demonstrate which students know
and how to read, count, and write the numbers how to count by 5s to 60 and know
from 1 to 12 before this lesson on telling time. how to read, count, and write their
numbers from 1 to 12 in order to
begin this unit on time.

4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-

assessments, modify Learning Activities based on learner characteristics to meet the
needs of ELL & special needs students, highly achieving students and low achieving
students)

Modifications for all ELL: Making content Rationale: By engaging ELL

more comprehensible by using hand gestures,
pointing to pictures in the lesson, frontloading
vocabulary, and reinforcing vocabulary
development through using sensory and visual
graphics are all adaptations which will be
provided. During small group instruction these
students will receive more explicit instruction
using more visuals and Spanish-English
cognates to help them better identify and
understand the meaning of the new math
vocabulary.
students in the pre-teaching of the
new math vocabulary before the
lesson: time, o’clock, analog, hour,
minute clockwise, and providing the
ELL students with additional support
and reinforcement, these adaptations
will help with their understanding of
telling time using the analog clock.

Modification for High Achieving Students:
These students will be paired with struggling
students during the partner activity. By having
the high achieving students to be peer tutors and
help the low achieving students understand the
telling time concepts, this helps the low
achieving students to hear another student model
Having the high achieving students
assist the low achieving students has a
dual outcome. The low achieving
students interact with a student who
can accurately tell time using the
analog clock which is excellent
modeling and reinforcement; the high

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telling time accurately and it also helps to
develop the self-esteem of the high achieving
students.
Modifications for Low Achieving Students:
These students will be provided all of the
assistance they need and additional time if
necessary. They will be partnered with high
achieving student for the partner activity. These
students will also receive additional support
from the teacher’s aide and the teacher.
Modifications for Special Needs Students:
These students will receive all accommodations
and modifications as written on their IEP.
Reinforcement by the teacher and teacher’s aide
will be ongoing.
5. Resources: (Identify materials needed for this lesson accounting for varying degrees
of skill level)
Resources:
Learning Target Chart with sentence strip
Book: The Grouchy Ladybug by Eric Carle
Document camera
Illustration of sundial and hourglass
Analog clock
Demonstration clock
White board/dry erase markers
Paper clock for folding in half
Dry erase boards/dry erase markers
12 Small bags with 10 task cards each
Small student analog clocks
Telling time to the Hour and Half-hour Sheets
Pencils
6. Learning Activities: Explicit Teacher Instruction – (Explain, Model, Demonstrate,
Check for Understanding)
Hook Activity: I will introduce the book, The
Grouchy Ladybug by Eric Carle, to the students
achieving student is developing his
self-esteem by helping share his
knowledge with others.
The low achieving students will
perform better with additional support
and additional time. All students will
receive ongoing feedback and positive
reinforcement.
All accommodations and
modifications are ongoing and
provided throughout the year to meet
the individual needs of the students
with IEPs.
Rationale: All of these resources are
age-appropriate. The document
camera allows for the whole class to
visually see the illustrations of the
sundial and the hourglass and the
pages of the book. Using the dry
erase boards, markers, and the student
clocks allow for hands-on activities
and manipulatives for the students to
use in practicing telling time.
Rationale: The beginning hook
activity will serve as motivation to
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using the document camera. I will flip through
the book and ask the students what they think
the book is about. (I will read the book at the
end of the lesson during closure.) I will then ask
students, “What is time?” We will have a
discussion about time: “What time do you get up
in the morning?” “What time do you come to
school?” “What time do you leave school?”
“How do you know what time it is during the
day?” (Clocks) I will write the word ‘clock’ on
the whiteboard. Then I will tell students that
clocks are a type of device that people use to
measure time. Many years ago, people used a
Sundial (Show illustration of a sundial using the
document camera.) They measured time by the
direction of the shadow of the Sun. Later some
people created clocks made of sand, called an
hourglass to measure time. (Show example of an
hourglass.) This clock just shows you how much
time has passed. Then clocks were created.
Today we use clocks to help us to tell time.
(Show the analog clock in the classroom.)
Modeling: Point to the large classroom analog
clock. Let’s take a look at this analog clock. An
analog clock is a clock or it could be a watch. It
is called analog because it has moving hands and
hours marked from 1 to 12 to show you the time.
Write the word, ‘analog’ on the white board. We
will talk about the different sizes of the hands on
the clock. Refer students to the large
demonstration clock face of an analog clock.
Explain: There are 60 minutes in an hour and the
minutes are represented by the small lines that
go around the outside of the clock. The darker
lines and numbers represent the hours. “What
do the numbers on the clock represent?” (the
hours) Write the work ‘hour’ on the white board.
I will explain that the hour hand tells us what the
hour is. As the hour hand moves around the
clock, it tells us when we are at the next hour.
Complete some examples as the hour hand
points to the numbers around the clock. Next
explain about the minute hand. Write the word
‘minute’ on the white board. The minute hand
moves and tells us how many minutes there are
until we reach the next hour. Each time the
engage the students in today’s lesson,
and ignite their interest to accomplish
the learner’s goal. I chose the book,
The Grouchy Ladybug because it is
about telling time, and it shows a
traditional analog clock on each page,
showing a specific time. Involving
the students in a short discussion will
show the students the importance of
time and how it is a measurement tool
which is used throughout each day of
our lives.
Teacher will present math concepts
and skills by presenting explicit,
direct instruction relating to telling
time by the hour and half-hour using
an analog clock. During this time, the
teacher will explain, model,
demonstrate and check for students’
understanding. SMP 4: Model with
mathematics is incorporated here by
the teacher modeling using an analog
clock representing the hour hand and
the minute hand and numbers. The
students are introduced to new
vocabulary words and the new words
are written on white board for
reinforcement. Students are involved
during the modeling when the teacher
checks their understanding by having
the students model using their dry
erase boards and markers to practice
writing the time to the hour and the
half-hour.
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minute hand goes around the clock once, an hour
has gone by. It moves clockwise. Introduce the
word: clockwise meaning the movement or
direction that the clock hands move in a circular
motion to the right. Write the word ‘clockwise’
on the whiteboard. When the minute hand on the
clock points to the twelve, we say the number
the hour hand points to and o’clock. Have
student repeat the word: o’clock, a word used
after a number to tell the hour while writing the
word ‘o’clock’ on the white board. For
example, have the hands of the clock pointing to
5 o’clock. Now let’s learn how to write time.
When we write time, we write the number
representing the hour first, (5) then we write a
colon (5: and two zeros to show the hour, (5:00).
Five o’clock is written 5:00. Model writing time
on the white board.
Check for Understanding: Have students use Checking for understanding by
their dry erase boards and use a dry erase marker observing students demonstrating
to write the times called aloud by teacher: 7 writing time on their dry erase boards
o’clock (7:00), 2 o’clock, (2:00), 4 o’clock is an ongoing monitoring of students’
(4:00), and 12 o’clock (12:00). Give positive learning that the teacher will use to
feedback and reinforcement. determine if students are grasping the
Modeling: Remind students that when the concept of telling time to the hour and
minute hand starts on 12 and goes all the way half-hour. This allows for correcting
around to the 12 again, it is 60 seconds. any misunderstandings or
Demonstrate by showing how to count by 5s misconceptions.
beginning with the minute hand on 1, then so on
until you get to 6 and stop. Then fold a paper
clock in half and discuss what half of the clock
looks like. The minute hand would have to travel
from its starting point at the 12 to the 6 which is
half way around the clock. Explain that half of
60 is 30, so when the minute hand gets to the 6 it
is 30 minutes after the hour. Write the word
‘half-hour’ on the white board. Model some
examples of what different half hour times look
like with the analog clock and how to write the
time on the white board. Ask: What time is it
when the minute hand is on 6 and the hour hand
is on 2? Yes, when the time is 2:30, it means that
it is one-half an hour later than 2 o’clock and
one-half hour before 3 o’clock. Show students
that the hour hand is between the numbers when
the minute hand tells us it is 30 minutes past the

