*See Supplemental Resources s1

Math Lesson: Time Grade Level: 3

Lesson Summary: The teacher begins by making ensuring students understand the short hand tells the hour on a clock and the long hand tells the minute. Students will then use Judy clocks to tell time. For guided practice, the class plays a game in which they will make a chain of times. For independent practice, students read times on pictures of clocks. Advanced learners read a story and draw hands on blank clocks according to the times in the story. Struggling learners tell time on Judy clocks.

Lesson Objectives:

The students will know…  How to tell time on an analog clock.

The students will be able to…  Tell time on an analog clock.

Learning Styles Targeted:

Visual Auditory Kinesthetic/Tactile

Pre-Assessment: Give each student a piece of scratch paper. Ask students, “What does the short hand show on a clock?” Have them write their answers on the scratch paper. Walk around to make sure students understand that the short hand tells the hour. Go over the correct answer as a class. Ask students, “What does the long hand do on a clock?” Have them write their answers on the scratch paper. Again, walk around to make sure students understand the long hand tells the minute. Go over the correct answer as a class.

Whole-Class Instruction

Materials Needed: 1 large Judy clock or 1 small Judy clock to project under a document camera, a document camera connected to a projector, 1 small Judy clock per student, 1 set of pre-cut and shuffled I Have, Who Has* cards, 1 copy of the Independent Practice* per student, writing utensils

Procedure:

1) Give each student a small Judy clock. Either hold up a large Judy clock or project a small one under a document camera. Let students experiment with the clocks for 1-2 minutes to see how the gears cause the hour hand to move when the minute hand moves.

2) Write 4:40 on the board. Model for students how to move the hands of the clock to show 4:00. Have students do the same. Point out how the hour hand points to the 4 and the minute hand points to the 12. Ask students, “What does the minute hand count by as it moves from number to number around the clock?” Elicit responses until a student says that it counts by fives. Model for students how to move the minute hand to each number on the clock as you count by fives until you get to 40. Have students do the same. Point out how the minute hand now points to the 8. Show students how the hour hand moved past the 4 slightly because the time is getting closer to 5, but the hour hand hasn’t reached the 5 yet.

3) Repeat this process for the following times: 6:10, 12:30, 8:25, 4:50, and 5:15. As students become more comfortable, have them find the times on their clocks on their own. Then, have students hold up their clocks so you can check their work and reteach if necessary.

4) Give each student one card from the I Have, Who Has game. If there are more cards than students, give a few students more than one card. Choose one student to read his or her card. The

Copyright © 2011 Study Island - All rights reserved. student should first read the statement on the left side of the card, “I have ____” and fill in the blank with the time shown on the clock. Then, the student should read the question on the right side of the card. The remaining students should look at the right side of their card and see if the time on the clock is the time that the student just asked about. If so, that student stands up and reads his/her card in the same way. The chain continues until all students have read their cards.

5) Collect I Have, Who Has cards from students, and give each student a copy of the Independent Practice. Explain the directions, and allow students to work independently.

Advanced Learner

Materials Needed: 1 copy of the Advanced Learner Independent Practice* per student, writing utensils

Procedure:

1) Give each student a copy of the Advanced Learner Independent Practice, and explain the directions. If necessary, do one of the problems together. When students understand what to do, allow students to work independently.

Struggling Learner

Materials Needed: 1 Judy clock per student, 1 Judy clock to project under a document camera or a large clock with gears, a document camera connected to a projector

Procedure:

1) Give each student a Judy clock and project one under a document camera or hold up a large clock with gears. Remind students that the short hand on the clock tells the hour and the long hand tells the minute. Also, remind students that the minute hand counts by fives around the numbers on the clock. Practice counting by fives with students a few times. 2) Write the time 3:40 on the board. Tell students that they are going to start by finding the hour, 3:00. Model for students how to move the hands and gears on the clock to show 3:00. Have students do the same. Tell students that they are going to move the minute hand around the clock as they count by fives until they stop at 40. The minute hand should stop at each number as students count by fives until they say 40 when the minute hand stops at the 8. Do this together as a group. Point out to students how the hour hand moved a little past the 3 as they moved the minute hand around the clock. Also, point out how the hour hand has not passed 3 because the hour has not changed. Repeat this process for the following times: 1:15, 6:25, 11:55, 8:20, and 10:30. *see supplemental resources