_Subject(s)
Mathematics
Topic or Unit of Study Telling Time Using an Analogue Clock
Grade/Level Grade 4
Objective
The lesson will begin with the students working individually at their desks cutting out an analogue clock face and hands, gluing the face to the back of a paper plate, and attaching the hands with a paper fastener. Students will then be asked to identify times on their analogue clocks and hold them up for the teacher to see. The use of the classroom daily schedule will serve as a guide for the students as they are asked to identify times. These times will then be recorded on a Blank Clock worksheet that has been placed on their desk at the beginning of the lesson. Students will be instructed to first write down the times as seen on a digital clock, and then draw the hands of the digital time on the clock directly above. At the completion of this portion of the lesson, students will be divided into teams of two and assigned to a computer to partake in two games. Students will log onto www.teachingtime.co.uk and choose the game “Stop the Clock;” each student will play the game 3 times while the other records their best time. Following this game, students will then choose the game “Band on Time;” each student will play the game twice while the other records their best time. At the conclusion of this lesson, students will be asked to return to their seats and exchange tier worksheets with peers as the teacher goes over the correct answers on the Smart Board. The teacher will then go to the white board and record the best times for each team from the computer games. If two teams tie, than the teacher will use discretion based on the time left to either have a head-to-head battle or reward each team. A review of the lesson will serve as a wrap-up and include discussion related to project structure, use of time and its significance, compare and contracts both analogue and digital clocks, and provide feedback. All students will be praised for a job well done, allowed to keep their clocks, and each team will receive a reward for playing the game as a rein forcer for their hard work.
IMPLEMENTATION Learning Context This activity fits into the general context of what I'm teaching as we are working within the telling time lesson of the text book. In our previous lesson, students were required to count by fives, identify time in fifteen and thirty minute increments, and complete analogue clock worksheets depicting various time increments by the minute as they relate to digital clocks. This particular lesson has been developed to engage students with Attention Deficit Disorder by resourcing active participation and interactive game play.
Task Analysis/Procedure 1. Preparation
a. Gather supplies
i. Paper Cut-out of Clock
ii. Blank Clock Worksheet
iii. Paper Plate
iv. Paper Fastener
v. Pencil
vi. Scissors
vii. Glue
viii. Computer
b. Organize the Classroom
i. Copy of Paper Cut-out Clock
1. Place copies on each students desk
ii. Place scissors on each students desk for cutting out clock
iii. Place paper plate on each students desk
iv. Place glue bottle on each students desk
v. Set up the front of room
1. Hang enlarged teachers clock in front of room
2. Display daily classroom schedule on front board
2. Review Materials
a. Inform students of materials on desk
i. Use Smart board to review clock face worksheet
ii. During review ask students to call out times when pointing to them on Smart board.
iii. Insure that all students know how to tell time
iv. Introduce scissors to cut clock out
v. Introduce paper plate and glue
vi. Introduce Blank Clock worksheet
1. Inform students they will be using this worksheet to draw hands of specific times
b. Introduce Front of Classroom
i. Bring student to the front of classroom to view teacher’s enlarged clock.
ii. Have each student adjust clock hands to specific times
iii. Introduce daily school schedule
c. Inform students that they will be partaking in a time telling game on the computer at the completion of their individual exercise.
i. Student will log onto: www.teachingtime.co.uk.
1. Each student will play “Stop the Clock” and “Bang Time”
2. The student(s) with the quickest time will win a prize
d. Inform students that the expected time of this lesson is 1 hour
i. Following completion of this lesson there will be a 15 minute break based on behavior expectations.
