Standards: - 2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
- 2.NBT.2 Count within 1,000; skip-count by 5s, 10s, and 100s.
Essential Question: - How can I tell and write time for an analog clock and a digital clock?
Students Will Know: The difference between a.m. and p.m. The hour hand counts by ones and the minute hand skip counts by fives. The vocabulary associated with clocks and different times of the day.
Students Will Be Able To: Identify the minute hand and the hour hand on a clock. Explain how to count on a clock using the hour hand and minute hand. Utilize the the hour hand and minute hand to count on a clock and identify the correct time. Correctly utilize a.m. and p.m. when writing about time of day.
Key Vocabulary: time clock hands minute hour a.m. P.m. Half past Quarter to Noon Midnight
Activating Strategy: We will watch a video that introduces students to the hands of the clock and how we use them to tell time. Introduce vocabulary: time, clock, hands
Resources/Graphic Organizers: AS: Youtube Video; “What Takes About…” sort AND recording sheet Clock foldable (TPT) “Drawing the Hands” sheet; large working clock; mini handheld clocks Clock Search (Clock cards and sheet); dry erase boards; large clock BrainPop Jr. video; handheld clocks; “Time to the Half and Quarter Hour” sheet (drive)
Assignment: Timeline Students will make a time timeline for the events of their day. Their timeline must include the time in numbers using a.m. or p.m., in words and must be “built” on a blank clock. They should have at least 7 events on their timelines. **Extension: Students will create a time timeline for the events that occur in a short, fictional story.
Learning Activity 1: Students will complete a “What Takes About…” sort in which they sort activities based on the amount of time they take to complete. We will brainstorm our own list of activities that take about a second, about a minute, and about a day and record on the "What Takes About.." sheet.
LA 1 Assessment: Learning Activity 2: Review/Introduce vocabulary: minute, hour, skip counting Activating Strategy: Complete skip counting patterns that go by 5’s. What patterns do you notice? Students will create a clock foldable that allows them to visualize skip counting by 5 on a clock. I will give students a time to build on their clocks. We will build skip count by 5s to find the time together, with a partner and then independently.
LA 2 Assessment: Learning Activity 3: Activating Strategy: Which hand is the hour hand? Which hand on the clock is the minute hand? I will explain the hands of the clock and how they work, emphasizing that the hour hand moves between numbers as the minute hand goes around the clock. We will practice drawing the hands of the clock with a given time. Students will practice building a given time with a handheld clock.
LA 3 Assessment: Learning Activity 4: Activating Strategy: Why is the hour hand in between 2 and 3 at 2:30? I will review how we read a given time (hour, colon and minute) I will model determining the time when looking at a clock (opposite of prior learning activity). Students will be given a clock and asked to determine what time it is. Partner A’s: What time does your clock show? Partner Bs: How did and your partner know what time it is? Students will be paired with a partner to complete an around-the-room activity in which they read an analog clock and determine the time.
LA 4 Assessment: Exit Ticket: (Show a clock with hour hand between 6 and 7 and minute hand at 3). Jack says it’s 6:03. Do you agree with him? Explain why or why not using words or pictures. (Should be 10:15- skip count by 5’s for minutes) Learning Activity 5: Activating Strategy: We will watch a brainpop jr. video on telling time to the quarter and half hour. Introduce vocabulary: half past, quarter to/past I will divide a clock into four parts, and use repeated addition to explain how each fourth is equal to 15 minutes (connect to quarters in sports or money). We will practice reading clocks with hands on the 3, 6 and 9 using the terms “quarter” and “half”. We will practice building times on clocks after being read times with the terms “quarter” and “half”. Students will complete a sort in which they sort terms and clocks based on whether the time is indicative of 15, 30 or 45 minutes past the hour.
LA 5 Assessment: Clocks sort for times indicative of 15, 30 or 45 minutes past the hour. Learning Activity 6: Activating Strategy: I will introduce the vocabulary: noon, midnight I will explain how we use a.m. and p.m. to indicate whether the hour hand of the clock is going around for the first time or second time that day. I will model determining whether to use a.m. or p.m. for a time word problem. We will determine together whether to use a.m. or p.m. for a time word problem. With a partner, students will determine whether to use a.m. or p.m. for a time word problem.
LA 6 Assessment: |