Mathematics Lesson Plan Sample Time Unit

Mathematics Lesson Plan Sample

Time Unit

Overview/Reflection…..2

Lesson Plan …..3

Examples of Student Work…..4

Pre and Post Assessments…..5

Data Charts…..6

Overview/Reflection

In my student teaching class, I had five students who had tested into the

gifted program and took math class with the third grade students, instead of

the second grade. During the PSSAs in March, those five students returned to

the second grade math class for a week. The challenge, for me, was to create

a unit on time that was appropriate for second grade but also met the needs

of the gifted students.

To start the unit, I created a pretest assessment to help guild my teach-

ing; I needed to know what the students knew or needed more work on before

I started the unit. After looking through the pretests, I realized that the students

were on a wide range of levels with time: some could tell time to the minute

whereas some were still struggling with telling time to the hour.

In order to accommodate every child, I created differentiated packets

on four levels. Each child was assigned a packet to work on one page at a

time. Each day would start with a general review of the clock (analog v. digi-

tal) and telling time to the nearest hour and half hour. Then, the students had

time to work on their packets with the geared clock manipulatives. This quiet

time gave my the opportunity to work one on one with any children who were

struggling.

After two weeks, most of the children were mastering time according to

the second grade standards. Throughout the rest of the school year, we con-

tinued to work on telling time and by the end of the school year, each child

could tell time to the nearest five minutes.

Lesson Plan

Anne Beitler Weeks Two and Three

Subject/ Unit Mathematics: Time Unit

Objectives TSWBAT identify the different parts of the clock, including the hour, minute, and

second hands

TSWBAT explain the difference between an analog and digital clock.

TSWBAT answer what time it is when given an analog or digital clock or write the

correct time when prompted.

State Standards 2.3.2.B: Use tools to estimate and measure in standard units.

2.3.2.C: Tell time on an analog and digital clock to the nearest minute.

Materials/

Resources

*Group Tiered Packets

*Big Clock and Students Clocks (manipulatives)

Anticipatory Set

(5 min)

1. As a group, we will review what we know about clocks: what the hands

mean (hour/minute), why we need time, and what is the difference between

analog and digital clocks.

2. Have students manipulate their clocks to show the hour and half hour as a

group

Instruction/

Procedure

(20 minutes)

1. Introduce the concept of ‘quarter after’ on the analog clock; show the stu-

dents and have them manipulate their clock to show quarter after.

2. After a few more clock examples, have students work on their tiered packets,

any students struggling with time up to the hour, half hour, or quarter after will

meet with me in the back of the room to have more one on one personal-

ized instruction.

Closure

(5 min)

3. After students complete their page in their packet for the day, they can work

on their Marcie Cook tiles until time is over.

Assessment Formative: Observations, Questions, Answers, Participation, Examples

Summative: Group Tiered Packet Work

Adaptations

(if needed)

*Manipulative clocks are always available for students

*One on one time is available to all students during the lesson

Examples of Student Work

*Taken from the On-Level differentiated packet

Examples of Pre and Post Assessments

Student 1: Post-Test

*after differentiated instruction

and extra one on one support

Student 1: Pre-Test

Data Charts