Grade 2: Unit 2.MD.C.7-8 Work with Time and...

Grade 2: Unit 2.MD.C.7-8 Work with Time and Money

Model Lesson Plan Model lesson plans should be adapted to meet the needs of your individual students.Background Information

Content/Grade Level Mathematics/Grade 2 Domain—2.MD-Measurement and Data Cluster: Work with Time and Money

Unit Work with Time and Money

Essential Questions/Enduring Understandings Addressed in the Lesson

What is the purpose of standard units of measurement? Why is it important to tell time? What is measured when we are telling time? What are the tools of measurement for time and how are they used? What are the units of time and how are they used in our daily lives? How do units within a system relate to each other? When is an estimate more appropriate than an actual measurement? What strategies help estimate measurements? How do I make an estimate for a length of time for a determined event and know if the

estimate is reasonable? What is the difference between length of time and time of day? How do I determine the duration of time intervals in hours and minutes?

The choice of measurement tools depends on the measurable attribute and the degree of precision desired.

Being able to tell time is a critical life skill. Time and money have distinct attributes that can be measured. Time and money can be measured and have value.

Standards Addressed in This Lesson

2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

In first grade students tell and write time in-hours and half hours using analog and digital clocks. In second grade the expectation is that students will tell and write time from analog and digital clocks to the nearest five minutes, using am and pm.

DRAFT Maryland Common Core State Curriculum for Grade 2 April 16, 2013 of 43


Lesson Topic Tell time to the nearest five minutes, using a.m. and p.m.

Relevance/Connections Learning to tell time is often challenging for children. In order to read an analog clock, they must be able to read a dial-type instrument. Furthermore, they must realize that the hour hand indicates broad, approximate time while the minute hand indicates the minutes in between each hour. As students experience clocks with only hour hands, they begin to realize that when the time is four o’clock, four-fifteen, or four forty-five, the hour hand looks different—but is still considered “four.” Discussing time as “about 4 o’clock,” “a little past 4 o’clock” and “almost 4 o’clock” helps build vocabulary to use when introducing time to the nearest five minutes.

Introducing the terms ‘quarter after’ and ‘quarter of’ can be confusing for students since the coin ‘quarter’ is taught during the time and money unit to represent 25 cents. Therefore, it requires careful and clear explanation to students. It is important to show that the clock can be divided into four equal 15-minute sections, or quarters, just as a dollar equals four quarters. Students need to understand that thinking that the phrase ‘quarter of’ is 25 minutes of the hour is incorrect. It vital to help students see that ‘quarter of’ is the same as ‘fifteen minutes of’ and ‘quarter after’ is the same as ‘fifteen minutes after’.

It is critical that the Standards for Mathematical Practices are incorporated in ALL lesson activities throughout the unit as appropriate. It is not the expectation that all eight Mathematical Practices will be evident in every lesson. The Standards for Mathematical Practices make an excellent framework on which to plan your instruction. Look for the infusion of the Mathematical Practices throughout this unit.

Student Outcomes Students will tell time to the nearest five minutes. Students will develop an understanding of concepts of time and the way it is measured.

Prior Knowledge Needed to Support This Learning

1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. 2.NBT.2 Count within 1000: skip count by 5s, 10s, and 100s.

Method for determining student readiness for the lesson

Pre-assess students’ ability to do the following: Skip count by 5s and 10s. Tell time to the nearest hour and half hour using analog and digital clocks.



Materials Judy Clocks (one per student) Large Judy Clock (one for teacher, optional) Chart paper Resource Sheet 1: Clock Matching Cards, cut and bagged (one set per student) Resource Sheet 2: Directions to make the Number Line Clock for use in Activity 1 Math Journals Various clocks, both analog and digital Three sets of Number Cards (one of each set per class)

○ Resource Sheet 3: Class Clock Hour Cards - one set run on yellow paper with the numbers 1 – 12 to be used in Activities 1

and 2)- one set run on blue paper with the numbers 1 – 12 to be used in Activity 2

○ Resource Sheet 4: Class Clock Minute Cards (one set run on white paper with numbers skip counting by 5 from 5 through 60 to be used in Activity 1)

Cut out a large minute hand and a large hour hand out of bulletin board paper or construction paper to be used in Activity 1 on the large class clock created on the floor (laminated, if possible).