3. Begin Exercise
a. Clock Face Cut-out
i. Send students back to their desks
ii. Have students cut out clock face and hands
iii. Have students glue clock face to back of paper plate
iv. Have students use paper fastener to attach hands to clock
1. Hour hand goes on first, attached under the second hand
v. Ask students to hold up completed and functional version of clock
b. Showing times
i. Begin asking random students to identify times on their clock
1. Use daily schedule as time guide to identify the following:
a. Start and End time of school
b. Lunch
c. Recess
d. All specials throughout the week
e. Their designated Social Worker times
f. Math, L/A, Reading, Spelling
ii. Each student will hold up his or her clock to show understanding
iii. Each student is to draw the hands of the outlined schedule times on their Blank Clock worksheet
1. First write the time on the line
2. Second students are to draw the coinciding times on the clock
a. All 12 lines of worksheet should be completed
b. Use informal visual and oral assessments for students with ADD, addressing any questions
c. Divide students up into teams of two and assign them a computer
i. Have students log onto: www.teachingtime.co.uk
ii. Each student is to play “Stop the Clock” year 4 three times
1. The teammate will record best of three times
iii. Each student is to play “Bang on Time” twice
1. The teammate will record best score
4. Conclude Exercise
a. Check Students Work
i. Students are to exchange their worksheet with peers
ii. Use Smart Board to go over each time
1. Address varying Social Worker time by student
b. Record Computer Game Results
i. Write down best time and score for each team on White Board
ii. Establish Winning Team
1. If team ties, use appropriate strategy based on time left:
a. Have a head-to-head battle
b. Reward both teams
c. Review Exercise
i. Discuss task
1. Discuss structure of project
2. Review telling of time and previously reviewed ways of saying the time
3. Discuss the importance of being able to tell time
4. Compare and contrast digital clocks
5. Get feedback on exercise from students
d. Reward Students
i. Praise them for job well done
ii. Allow them to keep their clocks
iii. Give each team a reward for the computer game. This will reinforce equality for equal efforts.
Collaboration Students will work collaboratively & individually. Students will work in groups of 2. Time Allotment 1 class periods. 1 Hr per class. Author's Comments The mission of this lesson is to wrap-up our math section on time. It focuses on the deliver of information by accessing the auditory, visual, and kinesthetic modalities of all students in the classroom; providing an efficient and effective instructional method that engages all students. The instructional strategies used in this lesson are direct, indirect, and cooperative learning; however it's also geared to encourage students to partake in self-direct instruction by understanding areas that need improvement. Through the use of manipulatives and technology, students with Attention Deficit Disorder should find themselves engaged throughout the lesson, in turn providing an educational activity that will promote learning and practical application. The use of informal visual and oral assessments should be used for students with ADD to assist in on-task behavior and to address any questions.
MATERIALS AND RESOURCES Instructional Materials (handouts, etc.) The directions to the lesson will be given as a handout and will also be gone over orally as the students follow along; there will also be the use of visual aids pertaining to the supplies needed. Each student will be provided with the following supplies: a clock face and hands, blank clock worksheet, paper plate, paper fastener, pencil, scissors, and glue. They will be asked to cut out their clock face and hands, attach to their paper plate, and follow along with oral instructions. Once the individual portion of this assignment has been completed, students will be placed into teams of two to compete in two time games on the computer.
Attachments:
IL- Illinois Learning Standards Learning Area: Mathematics Goal 7: Estimation and MeasurementEstimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.Measurement provides a way to answer questions about "how many," "how much" and "how far." It is an indispensable component of business, manufacturing, art, medicine and many other aspects of daily life. We describe the sizes, capacities and values of many things, from the large distances involved in space travel, to the very small quantities in computer design and microbiology, to the varying values of currencies in international monetary exchange. All people must be able to choose an appropriate level of accuracy for a measurement; to select what measuring instruments to use and to correctly determine the measures of objects, space and time. These activities require people to be able to use standard instruments including rulers, volume and capacity measures, timers and emerging measurement technologies found in the home and workplace. Standard / Ability A: Measure and compare quantities using appropriate units, instruments and methods. Grade Level: Early Elementary Learning Benchmark 7.A.1b : Measure units of time using appropriate instruments (e.g., calendars, clocks, watches—both analog and digital).
