Lesson Plan : How Long is Five Minutes?

Teacher Name:
 Jackie Bennett
Grade:
 Grade 2
Subject:
 Math

Topic:
 This lesson on telling time will expose children to analog and digital clocks and how they work. Children will gain a general understanding of the concept of time and how to tell time using the two separate hands of an analog clock.
Content:
 This lesson will explain to students the concept of time to five-minute intervals and explore time to one minute intervals. Before we get started, we need to discuss some key vocabulary terms so that when we use them to tell time, we all know the meaning of those words. Key vocabulary: time, clock, hour, minute, seconds, day, minute hand (large), hour hand (little), seconds hand (fastest hand), digital clock, analog clock, quarter-hour, half-hour, elapsed time, clockwise, counter-clockwise. Prior Knowledge: Students should be familiar with: counting to 12 (hours) counting to 60 (minutes) by 5. Time to one hour, half-hour, and quarter hour
Goals:
 The learner will recognize and use standard units of metric and customary measurement.
Objectives:
 Students will be able to model and tell time to five-minute intervals using analog and digital clocks. Students will be able to explore time to one-minute intervals using analog and digital clocks. Students will be able to understand how analog and digital clocks operate. Students will be able to read the time in words through completion of an online activity, Bang On Time, http://www.teachingtime.co.uk/clock2/clockwordsres.html Students will be able to experiment with the concept of elapsed time through completion of an online activity, Whole Class Clock, http://www.teachingtime.co.uk/clock/clockres.html
Materials:
 • demonstration clock • Judy Clocks • stopwatch or clock with a second hand • analog clock with second hand • digital clock • card stock • basketballs (2) • clock worksheets (Retrieved July 11, 2008 from http://www.ezschool.com/index.html?Name=index) o http://www.ezschool.com/EZSheets/Measurement/Time/sheet11.html o http://www.ezschool.com/EZSheets/Measurement/Time/sheet12.html o http://www.ezschool.com/EZSheets/Measurement/Time/sheet13.html o http://www.ezschool.com/EZSheets/Measurement/Time/sheet13.html • pencils • Interactive Whiteboard or Smartboard • Computers with internet access • interactive analog and digital clocks on the web: o Whole Class Clock, http://www.teachingtime.co.uk/clock/clockres.html o Bang On Time, http://www.teachingtime.co.uk/clock2/clockwordsres.html
Introduction:
 What are some things you can do in a minute? What are some things you can do in five-minutes? The Teacher will: • Show the demonstration clock and model how its hand moves to reflect the exact time. • Explain that in order to tell the time correctly one must understand the parts of a clock. Review of the clock parts: minute hand (large hand), hour hand (little hand), and seconds hand (fastest hand) and how each number on the clock represents an hour and is a multiple of five. Review how the dashes represent 1-minute intervals which indicate the exact time. • Introduce the lesson by explaining to the students a fun activity to introduce the time concept. • Using tape, make a numbered clock face (1-12) on the floor that is large enough to accommodate 12 students spaced evenly. • Have 12 students arrange themselves on the clock face. Give each student a sheet of card stock and fasten to their shirts with a number (1-12) and a number (5-55) on each sheet, ex: 1 hr/5 min., 2 hr/10 min., and 11 hr/55 min., etc. • Use two basketballs and mark one ball with hour and the other ball with minute. Use a stopwatch or clock with a second hand and direct students to toss the ball to each other and state the time (hour:minute sequence) when requested. Record the students’ overall times in minutes/seconds when all have participated. • Select a different method and assign two additional students to act as the hour hand and minute hand in the center of the circle. Assign one student the hour (little hand) card stock and the other student the minute (large hand) card stock. • Use a stopwatch or clock with a second hand and suggests the time to show while the hour and minute students point their arms in the direction of students to reflect the time. The students that are pointed out give the time (hour:minute sequence) when requested. Record the students’ overall times in minutes/seconds when all have participated. • Place four dashes, each one representing one minute, between each number of the numbered clock face to aid in determining the exact time. • Calculate the students’ overall times in minutes/seconds and discuss the elapsed time of the activities.
Development:
 The Teacher will: • Use the whiteboard and the demonstration clock to explain and demonstrate to students the operations of analog and digital clocks found online at: http://www.teachingtime.co.uk/clock/clockres.html and http://www.teachingtime.co.uk/clock2/clockwordsres.html • Explain to students that they will learn how to tell time to 5 minutes today. • Explain to students that they will explore telling time to the minute today. • Show students that there are 5 tick marks from one number to the next number on the clock face. • Explain that each tick mark stands for 1 minute and they can count by 1’s and 5’s to find the minutes after the hour. • Instruct the students to look at their clock face and count by ones using tick marks and vocalize the multiples of 5 (1,2,3,4, 5, 6,7,8,9,10, etc.) when reached. • Instruct the students to look at their clock face and count by fives (1=5, 2=10, 3=15, etc.). • Model the time 8:15 on the demonstration clock by placing the hour hand at 8:00 and the minute hand at 12:00 and counting by fives (1=5, 2=10, 3=15) until we reach 15. • Show the same procedure (counting by fives) to the class using the online digital and analog clocks via the interactive whiteboard. • Model the time 8:15 on the demonstration clock by placing the hour hand at 8:00 and the minute hand at 12:00 and counting by ones using tick marks (1,2,3,4, 5, 6,7,8,9,10, 11,12,13,14,15) until we reach 15. • Show the same procedure (counting by ones) to the class using the online digital and analog clocks via the interactive whiteboard. • Ask the students to show a given time when counting by fives and ones using their Judy Clocks.
Practice:
 The Students will: • Show a given time when counting by fives and ones using their Judy Clocks. • Work with a partner to demonstrate counting by 5 minute intervals. • Check their partner’s clocks for accuracy.
Accommodations:
 1. Students with reading problems are assigned a partner to assist with reading the directions. 2. Students with visual impairments are seated at the front of the room near the whiteboard and are provided a large image of a clock with the hour and minute hands identified. 3. Early finishers may begin their online class activities upon completion of their assessment.
Checking For Understanding:
 The Teacher will: • Evaluate students’ work for errors. • Will ask students to explain how they arrived at their answers. • Ask students to demonstrate a given time, ex. 3:10, 4:30, 2:12, etc. • Give students a pat on the back and/or thumbs up when the use of strategies and correct steps are observed. • Praise students often and provide constructive feedback independently.
Closure:
 1. Review of what we have learned. 2. Give specific examples of five-minute time intervals on the demonstration clock and have students tell the times and volunteers to write the time on the whiteboard. 3. Ask the students to write in their math journals something they learned today about telling time to five-minute intervals.
Evaluation:
 1. Students’ knowledge of time will be assessed prior to the start of the chapter. 2. Students’ knowledge of time will be assessed at the end of the chapter. 3. Students will need to provide the correct time with 100 percent accuracy. 4. Students must be able to demonstrate on the manipulative clock the time provided by the teacher. 5. Students’ level of participation and attentiveness will be assessed. 6. A teacher-made rubric (see Time Rubric.doc) could be created to assess the different activities.

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