Paper Resource Sheet 5: Comparing Clocks (one copy per student) Photographs of people doing various activities at different times during the daytime and

evening or nighttime Resource Sheet 6: From A.M. to P.M. and From P.M. to A.M. Arrows (cut out for use

with Class Floor Clock) – either run in color or color the arrows yellow and blue for a.m. and p.m.

Paper Plates Markers Brads Resource Sheet 7:Hour and Minute Hands Resource Sheet 8: Show My Time Game Five Minutes’ Peace by Jill Murphy or Just a Minute by Teddy Slater Resource Sheet 9: Visit to the Park (one copy per student)



Resource Sheet 10:Telling Time (one copy per student) Interactive white board with access to virtual manipulatives (optional) Kitchen timers and/or stop watches (one per pair of students) Word wall (Somewhere in the classroom display words as they are introduced. This

would include but not be limited to words such as hour hand, minute hand, digital clock, analog clock, clock face, clockwise, etc.).

Learning Experience

Component Details

How will this experience help students to develop proficiency with one or

more of the Standards for Mathematical Practice? Which practice(s) does this address?

Warm Up A few days prior to beginning the unit, complete the following as a pre-assessment:

Ask students to pair up and sit back to back on the rug or floor. Distribute a Judy Clock to each student.

Allow time for students to explore and discuss the clocks with one another.

Write times that are to the hour and half hour on the board as a review from 1st grade.

The students use Judy Clocks to show the given time.

Once students have found the correct time on their Judy Clocks, ask them to have their partner check to see if they are correct. Circulate around the room taking notes and asking students questions.

Note whether or not students position the hands correctly on the clocks and allow time for discussion if necessary.

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with Mathematics. Use appropriate tools

strategically. Attend to precision. Look for and make use of

structure. Look for and express regularity in

repeated reasoning.



Learning Experience

Time permitting, allow students to continue to work with their partners. Students should take turns telling the time and showing the time on their Judy clocks.

Warm up to the lesson: Distribute Clock Matching cards from Resource

Sheet 1 to each student. Allow students time to work independently to

match the cards. When the students have finished, they should find

a partner and share their matches. Students should discuss any matches that are

different and determine which partner has the correct match.

Things to look for as you circulate around the room, taking anecdotal notes:o Do students confuse the minute hand with the

hour hand?o Do students correctly match the digital time

with the analog clock face? Have students share their matches and discuss

the activity. An interactive white board with virtual clocks would be helpful, if available.

Repeat this activity throughout the unit with different types of clock matching cards in order to assess students’ ability to tell time to the nearest quarter hour and nearest five minutes. http://www.worksheetworks.com/math/time/clock-flash.html (Create clock flash cards)

You may wish to alter this activity by dividing the sets of cards up. Distribute the cards amongst the students. Allow each student to find a partner with a match to his or her card.







repeated reasoning.


http://www.worksheetworks.com/math/time/clock-flash.html



Learning Experience

Motivation Ask students what it means to measure time. Have students share their ideas about how they

might measure one minute’s time. (Use the ‘One Mississippi, two Mississippi’ or ‘One one thousand, two one thousand approach, use a timer, etc).

Show students various analog and digital clocks. Ask questions such as, “What are some differences you notice between analog and digital clocks? What are some similarities?”







repeated reasoning.

Activity 1

UDL Components

Multiple Means of Representation

Multiple Means for Action and Expression

Multiple Means for Engagement

Key Questions

Formative Assessment

Summary

UDL Components Representation is present in the activity through

displaying information in varied formats (Judy Clocks, a ‘Floor Clock’, standard analog and digital clocks).

Expression is present in the activity through providing alternatives for physically responding (using a Judy Clock or drawing pictures).