Topic or Unit of Study Telling Time Using an Analogue Clock
Grade/Level Grade 4
Objective
- Students will use manipulatives to create analogue clock
- Students will identify time through the use of an anolgue clock
- Students will work in teams to demonstrate time identification speed and accuracy
The lesson will begin with the students working individually at their desks cutting out an analogue clock face and hands, gluing the face to the back of a paper plate, and attaching the hands with a paper fastener. Students will then be asked to identify times on their analogue clocks and hold them up for the teacher to see. The use of the classroom daily schedule will serve as a guide for the students as they are asked to identify times. These times will then be recorded on a Blank Clock worksheet that has been placed on their desk at the beginning of the lesson. Students will be instructed to first write down the times as seen on a digital clock, and then draw the hands of the digital time on the clock directly above. At the completion of this portion of the lesson, students will be divided into teams of two and assigned to a computer to partake in two games. Students will log onto www.teachingtime.co.uk and choose the game “Stop the Clock;” each student will play the game 3 times while the other records their best time. Following this game, students will then choose the game “Band on Time;” each student will play the game twice while the other records their best time. At the conclusion of this lesson, students will be asked to return to their seats and exchange tier worksheets with peers as the teacher goes over the correct answers on the Smart Board. The teacher will then go to the white board and record the best times for each team from the computer games. If two teams tie, than the teacher will use discretion based on the time left to either have a head-to-head battle or reward each team. A review of the lesson will serve as a wrap-up and include discussion related to project structure, use of time and its significance, compare and contracts both analogue and digital clocks, and provide feedback. All students will be praised for a job well done, allowed to keep their clocks, and each team will receive a reward for playing the game as a rein forcer for their hard work.
IMPLEMENTATION Learning Context This activity fits into the general context of what I'm teaching as we are working within the telling time lesson of the text book. In our previous lesson, students were required to count by fives, identify time in fifteen and thirty minute increments, and complete analogue clock worksheets depicting various time increments by the minute as they relate to digital clocks. This particular lesson has been developed to engage students with Attention Deficit Disorder by resourcing active participation and interactive game play.
Task Analysis/Procedure 1. Preparation
a. Gather supplies
i. Paper Cut-out of Clock
ii. Blank Clock Worksheet
iii. Paper Plate
iv. Paper Fastener
v. Pencil
vi. Scissors
vii. Glue
viii. Computer
b. Organize the Classroom
i. Copy of Paper Cut-out Clock
1. Place copies on each students desk
ii. Place scissors on each students desk for cutting out clock
iii. Place paper plate on each students desk
iv. Place glue bottle on each students desk
v. Set up the front of room
1. Hang enlarged teachers clock in front of room
2. Display daily classroom schedule on front board
2. Review Materials
a. Inform students of materials on desk
i. Use Smart board to review clock face worksheet
ii. During review ask students to call out times when pointing to them on Smart board.
iii. Insure that all students know how to tell time
iv. Introduce scissors to cut clock out
v. Introduce paper plate and glue
vi. Introduce Blank Clock worksheet
1. Inform students they will be using this worksheet to draw hands of specific times
b. Introduce Front of Classroom
i. Bring student to the front of classroom to view teacher’s enlarged clock.
ii. Have each student adjust clock hands to specific times
iii. Introduce daily school schedule
c. Inform students that they will be partaking in a time telling game on the computer at the completion of their individual exercise.
i. Student will log onto: www.teachingtime.co.uk.
1. Each student will play “Stop the Clock” and “Bang Time”
2. The student(s) with the quickest time will win a prize
d. Inform students that the expected time of this lesson is 1 hour
i. Following completion of this lesson there will be a 15 minute break based on behavior expectations.