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hour,
Check for Understanding: Have students use
their dry erase boards and use a dry erase marker
to write the times showing half-hours as called
aloud by the teacher: 1:30, 4:30, 10:30, and
12:30. Give positive feedback and
reinforcement. Transition to guided practice.
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for
understanding and provide feedback and re-teaching)
Guided Practice: The students will each receive
a small analog clock. They will be instructed to
listen for the time and move the hands of their
clock to represent the time stated by the teacher
and write the time shown with their dry erase
marker. The teacher will first call out some
examples of time to the hour (3:00, 6:00, 12:00,
and 10:00). The students will use their small
analog clocks to move the hands to show the time
and write the time represented that the teacher
states aloud. The students will self-assess by
observing the large demonstration clock held by
the teacher.
Check for Understanding: Students will use
their small clocks to show time to the hour by
putting the hour and minute hands in the right
position and write the time.
Next, the teacher will call out some examples of
time to the half-hour (1:30, 11:30, 6:30, and
4:30), and students will use their small clocks to
model and write the correct time that the teacher
states aloud.
Check for Understanding: Students will use
their small clocks to represent the times to the
half-hour called by putting the hour and minute
hands in the right position and write the time.
Then students will self-assess and self-correct.
Paired Activity: Students will then work
together in a Think, Pair, and Share activity with
their partner. Each pair will receive a packet with
10 task cards, 5 with pictures of analog clocks
showing different times and 5 with times written.
Students will take turns and work together,
Rationale: The students will
complete these activities with teacher
guidance to show their understanding
of how to represent times to the hour
and half-hour with analog clocks.
This activity allows for multiple
means for action expression and
hands-on engagement. The students
will demonstrate their understanding
by showing and writing the time to
the hour and half-hour using their
small analog clocks and will self-
assess and self-correct by observing
the correct time shown by the teacher
on the demonstration clock. Students
are modeling how to show time to the
hour and half-hour which reflects
SMP 4-Model with mathematics.
Students are also distinguishing
between the two hands and the
patterns of the hours and minutes on
the analog clock which reflects SMP
7- Look and make sure of structure.
In the Think, Pair, and Share activity,
students are interacting and
communicating their ideas about
telling time to the hour and half-hour
with the task cards.
As students complete each activity,
by teacher observation, the teacher
will be observing the on-going
progress of students’ learning to tell
time to the hour and half-hour using
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discuss time concepts using their new
vocabulary, and match the analog clock to the
card with the correct time. When one student
finishes, they will take the cards and mix them up
and then the other student will match the cards.
Students will peer assess one another as they
work with their partner. Transition to
independent practice.
their analog clocks. Students can also
check for their own understanding by
observing and self-assessing by
checking their clocks with the
demonstration clock.
During the partner activity the
teacher can observe to check for
understanding, and each student’s
partner can check for the other
students’ learning.