Engagement is present in the activity through the provision of a task that allows for active participation and exploration.

Prior to class, make the “Number Line Clock” by following the directions on Resource Sheet 2.

Gather the students and lay down the “Number Line Clock” as a straight number line.

Ask the students what they notice about the







repeated reasoning.



Learning Experience

number line. Accept all responses. Ask where they might find these numbers in real

life. If needed have them look around the room to find an object that we use throughout the day that has these numbers.

Take the number line and curve it around until it makes a clock. Allow time for students to react to the clock and share what they know from looking at it.

Stretch the number line out again but flip it over so the numbers 5 – 60 are visible. Ask students what they might represent (the time on the clock in minutes).

Curve the number line around to make the clock which displays the minutes. Have the students count their way around the clock by skip counting by 5s.

Distribute the yellow hour cards (1 – 12) from Resource Sheet 3 to individual students. Ask them to place them in a large circle on the floor to create a clock for the class to use.

Find 12 other student volunteers and distribute the white minute cards from Resource Sheet 4 with intervals of the numbers five to sixty to each student.

Ask the students to sit where their number would be found on the class clock.

Have the students help one another figure out the order in which they should sit. (The student with the 60 sits at the top of the “clock”, followed by the 5,



Learning Experience

then the 10, etc.) Ask each student to hold up his or her card. Call

on two additional student volunteers to be ready to place the hands of the clock in the correct positions once a time is shared. Distribute the hour hand and the minute hand to the two volunteers.

Distribute Judy Clocks or paper to the rest of the class.

Call out different times and have the two students place the hands of the clock to show the time.

The entire class should verify whether or not the hands are placed in the correct position to show the time. Allow students to discuss why or why not the hands are in the correct spot.

Students who are not volunteers in the floor clock activity should use the Judy clocks to show the correct time, or should be given paper and encouraged to represent the times with drawings.

Ask students questions throughout the activity, such as, “What might someone be doing at that particular time of day?”

Allow students to explain what they think happens to the hour hand when the minute hand moves around the clock. For example, at five minutes after four o’clock the hour hand is closer to the four and the minute hand is directly on the five.

Ask where the hour hand would be at 30 minutes after 4 o’clock? Elicit that the hour hand would be halfway between the 4 and the 5 while the minute hand would be on the 6 to represent 30 minutes.

Ask students what the clock would look like when it



Learning Experience

is five minutes of five o’clock. Ask, “Why does the hour hand move closer to the five? “

Discuss with students the fact that most analog clocks do not display the number of minutes. For example, 45 minutes is not shown as 45. Ask them what number represents 45 minutes on an analog clock.

Relate the numbers that represent the different five-minute intervals on the clock with skip counting by fives by looking for patterns:○ 1 - 5 minutes○ 2 - 10 minutes○ 3 - 15 minutes○ 4 - 20 minutes○ 5 - 25 minutes○ 6 - 30 minutes○ 7 - 35 minutes○ 8 - 40 minutes○ 9 - 45 minutes○ 10 - 50 minutes○ 11 - 55 minutes○ 12 - 60 minutes

Students should rotate so that all students in the class have had a chance to be part of the clock as well as to use the Judy clocks to show the time.

Provide many opportunities for the students to display various times using the floor clock and the Judy clocks.

This is an activity you can come back to several times to check for understanding. This activity can be done outdoors, with students jumping to represent different times in five minute



Learning Experience

increments.

Formative Assessment: Distribute Resource Sheet 5: Comparing Clocks

Activity 2

UDL Components


Multiple Means for Action and Expression


Key Questions


Summary


the activation of prior knowledge of a number line and the various colors used to represent night and day.

Expression is present in the activity through the use of concrete materials.

Engagement is present in the activity through a task that is designed so that the outcome is authentic, communicates to a real audience, and is purposeful.

Warm up to the lesson: Show students photos of people doing various

activities. Ask them what time of day a person might do a particular activity, and how they know this.

