Math
Grade Level: First Grade
Time: 60 minutes
Heidi Spies
Objective:
Standard:
Content Area:
Materials:
Procedure:
Assessment:
Differentiation:
Resources:
Grade Level: First Grade
Time: 60 minutes
Kelley Kletti
Objective:
· Students will apply their knowledge of telling time using an analog clock.
Standard:
· CCSS.1.MD.B. 3 Tell and write time. Tell and write time in hours and half-hours using analog and digital clocks.
Content Area:
· Math
Materials:
· Paper plates
· Paper hands
· Markers
· Brass fastener
Procedure:
1. Gather students on carpet.
2. Share with students that we will be talking about analog clocks. Ask if they know what an analog clock is.
3. Explain that the clock has a big hand and a small hand, there are numbers that are on the outside that start with 12 and counts all the way around telling the time of day.
4. Go through the different hours on the clock.
5. Now ask students if they can think of people or objects in their family that represents the amount on the hours of the clock.
6. Write down some ideas for each hour.
7. Model how students will make there own clock;
a. Paper plate for the clock body.
b. Two hands a small and large hand to tell time.
c. Brass fastener to hold the hands on the clock.
d. Write numbers around the clock.
e. Draw pictures or write down people or objects that represent that number
i. Example: 1 dog, 2 parents (mom and dad), 3 children, 4 bedrooms, 5 family members, 6 TVs, 7 uncles, 8 board games, 9 soccer balls, 10 inner-tubes, 11 pair of shoes, 12 states I have traveled to.
8. Have supplies at students’ tables.
9. Let students work on their clocks for 15 minutes.
10. Call students back to the carpet and sit in a circle
11. Go through each hour on the clock by having the students follow along with you, using their own clock.
12. At each hour, stop and let 3-5 students share their number.
13. At the end ask the students what was different and the same about some of the friends’ clocks.
14. Explain that we all have differences in families and yet we have similarities and that is good to have both.
Assessment:
· Systematic Observations
o Questions will be using to observe:
Differentiation:
· Work together to create one classroom clock of all the different families of each student.
Resources:
· www.dpi.state.wi.us
Grade Level: First Grade
Time: 60 minutes
Shelly Mleziva
Objective:
Standard:
Content Area:
Materials:
Procedure:
2. If the student used the analog clock in the illustrations
3. If the student incorporated at least four pictures with family members and/or family friends.
4. If the student wrote using clear penmanship
5. If the student’s illustrations match the narrations
Differentiation:
Resources:
Grade Level: First Grade
Time: 60 minutes
Akeem Edmonds
Objective:
· Students will use their bodies to demonstrate time in hours and half hours.
Standard:
· CCSS.1.MD.B. 3 Tell and write time. Tell and write time in hours and half-hours using analog and digital clocks.
Content Area:
· Math
Materials:
Procedure:
1. Gather students onto the carpet.
2. Have the students talk more about time.
3. Have student go over all the hours on the clock and count aloud from 1-12.
4. Demonstrate to the students how to tell them time using their arms. Go through the motions and have your arms represent the hands on the clock.
5. Call out the time in order from 1-12 and have student repeat the actions with you.
6. Mix up the hours and have student demonstrate all the different hours.
7. Introduce the Game “What’s the Time, Mr. Wolf?”. It is a game similar to tag played in the UK, South Africa, Australia, New Zealand, and Ireland.
-One player is chosen to be Mr. Wolf.
-Mr. Wolf stands at the opposite end of the playing field from the other players, facing away from them.
The game is a call and response: All players except for Mr. Wolf chant in unison "What's the time, Mr. Wolf?", and Mar. Wolf will answer in one of the two ways:
1.) Mr. Wolf may call a clock time. For example, “Three O’clock. The other players will tell the time using their hands, counting out each hour. ("One, two, three").
-The children will walk the number of steps toward Mr. Wolf corresponding to the time announced by Mr. Wolf.
- Once they tell the time with their Then they ask the question again.
2.) Mr. Wolf may call "Dinner Time!" Then Mr. Wolf will turn and chase the other players back to their starting point. If Mr Wolf successfully tags a player, that player becomes the new Mr Wolf for the next round.
This game continues this way with teacher’s discretion. The game may go as long as the teacher allows.
8.Wrap up the activity by having students review times again with their hands and practice counting.
Differentiation:
Resources
Grade Level: First Grade
Time: 60 minutes
Heidi Spies
Objective:
- Students will be able to read numbers on a clock and write the time in hours and half hours
- Students will also learn about their own ethnicities as well as the ethnicities of their classmates
Standard:
- CCSS.Math.Content.1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.
