This document provides a lesson plan to teach students to tell time to the nearest hour using analog clocks. The lesson introduces clocks by explaining that each number has a designated "room" on the clock face to indicate the hour. Students then practice identifying the hour on sample clock times, such as 2:55 showing the hour is 2 since the short hand is in the number 2's room. The lesson concludes by noting students will be assessed before and after the lesson through pre-and post-tests to check their progress in learning to tell time to the hour.
This document provides a lesson plan to teach students to tell time to the nearest hour using analog clocks. The lesson introduces clocks by explaining that each number has a designated "room" on the clock face to indicate the hour. Students then practice identifying the hour on sample clock times, such as 2:55 showing the hour is 2 since the short hand is in the number 2's room. The lesson concludes by noting students will be assessed before and after the lesson through pre-and post-tests to check their progress in learning to tell time to the hour.
This document provides a lesson plan to teach students to tell time to the nearest hour using analog clocks. The lesson introduces clocks by explaining that each number has a designated "room" on the clock face to indicate the hour. Students then practice identifying the hour on sample clock times, such as 2:55 showing the hour is 2 since the short hand is in the number 2's room. The lesson concludes by noting students will be assessed before and after the lesson through pre-and post-tests to check their progress in learning to tell time to the hour.
Statement of Objective: CCSS.MATH.CONTENT.1.MD.B.3 Accommodations
Tell and write time in hours and half-hours using analog and digital clocks.
Students will be able to identify time to the nearest hour
using modified clock Materials: Labeled clocks White boards Opening: We will be identifying which hour it is on our clocks. Modified clocks
“Each hour has an area or space that belongs to them. We
can call this the number’s room. When the short hand is in the number’s room, that’s the hour.”
“Notice that the number’s room comes AFTER the number.
So if the short hand is pointing right at a number, then the number’s room is the space after it.” Presentation: **Put clock to 2:55 (short hand will be on final tick Think aloud and mark) model how to find answer “Can someone tell me what the hour is?” “2” “How do you know?” “The little hand is in the 2 room”
**Make students explain how they got their answers and
only focus on figuring out the time to the hour Closing: Students were given a pre-test prior to lesson and will be given a quiz after a week/ 2 weeks of practice