Ask students some questions, such as: o “What types of things do you do in the morning

and what types of things do you do in the evening?”

o “How do you know when it is morning, or a.m., and how do you know when it is afternoon/evening, or p.m. when reading a







repeated reasoning.



Learning Experience

clock?” Ask students how many hours there are in a day.

Students may not realize a day is divided into 2 parts of 12 hours each, or that a year is made up of 365 days or 12 months.

Activity 2: Using the yellow hour cards (1 -12) from Resource

Sheet 3, lay out a class clock on the floor. Ask the class at what point on the clock does ‘daytime’ begin. Allow time for students to share their thinking.

Move around the clock focusing on the a.m. yellow cards. When you arrive at 12 o’clock, ask the students, “Is it still a.m. or does it change to something else?” “If it changes, what does it become?” Again, allow the students time to share their thinking.

Model the change from a.m. to p.m. by adding the arrow with the blue triangle from Resource Sheet 6 above the yellow card with 12 at the top of the clock (moving from yellow [a.m.] to blue [p.m.]).

As you talk about how it is now p.m. or afternoon, lay out the blue cards (1 – 12) from Resource Sheet 3 around the clock to represent the p.m. (afternoon, evening, & night ) hours.

As you lay out the blue cards, working your way around the clock, ask the class “When we arrive at12:00 now, will it still be p.m.? If not, what does it change to?” Help students see that we now move into a new day and a.m. with the start of that day. Remove the first arrow used and lay down the



Learning Experience

arrow with the yellow triangle from Resource Sheet 6 above the blue card with 12 at the top of the clock (moving from blue [p.m.] to yellow [a.m.]).

FOCUS ON MIDNIGHT AND NOON - Allow time for students to share their thinking about how it moves from a.m. to p.m. and p.m. to a.m. around the clock. Help them understand that we switch from a.m. to p.m. at noon and switch from p.m. to a.m. at midnight.

Extension Activity: Students work with a partner to create an analog

clock using paper plates and the hour and minutes hands from Resource Sheet 7, markers, and brads.

Students work in pairs to play the “Show My Time Game” (Resource Sheet 8).

Students should continue to be allowed many opportunities to use the clocks to tell time to the nearest five minutes.

Formative Assessment: Have students write in their journals or make a

poster about the activities they do at different times during the day and night.

Activity 3

UDL Components


Multiple Means for


the use of varied displays of information, including literature and a chart to record students’ ideas.

Expression is present in the activity through the use of concrete materials and, when possible, virtual manipulatives.

Engagement is present in the activity through the







Learning Experience

Action and Expression


Key Questions


Summary

invitation to use personal response, evaluation, and self-reflection to the activity through discussion and through the formative assessment.

Read the book Five Minutes’ Peace by Jill Murphy or Just a Minute by Teddy Slater aloud to the class.

Allow time for students to share their thinking about the story.

Ask a student volunteer to show you what it looks like on a large Judy clock when it is about twelve o’clock. If virtual manipulatives are available, they should be provided as an option.

Allow students to share what they might be doing at that time on a school day. Record students’ answers on chart paper. Ask students to tell you how many more minutes until it is a quarter after 12, and how many minutes until it is one o’clock, etc.

Ask students to share what they have learned about the function of the hour hand and the minute hand. Record students’ ideas on chart paper.

Distribute Judy Clocks and Resource Sheet 9: Visit to the Park. Ask students to work with a partner to complete the Resource Sheet.

When students have completed the Resource Sheet, ask them to explain their partner’s responses to the class. Students should have the opportunity to ask questions of their classmates and to clarify thinking about what makes a response reasonable.

Formative Assessment:



repeated reasoning.



Learning Experience

Have students answer the following question in their math journals: If you had a watch with only one hand, would you rather have the hour or the minute hand? Explain why.”

Closure Ask students to work in groups to generate a list of why it might be important to tell time.

Allow time for a group to share their list as you record the students’ ideas on chart paper.

Ask other groups if they can add anything new to the list.