Content Area:
- Math
Materials:
- Felt Circle for all students (represents the clock)
- Felt numbers for all students
- Felt clock hands for all students
- Marker
- Minutes anchor chart
- White board
- Dry erase markers
- Eraser
- Map
- Pushpins
Procedure:
- Take clock off the wall
- Show the students each number on the clock
- Have the students repeat each number
- Give the students a felt circle and felt numbers to place on top (teacher also has one and does this with the students)
- Show the students that the numbers are evenly spaced along the clock
- Point out that the 12 is at the top, 6 is at the bottom, 3 is the furthest to the right in the middle, and 9 is the furthest to the left in the middle
- These numbers will help the students to space out the other numbers
- Next talk to the students about the big hand on the clock
- Explain that the big hand shows what hour it is
- Give the students a felt big hand
- Practice pointing the big hand at different numbers and asking the students what hour the clock shows
- Have the students follow along with their felt clock
- Next explain to the students that the little hand on the clock tells what minute it is
- Students will be shown the wall clock and that each small dash represents a minute and the larger dashes are there to show every 5 minutes
- Students will draw the dashes on their clock with a marker
- After learning this, the students will focus just on the hour and half hour (6 = 30 minutes, 12 = 60 minutes / 1 hour)
- Practice with the students pointing just with the small hand and asking the students how many minutes that shows
- Give the students their felt small hand so they can follow along
- Then add both the big hand and have the students go through various examples practicing both the hour and minutes on the clock
- Students will be shown a time on the clock and have to make it on their clock
- Students will then write the time on the white board
- After some time student will move to the map they have been working on
- This is a map of the students ancestry – each student has the country which their family originally came from marked with a pushpin
- Students will also mark if there is anywhere else they personally have lived on the map
- If there are not enough marks, students can mark
- Places they have traveled
- Places other of their family members have traveled
- From here the students will learn that in different parts of the world the clock says different times in different places (time zones)
- They will learn that the minutes are always the same, but the hours change
- We will then go through the various countries that the students have family for
- For this part of the lesson students will be placed in small groups to try and figure out the time
- For each time zone (which will be represented on the map) students will be shown a clock and have to write down as a team what time they think it is
- They will write this on their whiteboard
- Alright students can anyone think of how you can use what you learned today when you get home (SR: Knowing when bedtime is)
- Great Answer
- We will continue our work on telling time tomorrow
Assessment:
- Observation: Observation of student responses on the white boards
- Elicited Responses: Asking students for a verbal response to what time the clock shows
Differentiation:
- Have students get up and use their arms to be big and little hands on the clock (kinesthetic learners)
- Visual aids of what the numbers on the clock and each hand means
Resources:
- Common Core State Standards
Grade Level: First Grade
Time: 60 minutes
Kelley Kletti
Objective:
· Students will apply their knowledge of telling time using an analog clock.
Standard:
· CCSS.1.MD.B. 3 Tell and write time. Tell and write time in hours and half-hours using analog and digital clocks.
Content Area:
· Math
Materials:
· Paper plates
· Paper hands
· Markers
· Brass fastener
Procedure:
1. Gather students on carpet.
2. Share with students that we will be talking about analog clocks. Ask if they know what an analog clock is.
3. Explain that the clock has a big hand and a small hand, there are numbers that are on the outside that start with 12 and counts all the way around telling the time of day.
4. Go through the different hours on the clock.
5. Now ask students if they can think of people or objects in their family that represents the amount on the hours of the clock.
6. Write down some ideas for each hour.
7. Model how students will make there own clock;
a. Paper plate for the clock body.
b. Two hands a small and large hand to tell time.
c. Brass fastener to hold the hands on the clock.
d. Write numbers around the clock.
e. Draw pictures or write down people or objects that represent that number
i. Example: 1 dog, 2 parents (mom and dad), 3 children, 4 bedrooms, 5 family members, 6 TVs, 7 uncles, 8 board games, 9 soccer balls, 10 inner-tubes, 11 pair of shoes, 12 states I have traveled to.
8. Have supplies at students’ tables.
9. Let students work on their clocks for 15 minutes.
10. Call students back to the carpet and sit in a circle
11. Go through each hour on the clock by having the students follow along with you, using their own clock.
12. At each hour, stop and let 3-5 students share their number.
13. At the end ask the students what was different and the same about some of the friends’ clocks.
14. Explain that we all have differences in families and yet we have similarities and that is good to have both.
Assessment:
· Systematic Observations
o Questions will be using to observe:
- Did students understand how to relate their family to the numbers on the clock?