3. Begin Exercise
a. Clock Face Cut-out
i. Send students back to their desks
ii. Have students cut out clock face and hands
iii. Have students glue clock face to back of paper plate
iv. Have students use paper fastener to attach hands to clock
1. Hour hand goes on first, attached under the second hand
v. Ask students to hold up completed and functional version of clock
b. Showing times
i. Begin asking random students to identify times on their clock
1. Use daily schedule as time guide to identify the following:
a. Start and End time of school
b. Lunch
c. Recess
d. All specials throughout the week
e. Their designated Social Worker times
f. Math, L/A, Reading, Spelling
ii. Each student will hold up his or her clock to show understanding
iii. Each student is to draw the hands of the outlined schedule times on their Blank Clock worksheet
1. First write the time on the line
2. Second students are to draw the coinciding times on the clock
a. All 12 lines of worksheet should be completed
b. Use informal visual and oral assessments for students with ADD, addressing any questions
c. Divide students up into teams of two and assign them a computer
i. Have students log onto: www.teachingtime.co.uk
ii. Each student is to play “Stop the Clock” year 4 three times
1. The teammate will record best of three times
iii. Each student is to play “Bang on Time” twice
1. The teammate will record best score
4. Conclude Exercise
a. Check Students Work
i. Students are to exchange their worksheet with peers
ii. Use Smart Board to go over each time
1. Address varying Social Worker time by student
b. Record Computer Game Results
i. Write down best time and score for each team on White Board
ii. Establish Winning Team
1. If team ties, use appropriate strategy based on time left:
a. Have a head-to-head battle
b. Reward both teams
c. Review Exercise
i. Discuss task
1. Discuss structure of project
2. Review telling of time and previously reviewed ways of saying the time
3. Discuss the importance of being able to tell time
4. Compare and contrast digital clocks
5. Get feedback on exercise from students
d. Reward Students
i. Praise them for job well done
ii. Allow them to keep their clocks
iii. Give each team a reward for the computer game. This will reinforce equality for equal efforts.
Collaboration Students will work collaboratively & individually. Students will work in groups of 2. Time Allotment 1 class periods. 1 Hr per class. Author's Comments The mission of this lesson is to wrap-up our math section on time. It focuses on the deliver of information by accessing the auditory, visual, and kinesthetic modalities of all students in the classroom; providing an efficient and effective instructional method that engages all students. The instructional strategies used in this lesson are direct, indirect, and cooperative learning; however it's also geared to encourage students to partake in self-direct instruction by understanding areas that need improvement. Through the use of manipulatives and technology, students with Attention Deficit Disorder should find themselves engaged throughout the lesson, in turn providing an educational activity that will promote learning and practical application. The use of informal visual and oral assessments should be used for students with ADD to assist in on-task behavior and to address any questions.
MATERIALS AND RESOURCES Instructional Materials (handouts, etc.) The directions to the lesson will be given as a handout and will also be gone over orally as the students follow along; there will also be the use of visual aids pertaining to the supplies needed. Each student will be provided with the following supplies: a clock face and hands, blank clock worksheet, paper plate, paper fastener, pencil, scissors, and glue. They will be asked to cut out their clock face and hands, attach to their paper plate, and follow along with oral instructions. Once the individual portion of this assignment has been completed, students will be placed into teams of two to compete in two time games on the computer.
Attachments:
- Blank Clock Face and Hands Blank Clock Face and Hands for cut-out.
- Blank Clocks Blank clocks for individual completion of daily schedule.
- Materials and resources:
The students will be required to use a paper cut-out of clock, blank clock worksheet, paper plate, paper fastener, pencil, scissors, and glue. The teacher will use the Smart Board to review the activity and the White Board to provide the daily schedule. - The number of computers required is 4.
- Students Familiarity with Software Tool:
Student have been required throughout the school year to use computers to participate in online educational activities. - The lesson will take place within the classroom where all necessary resources for this lesson have been arranged.
IL- Illinois Learning Standards Learning Area: Mathematics Goal 7: Estimation and MeasurementEstimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.Measurement provides a way to answer questions about "how many," "how much" and "how far." It is an indispensable component of business, manufacturing, art, medicine and many other aspects of daily life. We describe the sizes, capacities and values of many things, from the large distances involved in space travel, to the very small quantities in computer design and microbiology, to the varying values of currencies in international monetary exchange. All people must be able to choose an appropriate level of accuracy for a measurement; to select what measuring instruments to use and to correctly determine the measures of objects, space and time. These activities require people to be able to use standard instruments including rulers, volume and capacity measures, timers and emerging measurement technologies found in the home and workplace. Standard / Ability A: Measure and compare quantities using appropriate units, instruments and methods. Grade Level: Early Elementary Learning Benchmark 7.A.1b : Measure units of time using appropriate instruments (e.g., calendars, clocks, watches—both analog and digital).