Place the list in the math center or in a visible area to refer back to throughout the unit.

Ask each student to complete Resource Sheet 10: Telling Time.

Allow time for sharing and discussion.

Supporting Information

Interventions/Enrichments

Students with Disabilities/Struggling Learners

ELL Gifted and Talented

For the formative assessment in Activity 1 (Clock matching cards), modify the cards based on each student’s needs. Some students will need review of the half hour and hour and will need fewer cards to begin with.

Prepare cardstock sets of cards for the months of the year; the days of the week, hours in a day, etc. Students can order these.

Set the timer for five minutes and ask students to listen for the timer to go off (use the timer in this manner throughout the school year, if desired).

Add phrases to Resource Sheet 1: Clock Matching Cards, so that students have to match not only the digital and analog times, but also the written phrase, such as “half past ten”.

Do activities in the gym or outdoors which can be timed with a stop watch. Make large puzzle pieces on cardstock of three or four representations for the same time.



Laminate. Investigate clocks with only an hour hand or only a minute hand. Ask students to keep a journal of different activities they do for the day. They should draw

analog clock representing the times as well as write the times using words.

Technology http://www.oswego.org/ocsd-web/games/ClassClock/clockres.html Interactive analog and digital clocks

http://www.worksheetworks.com/math/time/clock-flash.html Create clock flash cards http://illuminations.nctm.org/lessons/magnificentmeasurement/MagnificentMeasurement-

OH-MakingClocks.pdf Make an analog clock http://www.ictgames.com/hickory4.html Hickory Dickory clock game http://www.busyteacherscafe.com/themes/time.html Making a human clock and other time-

related activities http://www.teachingtime.co.uk/index.html Time activities http://www.ixl.com/math/grade-2/match-analog-and-digital-clocks Matching time http://www.ixl.com/math/grade-2/compare-clocks Compare clocks

Resources

(must be available to all stakeholders)

See Unit resources link


http://www.ixl.com/math/grade-2/compare-clocks

http://www.ixl.com/math/grade-2/match-analog-and-digital-clocks

http://www.teachingtime.co.uk/index.html

http://www.busyteacherscafe.com/themes/time.html

http://www.ictgames.com/hickory4.html

http://illuminations.nctm.org/lessons/magnificentmeasurement/MagnificentMeasurement-OH-MakingClocks.pdf

http://illuminations.nctm.org/lessons/magnificentmeasurement/MagnificentMeasurement-OH-MakingClocks.pdf


http://www.oswego.org/ocsd-web/games/ClassClock/clockres.html


Resource Sheet 1 (1 of 2) Clock Matching Cards



Resource Sheet 1 (2 of 2) Clock Matching Cards

12:00 4:00 11:30

1:00 3:00 5:00

7:00 10:30 8:00



Resource Sheet 2 (1 of 4): Directions to Make Number Line Clocks Cut index cards of two different colors in half lengthwise

(6 cards of each color).

Punch a hole in the end of each half card. Lay out the cards in a straight line alternating colors. Number the cards from 1 to 12 on the left-hand side of the cards

Turn the cards over and number them in the left-hand corner skip counting by fives from 5 to 60.



Resource Sheet 2 (2 of 4): Directions to Make Number Line Clocks Turn the cards back over to the sides numbered from 1 – 12 (the Hour Side). Connect the cards

with brads and stretch them out in a straight ‘number line’.

During Activity 1, you will begin with the cards in a straight number line. Then you will move them around to make a circle like this:



When working with minutes instead of hours, simply flip the number line clock over.Resource Sheet 2 (3 of 4) Directions to Make Number Line Clocks

Another version of the Number Line Clock uses raised hour cards, stickers as minute markers, and pipe cleaners as hour and minute hands.



Katherine Cooke, Educator from Cecil County shared these pictures taken during a lesson with her students.

Resource Sheet 2 (4 of 4) Directions to Make Number Line ClocksHere are pictures of students using the clock during the lesson:



Resource Sheet 3 Class Clock Hour CardsDirections: Run one set on yellow paper and one set on blue paper.



