Unit: 4 Renzoni / Week 29 Monday 03/06/17 Day 1
Domain: Measurement and Data / Suggestedtime/duration: 60 minutes
Standard: MAFS.2.MD.3.7
Tell and write time from analog and digital clocks to the nearest five minutes. / Learning Target(s):
  • apply their understanding of fractional quarters, halves and wholes (1st grade skill) when telling time on an analog clock.
  • skip count by 5’s to tell time in five-minute intervals on an analog clock.
  • determine the time on an analog clock and write the time as it would appear on a digital clock when given a time to the hour, half-hour, and five-minutes intervals.
  • determine the time on a digital clock and draw in the hands on an analog clock when given a time to the hour, half-hour, and five-minutes intervals.

Rigor: Conceptual Understanding / SMP(s): 4: Model with mathematics, 5: Use appropriate tools strategically, 6: Attend to precision, 7: Look for and make use of structure
Materials/Resources:
Analog clock manipulatives (one for each student), CPALMS Lesson Time Time Time (print form),CPALMS Lesson Time Time Time (weblink),Number Line Clock Cutouts (assemble using hour numbers and minute numbers prior to lesson), Number Line Clock Directions, Black Out Time Activity (directions, game boards, and cut-out cards), Time Anchor Chart Example (do not pre-make), chart paper and chart markers, Assessment Task 2, Fairy Godfather Telling Time Video,Judy Clock (if Judy Clock is not available use this virtual clock)
Engage:
Students begin by reviewing the parts of the analog clock manipulatives. ShowFairy Godfather Telling Time Video,
Explain:
  • Begin by reviewing telling time to the hour (this is a grade 1 standard), model for students, explain the parts of a clock.Students should use their own clock manipulative to practice. Next, review telling time to the half hour (this is a grade 1 standard) using the clock manipulatives, model what the time looks like on a digital clock also. Remind students that they already know these concepts from 1st grade and will be using what they know to help them with today’s lesson. Students practice as you model. Reinforce the placement of the hour hand (directly in the middle of two numbers on the clock) when telling time to the half hour, also reinforce what the time looks like on a digital clock.
  • After reviewing hours and half hours on the clock. Show students what the dark black lines (five minute increments) and the smaller dark lines (1 minute increments).
Engage:
  • M: Math Facts
  • A: Matching Clocks Worksheet
  • T: MobyMax
  • H: Hands On Manipulatives and games. (Shiver Me Timbers True/False Game, Time Bingo)

Elaborate:
Quiz students on the parts of the clock and place a time on the teacher’s clock to see if the students can tell the time.
Evaluate:
Informal assessment.
Options for remediation/extension:
Extension: What Time Is It Game
Unit: 4 / Week 29 Tuesday 03/07/17 Day 2
Domain: Measurement and Data / Suggestedtime/duration: 60 minutes
Standard: MAFS.2.MD.3.7
Tell and write time from analog and digital clocks to the nearest five minutes. / Learning Target(s):
  • apply their understanding of fractional quarters, halves and wholes (1st grade skill) when telling time on an analog clock.
  • skip count by 5’s to tell time in five-minute intervals on an analog clock.
  • determine the time on an analog clock and write the time as it would appear on a digital clock when given a time to the hour, half-hour, and five-minutes intervals.
  • determine the time on a digital clock and draw in the hands on an analog clock when given a time to the hour, half-hour, and five-minutes intervals.

Rigor:Conceptual Understanding / SMP(s): 4: Model with mathematics, 5: Use appropriate tools strategically, 6: Attend to precision, 7: Look for and make use of structure
Materials/Resources:
Student Clock Manipulatives, CPALMS Lesson Time Time Time (from Day 1), Hour Task Cards (cut out),Minute Task Cards (cut out),Assessment Task 6,Learning the Clock video, Judy Clock (if Judy Clock is not available use this virtual clock)
Engage:
Show students “What is a Clock?”: Introduce Time Checks. Each student will have a place on their desk that they can write down the time, when the teacher randomly calls out, “Time Check.”
Explain:
  • Introduce Time Scoot with students. Place Time Scoot Cards around the room.
  • Students will take a sheet of paper, pencil, and clipboard around the room with them.
  • As students walk around the room to the different clocks, they have to figure out what time the clock says and write it down on their paper.
Engage:
  • M: Math Facts
  • A: Matching Clocks Worksheet
  • T: MobyMax
  • H: Hands On Manipulatives and games. (Shiver Me Timbers True/False Game, Time Bingo)

Elaborate:
Learning the Clock Video:
Evaluate:
  1. Gather a large demonstration Judy clock for teacher use.
  2. Set the hands on the clock to each of the following times and ask the child to tell you the time: 6:00; 12:30; 8:30; 3:00
  3. Have students write down on a piece of paper what the times are.