8. Independent Practice: (Provide practice that supports the learning outcome. Note:
Independent activities are assigned assuming that students understand the concept well
enough to work on their own.)

Independent Practice: Students will work Rationale: In this hands-on activity,

independently on this activity. Students will be
shown 5 different times on the demonstration
clock by teacher (2:00, 1:30, 8:00, 11:30, 4:00).
Students are to write the time on their dry erase
board using their dry erase marker. Give positive
feedback and reinforcement. Transition to tables
for assessment.
Check for Understanding: The teacher will
check for understanding by observing students’
dry erase boards as they write the correct time
shown on the demonstration clock.
students will practice independently
and reinforce the math concepts and
skills developed in this lesson; it is
important for mastery to occur. When
the students calculate the time
accurately and write the time to the
hour and half-hour, they are
practicing SMP 6-Attending to
precision. The purpose of this
practice is for students to be able to
read, tell, and write time to the hour
and half-hour using an analog clock.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the
students’ learning. Describe differentiating assessment strategies you will use for ELL,
special needs students, highly achieving students and low achieving students.)

Assessment: Students’ learning will be assessed Rationale: This activity serves as an

independently with an informal assessment,
Telling Time to the Hour and Half-hour Sheet
consisting of a set of 9 analog clocks with 9
blank lines under each clock where students will
write the time shown on the analog clock. Using
informal assessment to demonstrate
the students’ learning of telling time
to the hour and half-hour using an
analog clock. They are showing their
ability to attend to precision (SMP 6)

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their pencil, students will write the time under
each analog clock pictured on the sheet and turn
their paper over and return to their place on the
carpet. For students needing differentiation,
there will be different levels of telling time
sheets. (Sheet A- 9 analog clocks with time to
the hour and half-hour, and sheet B-9 analog
clocks with time to the hour. This makes each
level conceptually easier/harder.) Transition
back to carpet for closure.
by observing the analog clocks and
writing the correct time represented.
Students with 80% or higher mastery
will move on to the next concept in
telling time unit. Students who have
not mastered will receive additional
instruction and practice.

10. Closure: (Describe how students will reflect on what they have learned.)

At the end of the lesson, students will be asked
clarifying questions to check for their
understanding of concepts of time to the hour and
half-hour. Clarifying questions:
How are the minute hand and the hour hand
alike?
How are they different?
How do you represent time on an analog clock?
Why is it important to know the difference
between hours and minutes when telling time?
Is there something that you would like to share
about today’s lesson?
Then I will share the book, The Grouchy Ladybug
using the document camera. As I read the book, I
will have the students use their small analog
clocks to model the time shown on each page of
the book.
Rationale: Closure is important for
students to review, summarize, and
reflect on their learning. As students
are involved in this short discussion
on the concepts of time to the hour
and half-hour, they will be using their
ability to look for and express
regularity in repeated reasoning by
answering the clarifying questions,
(SMP 8). By engaging the students
using their analog clocks to model
with mathematics what they have just
learned reflects SMP 4. It also allows
students to use multiple means of
representation by having them model
their clocks to represent the same
analog clock picture on the pages of
the book and to stay on task for
closure.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What

went well? What needs to be changed? Were learning outcomes met? What activities
will you add, change, modify in the future? What can be done to follow up on the
learning from this lesson? Who needs additional help? Who needs enrichment or higher
level work?)

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