- Did students see similarities and differences?
- Did students talk about their families openly to other students?
Differentiation:
· Work together to create one classroom clock of all the different families of each student.
Resources:
· www.dpi.state.wi.us
Grade Level: First Grade
Time: 60 minutes
Shelly Mleziva
Objective:
- Students will be able to tell time by using an analog clock.
- Students will be able to create a sequence of events by time.
- Students will be able to illustrate a written story.
Standard:
- CCSS.Math.Content.1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.
- CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Content Area:
- Math
Materials:
- 16” by 10” paper
- Colored Pencils
- Pencils
Procedure:
- Introduction (10 minutes):
- Students will review, with their clocks made the previous day, what each of the numbers mean on an analog clock for hours and minutes.
- Activity (40 minutes):
- Students will each be given a 16” by 10” piece of paper.
- Students will fold it hot dog style, and then hamburger, and then hamburger again.
- When the paper is unfolded it will have eight squares on the paper.
- Students will write in each square eight steps that they have to take before they come to school in the morning.
- Wake up (who wakes them up)
- Get dressed (with a parent’s help)
- Brush teeth
- Eat breakfast (who cooks breakfast)
- Get bag and coat
- Ride to school (parents drive or ride bus)
- Get off bus/ out of car (kiss/hug from mom/dad/siblings/grandparents)
- Walk into school
- In each of these squares the students need to include at least four scenes that have family or close family friends (babysitter/nanny).
- After the students have written the words to narrate each square they need to illustrate each square.
- Each square needs to have a clock in it demonstrating the time of the morning that this even will occur.
- Times need to be in chronological order L àR, top to bottom.
- Students can then color their illustrations after writing and drawing in each square.
- Students will have created a comic strip of their morning routines before school starts each morning.
- If students have different routines each morning, depending on the day, they may choose a day that they most enjoy.
- Closing (10 minutes):
- Students can share their comic strips if they would like.
- Ask the students:
- Would we be able to get to school on time without our family?
- Does anyone have the same morning routine?
- Did anyone eat the same thing for breakfast?
- Does anyone have the same family?
- By looking at the student product, I will be assessing
2. If the student used the analog clock in the illustrations
3. If the student incorporated at least four pictures with family members and/or family friends.
4. If the student wrote using clear penmanship
5. If the student’s illustrations match the narrations
Differentiation:
- I can give more detailed instructions as the lesson progresses
- I can redirect students who may become confused
- I can try to answer any possible questions the students pose.
- I can pose students to use exact times instead of rounding to the closest five minutes.
Resources:
- http://www.corestandards.org/math
Grade Level: First Grade
Time: 60 minutes
Akeem Edmonds
Objective:
· Students will use their bodies to demonstrate time in hours and half hours.
Standard:
· CCSS.1.MD.B. 3 Tell and write time. Tell and write time in hours and half-hours using analog and digital clocks.
Content Area:
· Math
Materials:
- Students will be using their bodies.
Procedure:
1. Gather students onto the carpet.
2. Have the students talk more about time.
3. Have student go over all the hours on the clock and count aloud from 1-12.
4. Demonstrate to the students how to tell them time using their arms. Go through the motions and have your arms represent the hands on the clock.
5. Call out the time in order from 1-12 and have student repeat the actions with you.
6. Mix up the hours and have student demonstrate all the different hours.
7. Introduce the Game “What’s the Time, Mr. Wolf?”. It is a game similar to tag played in the UK, South Africa, Australia, New Zealand, and Ireland.
-One player is chosen to be Mr. Wolf.
-Mr. Wolf stands at the opposite end of the playing field from the other players, facing away from them.
The game is a call and response: All players except for Mr. Wolf chant in unison "What's the time, Mr. Wolf?", and Mar. Wolf will answer in one of the two ways:
1.) Mr. Wolf may call a clock time. For example, “Three O’clock. The other players will tell the time using their hands, counting out each hour. ("One, two, three").
-The children will walk the number of steps toward Mr. Wolf corresponding to the time announced by Mr. Wolf.
- Once they tell the time with their Then they ask the question again.
2.) Mr. Wolf may call "Dinner Time!" Then Mr. Wolf will turn and chase the other players back to their starting point. If Mr Wolf successfully tags a player, that player becomes the new Mr Wolf for the next round.
This game continues this way with teacher’s discretion. The game may go as long as the teacher allows.
8.Wrap up the activity by having students review times again with their hands and practice counting.
Differentiation:
- Play the game by having students pass around a ball. When Mr. Wolf calls out a time, have the students pass around that ball to that many people.
Resources
- www.dpi.state.wi.us