Telling time introduction lesson plan

Mathematics: telling time introduction for grade 2 students

 Assessment:

  • Observation
Formative: 
  • Observation
  • work/samples
Summative:
  • reports, oral/written
Purpose:
  • Sharing purpose/objectives
  • Check for understanding 
  • guided practice
  • Independent practice
Collaborative/social skills:
  • Participating fully
  • listening attentively
  • reflecting on experience
  • thinking constructively
  • celebrating achievement
Accommodations/modifications:
  • Oral explanation
  • Include visuals
  • Provide instruction throughout
Bloom's Taxonomy:
  • Knowledge
  • Understanding
  • Application
Multiple intelligences:
  • Linguistic 
  • Spatial
  • Interpersonal
  • Logical/mathematical
  • Intrapersonal
Materials:
  • Google slides PowerPoint introducing how to tell time 
  • A way to practice time (my students had math workbooks)
  • If they finish early practice clocks 
Introduction (20 minutes)


·       Present slideshow presentation and re-introduce the analog clock.
·       Students will focus on time that ends in _:00, _:15, _:30, and _:45
·       Review which hand represents minutes, and which one represents hours.
·       Talk about how 12 represents :00 minutes, 3 represents :15 minutes, 6 represents :30 minutes, 9 represents :45 minutes.

Lesson (20 minutes)


·       Students will go in their math workbook and complete the pages designated to telling time on an analog clock.
If students finish their workbook early, they can partner up with one of their peers and quiz each other using practice clocks.

Cross-Curricular-Competencies
·       1) To use information: Gathering information and putting it to use (QEP, p.16 & 17)
·       2) To solve problems: (QEP, p.18)
·       5)To adopt effective work methods: Analyzing the task and performing the task (QEP, p. 26 &27)
·       9) To communicate appropriately: carry out the proper terminology (QEP, p. 38 & 39)
Competencies for mathematics
·      1)To solve a situational problem: Decode the situation (QEP Mathematics program, p.142 & 143)
·      2) To reason using mathematical concepts and processes: Define the elements of the situation (QEP Mathematics program, p.145 & 146)
3) To communicate using mathematical language (QEP Mathematics program, p.148 & 149)
Progressions of learning mathematics
·      Counts forward from a given number (QEP progressions of learning mathematics, p.5)
·      Skip counts (QEP progressions of learning mathematics, p.5)
·      Associates number with an object (QEP progressions of learning mathematics, p.5)
·      Estimates and measures time using conventional units (QEP progressions of learning mathematics, p.19)
References:

Ministère de l’Éducation. (2001). Québec Education Program. Gouvernement du Québec. Retrieved from http://www.education.gouv.qc.ca/fileadmin/site_web/documents/PFEQ/educprg2001.p df



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