Molloy College

Division of Education

Student Nicole Woelfel Professor

Course EDU Date 03/22/2019
Grade 1 Topic Time Content Area Math

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

Content Objective: After a lesson about the clock and an activity to practice reading the clock with
different hours and half hours, students will be able to verbally identify and tell the time when
playing a clock board game with a partner. Students must correctly identify and tell the time on 3
clocks while playing the board game.

Language Objective: Following a lesson on the clock and an activity identifying varying times
with hours and half hours, students will be able to identify the definition of “clockwise” and “half
hour” on the exit ticket, correctly answering 3out of 3 multiple choice questions.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

NYS Next Generation Mathematics Learning Standards

NY-1.MD Measurement and Data Tell and write time and money.
3a. Tell and write time in hours and half-hours using analog and digital clocks. Develop
an understanding of common terms, such as, but not limited to, o’clock and half past.
 Indicator: This is evident when

NYS Next Generation ELA Learning Standards

1L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases,
choosing flexibly from an array of strategies.

INSTRUCTIONAL RESOURCES
-clock manipulative
-clock cards
-iPad/computer
-clock board game & dice
-exit ticket & pencils

MOTIVATION

Students will count by ones from 1-60, then students will count by 5s to 60. Students will be shown
a clock and asked a question to make predictions: Why do you think we practiced counting to 60
by fives? Why is it important for us to know how to count by fives to read a clock?

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 DEVELOPMENTAL PROCEDURES
(including Key Questions)

1. Students will review the aspects of a clock/telling time (purpose of a clock, big hand, little
hand)
 Students will be asked the following questions: Why is it important for us to be able
to tell time on a clock? (prompts: how do we know what period we are in at school,
when we have snack, or lunch, or gym? What important things do we use clocks for?
Why do you think we do not write all the minutes (numbers 1-60) on the clock?
2. Students will discuss how the big and little hands move around the clock.
 The students will look at a clock on the iPad and make observations. Students will
be prompted: How do the big and little hands move around the clock? Which way to
they go? Can you show me how the hands move around the clock?
 Students will be taught the word clockwise. After learning the definition, students
will be asked the following question as an informal assessment: What does clockwise
mean? As we move clockwise around the clock from 1-12 do the numbers get
bigger/greater or smaller?
3. Students will learn, through direct instruction, the minute-value of each number on the
clock (i.e. 1= 5 min, 2= 10 min, etc.) as we move clockwise, using a large clock as a
manipulative. The teacher will emphasize that when the “big hand” is on the 6, it is “half
past” the hour or 30 minutes and when the big hand is on the 12, it is the hour, or as we
say, “o’clock”.
4. The teacher will use a manipulative of a clock to model different times and model reading
the times. The teacher will say the time and write the time on the wipeboard. Following the
teacher model, students will participate in guided instruction while practicing reading the
clock. Students will be shown cards with different times and as a group, students will tell
the time for each card.
5. Students will participate in a game reading the time on clock index cards. Each student will
have 5 turns to read the time (only hours and half hours). Students will take turns until each
student received 5 chances to tell the time.
6. Students will complete the exit ticket.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Direct Instruction
Indicator: This will be evident when the teacher is teaching the values of the numbers on
the clock.

Guided Instruction
Indicator: This will be evident when the teacher is helping students read the time on the
clock cards.

Academic Discussion
Indicator: This will be evident when students are discussing the teacher’s prompt: Why
are clocks important

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 ADAPTATIONS (Exceptionality*)

 Small group instruction for ENL students

 Movement break for student with ADHD

DIFFERENTIATION OF INSTRUCTION

Content: entering/emerging- The students will be told the Spanish translation for “clockwise” and
“half hour” to access background information. The teacher will use
realia to demonstrate how a clock works and the different parts of a
clock. The teacher will frequently repeat what has been taught and
ask clarifying questions.
transitioning- The teacher will use realia to demonstrate how a clock works and the
different parts of a clock. The teacher will frequently repeat what has been
taught and ask clarifying questions.

Process: entering/emerging- Students are working in a homogeneous group. The students will sit
next to the teacher at the table.
transitioning- Students are working in a homogeneous group.

Product: entering/emerging- The students will complete the board game activity with the teacher
in the group as a guide. The student will have a simplified exit ticket,
with less words and pictures.
transitioning- The students will have an exit ticket that eliminate any “extra” text.

ASSESSMENT

The students will play a “clock board game” in pairs. Students will correctly identify and tell the
time on at least three clocks they land on during the game. Students will complete an exit ticket to
assess language; students will define the terms “clockwise” and “half hour.” The exit ticket has 3
multiple choice questions and students will be assessed out of 3 points.

INDEPENDENT PRACTICE

Students will complete a homework sheet telling the time for hour and half hour values. Students
will have a worksheet with the picture of a clock and will write the analog time for the clock
shown.

FOLLOW-UP ACTIVITIES

Direct Teacher Intervention: The students will work directly with the teacher, so the teacher can
re-teach the information. The student(s) will watch a video on how to tell time. Students will also
have additional time to work with the clock manipulative; students will be able to change and read
different times moving the big and little hands by themselves.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Academic Enrichment: The students will be taught “a quarter of an hour.” Students will play the
clock board game again; however, they will use a new board that includes hour, half hour, and
quarter hour spaces. Students will identify and tell the time of all the clocks.

REFERENCES

New York State Education Department. (2017). New York state next English language arts

standards. Retrieved from http://www.nysed.gov/common/nysed/files/programs/

curriculum-instruction/nys-next-generation-ela-standards.pdf

New York State Education Department. (2017). New York state next generation mathematics

learning standards. Retrieved from http://www.nysed.gov/common/nysed/files/programs/

curriculum-instruction/nys-next-generation-mathematics-p-12-standards.pdf

The Molloy Lesson Plan. (2016). New York: Molloy College.

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
Name ________________________________

1. What does clockwise mean?

a. Going circularly around the clock from 1-12
b. Going circularly around the clock backwards
c. A smart clock
2. How many minutes are in a half hour?
a. 15 minutes
b. 1 minute
c. 30 minutes
3. What time is it?

Name ________________________________

1. What does clockwise mean?

2. How many minutes are in a half hour?

a. 15
b. 1
c. 30
3. What time is it?

© Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language