Lesson Plan Template

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Instructional Plan Template

Mathematics Governor’s Institute 2004

(Download as Microsoft word document: TellingTime.doc, HourClock3.doc, Write the time.doc)

Names of group members: Susan Frankenstein, Debra Hash

Topic/Theme: Telling Time To The Minute

Level: Grade 3

Time Element: 2 days; 45 minutes per day

NCTM Standards Addressed: Apply appropriate techniques, tools, and formulas to determine measurements.

PA Math Standards Addressed: 2.3.3.D

· Tell time (analog and digital) to the minute.

Math Assessment Anchors Addressed:

M.3.B.1 Demonstrate an understanding of measurable attributes of objects and figures, and the units, systems and processes of measurement.

M3B.1.1.1 Tell time(analog) to the minute.

Reading Assessment Anchors Addressed:

R3.A.2. Demonstrate the ability to understand and interpret nonfiction texts appropriate to grade level.

R3.A.2.1.2 Identify the meaning of an unfamiliar word if word or picture clues are available.

Objectives: Students will tell time to the quarter hour, 5 minute, and minute.

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

Day 1

· Read aloud the story The Grouchy Ladybug by Eric Carle to the class.

· Discuss with the class why we need to tell time and what we use to tell time.

· Show examples of an analog and digital clock. Note the differences and similarities of each.

· Place the definition and pictures of each type of clock on the class word wall.

· Provide each student with a double-faced clock.

· Teacher will use an enlarged double-faced clock and transparency clock. (See example).

· Direct the class to count by 5’s starting at 5 and finishing at 55.

· Ask the students to identify the multiples of 5 on their clocks.

· Dictate a variety of times for the students to display on their clocks to the hour, half hour, quarter hour, and 5 minute intervals.

Homework Assignment:

· Student will count and record the analog and digital clocks and watches in their home.

Day 2

· Use class findings from Lesson 1 homework to formulate a class tally and bar graph on chart graph paper to illustrate the total number of analog and digital clocks and watches in their homes.

· Using the teacher’s overhead clock, individual students will demonstrate times of half hour, quarter hour, and 5 minute intervals.

· Direct the class to stand and close their eyes and sit down at their seats when they each think one minute has elapsed.

· Discuss how many seconds are in a minute.

· Teacher identifies on the transparency clock the minute markings.

· Dictate a variety of times for the students to display on their clocks to the minute.

· Give a written assessment of telling time to the hour, half hour, quarter hour, 5 minute, and 1 minute intervals.

Materials/Resources:

* The Grouchy Ladybug by Eric Carle

· student two-faced clocks

· teacher enlarged two-faced clock

· teacher transparency two-faced clock

· analog clock

· digital clock

· overhead projector

· 1 inch chart graph paper

· markers

· assessment sheet

· notecards with clock faces with various times and corresponding times written in numerals and words on matching cards.

Interdisciplinary Connections:

· Reading

· The Grouchy Ladybug by Eric Carle

· Technology

· www.primarygames.com/time/start.htm-23k

· www.hartcourtschool.com/activity/willy/willy.html-5k

· http://sln.fi.edu/time/Journey/JustInTime/contents.html

Assessment Strategies:

· Formative Evaluation (checking student understanding during the lesson):

· Observing the students’ manipulations of their clocks.

· Summative Evaluation (How will it be determined that the objectives were achieved?):

· Student’s performance in class and on the written assessment.

Correctives/Remediation:

· Students will practice telling time with their peers and family.

Extensions/Enrichment:

· Various times throughout the day and months ahead, ask the class to tell what time is shown on the classroom clock.

· A center activity that involves the students matching cards with times on clock faces to cards with the correct numeral times and words.

Special Accommodations (special needs students)

· Description of the Special Needs student selected:

· Jimmy is a student diagnosed with Asperger’s syndrome. He is above grade level in decoding and fluency in reading. Jimmy loves to read anything that is fact based and quickly memorizes and recites the facts. He has great difficulty with problem solving and inferential thinking. Jimmy has poor fine motor skills and has trouble writing within boundaries and organization of his written work. He has strong rote math facts but has severe difficulty with the organization of multi-step sequences and problem solving. When he is presented with these types of math problems, he crawls under the desk and refuses to come out.