Options for remediation/extension:
CPALMS Assessment, CPALMS What Time is It?, CPALMS Hour Worksheet, or CPALMS Minute Worksheet based on students’ needs.
Unit: 4 / Week 29 Wednesday 03/08/17 Day 3
Domain: Measurement and Data / Suggestedtime/duration: 60 minutes
Standard: MAFS.2.MD.3.7
Tell and write time from analog and digital clocks to the nearest five minutes. / Learning Target(s):
  • apply their understanding of fractional quarters, halves and wholes (1st grade skill) when telling time on an analog clock.
  • skip count by 5’s to tell time in five-minute intervals on an analog clock.
  • determine the time on an analog clock and write the time as it would appear on a digital clock when given a time to the hour, half-hour, and five-minutes intervals.
  • determine the time on a digital clock and draw in the hands on an analog clock when given a time to the hour, half-hour, and five-minutes intervals.

Rigor: Conceptual Understanding / SMP(s): 4: Model with mathematics, 5: Use appropriate tools strategically, 6: Attend to precision, 7: Look for and make use of structure
Materials/Resources:
Student Clock Manipulatives,AIMS Activity: Time By Fives, 5 copies of the Minute Hand (in the AIMS Lesson) printed on card stock, 4 yardstick or metersticks, beanbag, marker, index cards (12 per student), Assessment Task 7, Telling Time to the 5’s Video Opener: Judy Clock (if Judy Clock is not available use this virtual clock)
Engage:
As students watch the “Telling Time to the 5’s Video Opener”, they can practice creating the time on the Student Clock Manipulatives.
Explain:
  • LearnZillion Lesson:
  • OR: Time Bingo
Engage:
  • M: Math Facts
  • A: Matching Clocks Worksheet
  • T: MobyMax
  • H: Hands On Manipulatives and games. (Shiver Me Timbers True/False Game, Time Bingo)

Elaborate:
Have a class discussion about the different parts of the clock.
Evaluate: Informal Assessment
Options for remediation/extension:
Extension: Illustrative Math: Ordering Time and Ordering Time Card Sets (cut out). In heterogeneous pairs, student order a set of cards and compare with their partner.
Unit: 4 / Week 29 Thursday 03/09/17 Day 4
Domain: Measurement and Data / Suggestedtime/duration: 60 minutes
Standard: MAFS.2.MD.3.7
Tell and write time from analog and digital clocks to the nearest five minutes. / Learning Target(s):
  • apply their understanding of fractional quarters, halves and wholes (1st grade skill) when telling time on an analog clock.
  • skip count by 5’s to tell time in five-minute intervals on an analog clock.
  • determine the time on an analog clock and write the time as it would appear on a digital clock when given a time to the hour, half-hour, and five-minutes intervals.
  • determine the time on a digital clock and draw in the hands on an analog clock when given a time to the hour, half-hour, and five-minutes intervals.

Rigor: Conceptual Understanding / SMP(s): 4: Model with mathematics, 5: Use appropriate tools strategically, 6: Attend to precision, 7: Look for and make use of structure
Materials/Resources:
Student Clock Manipulatives, LearnZillion Unit 4, Lesson 3: Connect Skip Counting and Telling Time to the Nearest Five Minutes (Weblink), LearnZillion Unit 4, Lesson 3: Connect Skip Counting and Telling Time to the Nearest Five Minutes (Print Form), Time BINGO(directions, board, and cards cut-out), BINGO chips (can be any type of manipulative), Assessment Task 4, Judy Clock (if Judy Clock is not available use this virtual clock)
Engage:
Play “I Have…Who Has.. Time”
Explain:
  • Students will take a formative assessment on Time. Measurement and Data: Time Worksheet: 8pts
Engage:No Centers Today
  • M: Math Facts
  • A: Matching Clocks Worksheet
  • T: MobyMax
  • H: Hands On Manipulatives and games. (Shiver Me Timbers True/False Game, Time Bingo)

Elaborate:
Students will take a formative assessment on Time. Measurement and Data: Time Worksheet: 8pts
Evaluate:
Students will take a formative assessment on Time. Measurement and Data: Time Worksheet: 8pts
Options for remediation/extension:
Bang on Time Online Time Game