1 2 34 5 67 8 9

10 11 12Resource Sheet 4 Class Clock Minute Cards



Directions: Run one set on white paper.

5 10 1520 25 3035 40 4550 55 60



Resource Sheet 5 Comparing Clocks

Name: _______________________________________

The clocks show the times for three different activities that Elroy did after lunch on Saturday.

Write the time next to each activity below to show which time he most likely did each of them.

_________ Baseball Practice

_________ Ate Dinner

_________ Sleeping Soundly

Explain how you know you are correct. You may use the back if necessary.

__________________________________________________________

__________________________________________________________


from a.m. to p.m.

from p.m. to a.m.


__________________________________________________________

Resource Sheet 6 From A.M. to P.M. and From P.M. to A.M Arrows



Resource Sheet 7 Hour and Minute Hands



Resource Sheet 8, (1 of 8) Show My Time Game

Directions:

Find a partner to play this game. Use your paper plate clock and the Time Cards. Lay the cards face down in a pile on the table or

floor. Partner 1 chooses a card and shows it to his

partner. Partner 2 displays the time on the card on her paper

plate clock. Partner 1 tells if the time is correct or not. If correct, Partner 2 gets a counter. Partners trade roles and continue to play. The partner with the most counters at the end of the

game is the winner.



Resource Sheet 8, (2 of 8) Show My Time Game

1:00 1:05 1:10

1:15 1:20 1:25

1:30 1:35 1:40

1:45 1:50 1:55

2:00 2:05 2:10

2:15 2:20 2:25



2:30 2:35 2:40Resource Sheet 8, (3 of 8) Show My Time Game

2:45 2:50 2:55

3:00 3:05 3:10

3:15 3:20 3:25

3:30 3:35 3:40

3:45 3:50 3:55



4:00 4:05 4:10


4:30 4:35 4:40

4:45 4:50 4:55

5:00 5:05 5:10

5:15 5:20 5:25



5:30 5:35 5:40

5:45 5:50 5:55


6:15 6:20 6:25

6:30 6:35 6:40

6:45 6:50 6:55



7:00 7:05 7:10

7:15 7:20 7:25

7:30 7:35 7:40


8:00 8:05 8:10

8:15 8:20 8:25



8:30 8:35 8:40

8:45 8:50 8:55

9:00 9:05 9:10

9:15 9:20 9:25


9:45 9:50 9:55



10:00 10:05 10:10

10:15 10:20 10:25

10:30 10:35 10:40

10:45 10:50 10:55

11:00 11:05 11:10




11:30 11:35 11:40

11:45 11:50 11:55

12:00 12:05 12:10

12:15 12:20 12:25

12:30 12:35 12:40

12:45 12:50 12:55



Resource Sheet 9 (page 1 of 2) Visit to the Park

Name: __________________________________

1. Achima’s family visited the park. Her family arrived at the park at 11:35. On the clock below, draw the hour hand and minute hand to show the time Achima’s family arrived at the park.

2. If Achima’s family had stayed at the park for another hour, what time would they have left?



______________________________

Resource Sheet 9 (page 2 of 2) Visit to the Park

3. Achima’s grandmother came over to have dinner with Achima’s family at 5:45 pm. Her grandmother stayed for two hours. On the clock below, draw the hour hand and minute hand to show what time Achima’s grandmother left Achima’s house.

4. Write the time Achima’s grandmother left Achima’s house using words:



_______________________________________________________


12

6

39

1

2

11

10

8

7

4

5

12

6

39

1

2

11

10

8

7

4

5

12

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39

1

2

11

10

8

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12

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39

1

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11

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8

7

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5

It is ten after four. It is six twenty-five.

It is fifteen of eleven It is twenty minutes until one.


Resource Sheet 10 Telling Time

Name: ____________________________________

Read the times given and draw the hour and minute hands in the correct position.


Grade 2: Unit 2.MD.C.7-8 Work with Time and...

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