Telling time review

Telling time review for grade 2

Telling time on analog clocks can be difficult when students have never seen it before. Hopefully your students have grasped the idea and you can use this fun scavenger hunt as a review.

Materials: Teaching clocks, this handout that students will use when finding the clocks around class.

This is the hand-out before completion of the scavenger hunt

This is what it should look like once the student has completed the scavenger hunt.

      

Purpose: Sharing purpose/objectives, check for understanding, guided practice, independent practice, closure.

Collaborative/social skills: Participating fully, listening attentively, reflecting on experience, thinking constructively, working on tasks together, assessing improvement, celebrating achievement.

Accommodations/modifications: Oral explanation, include visuals, provide instruction throughout.

Bloom's taxonomy: Knowledge, understanding, application.

Introduction (8-10 minutes)

• I will begin by explaining the scavenger hunt that will happen around the classroom. 
• Rules: there are 12 clocks around the classroom, each clock is assigned a letter. their worksheet will contain digital clock times on them and they will need to find the matching analog clock. Once they find the matching clock they will write down the letter that is assigned to that clock on their sheet of paper. Once all of the letter are found it should spell out "I can tell time". 
• Make sure to set clear expectations for your students. 

Lesson (15 minutes)

• Students will take the time to complete the scavenger hunt.

Extension/wrap up (5-10 minutes)

• Go over all of the answers and make sure they understand.
• If there is time left over, practice time with the large teaching clock and ask student individually for the time. 

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)

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)

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)