Lesson Plan:

Time Memory

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Grade
Subject
Standards
August 16, 2015
by Jen Kessel

Learning Objectives

Students will be able to match the written time with the digital clock time.

Lesson

Introduction (5 minutes)

  • Make sure to have enough sets of the Time Memory cards copied for the student to work in pairs.
  • Review the differences between digital clocks, or clocks that display the time in numerals, analog clocks, or clocks that display the time using rotating arms, and written words, which can tell you the time by spelling out the hours.
  • Explain that in this game we will match the digital clock time with the written words.
  • Tell students that When they are finished, they will complete two worksheets that will help them understand time.

Explicit Instruction/Teacher Modeling (10 minutes)

  • Mix cards up and place them face down on the table.
  • Have your students line up, or create some order for students to come up and take their turn. Example: you could have the shortest person go first, or the oldest, or the youngest.
  • If a match is made between the digital clock and the written word, the students gets to keep the cards.
  • If the cards are not a match, the next player takes a turn.
  • Play a few rounds until the class understands the concept. Answer any questions your students may have.

Guided Practice/Interactive Modeling (15 minutes)

  • Have students get into pairs and hand them their Time Memory card set.
  • Have the pairs sit around the room.
  • Have students designate who goes first. If they match the digital clock with the written word, they get to keep the cards.
  • If it is not a match, the next player takes a turn.
  • Continue until all of the matches have been made.

Independent Working Time (15 minutes)

  • Pass out the On the Half Hour and the Malcolm Mouse worksheets.
  • Have students work independently to complete the worksheets.

Extend

Differentiation

  • Enrichment: For students in need of a challenge, have them draw a clock face on the back of their paper showing time in 15 minute increments.
  • Support: Allow struggling students to work on worksheets in pairs, or pull struggling students aside for more one-on-one practice.

Review

Assessment (5 minutes)

  • Observe students during the game and independent working time. Take note of struggling students, and assist as necessary.
  • Check worksheets for correctness.

Review and Closing (5 minutes)

  • Call on a few students and have them share how they told time and how they matched the cards.
  • Invite students to share any tips or tricks they have for telling time that might help struggling students.

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