TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |2nd 6 weeks |PLAN CODE: | |

|Writer: |Ulmer |Course/subject: |Mathematics |

|Grade(s): |3 |Time allotted for instruction: |4 class periods |

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|Title: |Time Will Tell |

|Lesson TOPIC: |Telling time on digital and analog clocks. |

|TAKS Objective: |Objective 4 |

| |The student will demonstrate an understanding of the concepts and uses of measurement |

|FoCUS TEKS and Student Expectation: |Measurement. The student measures time and temperature. |

| |The student is expected to: |

| |(A) tell and write time shown on traditional and digital clocks. |

|Supporting TEKS and Student Expectations: |Measurement. The student applies measurement concepts. |

| |The student is expected to: |

| |measure to solve problems involving length, [area], |

| |temperature, and time |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Minute Hand |The minute hand on a traditional clock is the longer of the two hands. It tells how many minutes have |

| |elapsed beyond the hour. |

|Hour Hand |The hour hand on a traditional clock is the shorter of the two hands. It tells how many hours have |

| |elapsed beyond 12:00. |

|Traditional Clock |A traditional clock has a minute hand and a second hand. Time is understood by reading the placement |

| |of the minute hand and second hand. |

|Digital Clock |A digital clock represents hours and minutes without hands. The hour is represented by digits |

| |preceding a colon. The minutes are represented by digits following a colon. |

|a.m. and p.m. |a.m and p.m. help decipher times between 12:00 midnight and 12:00 noon. Times occurring between |

| |midnight and noon occur in the a.m. Times occurring between noon and midnight occur in the p.m. |

|Minutes within an hour |There are 60 minutes in 1 hour. |

|Hours within a day |There are 24 hours in 1 day. |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

1. Motivate students to learn the importance of time and how to tell time by having

them pack up to go home. Once they pack up, have everyone sit at their desks to

wait for dismissal. Some students may state that it is too early to pack up. Others

may express their dislike for sitting and waiting for dismissal.

2. Discuss with students the importance of telling time and how it helps them prioritize

their day. Guide students to understand why events occur at specific times and the

inconveniences not being able to tell time may cause.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Day 1

1. Ask students if they know when they wake up, when they eat breakfast, when they

eat dinner, and when they go to bed. Discuss with them the concept of morning (a.m.), noon, afternoon (p.m.), and midnight.

2. Using a Judy Clock, explain to students that the Judy Clock represents a traditional

clock, the numbers on the clock, the tick marks which represent 1 minute increments, and the minute and hour hands. Explain first that the minute hand, when on the 12, represents the beginning of a new hour (read as: o’ clock). Next move the hour hand to the 4. State that the time reads four o’ clock. Write 4:00 on the white board/chalk board or show this time using a digital clock. Explain that 4:00 can also be shown in this way and that when seen like this on a clock, it is a digital clock.

3. Following this discussion, return to using the Judy Clock. Tell students that the

shorter hand represents the hours. Explain the hour hand is read first when telling time. Practice with students by moving the hour hand on the Judy Clock to different locations on the clock. Ask students to tell the hour shown on the clock.

4. Tell students that the longer hand represents the minutes. Again, remind them that

when the minute hand reaches the 12, a new hour begins. Next, show students the tick marks and explain that each tick mark represents one minute. Using the Judy clock to demonstrate, begin moving the minute hand around the clock while counting the minutes. When halfway around the clock, ask students if they noticed anything about the multiples of 5 (5, 10, 15, 20, 25, etc…) Take student responses to question while guiding them to understand that beginning with 0, every 5 minute interval is represented by a number on the clock. Here students should also be asked how many minutes make up one hour. A discussion regarding the number of hours in a day can also ensue.

5. Continue practicing this with students while guiding them to understand that the clock

is always moving. Therefore, while the minute hand is moving round the clock, the hour hand is moving slowly, but constantly toward the next hour.

6. Practice reading times on the Judy Clock together and writing times in digital format. Ask for student volunteers to place hands on the Judy Clock in correct places. Begin with times to the hour (2 o’clock, 7 o’clock). For each time that is created on the Judy Clock, write the corresponding time on the white board/chalk board in digital format explaining where the hours and minutes are shown. Occasionally, when creating times using the hour hand, stop between numbers to show the hour still represents the hour of the lesser number).

7. Once students have practiced creating time on the Judy Clock and writing the corresponding digital time, begin to write a digital time for students to read and ask volunteers to create the digital time shown on the Judy Clock.

C. Guided activity or strategy

Day 2

1. At seats, students will receive a paper plate, a brad, and a 4 inch by 4 inch piece of

construction paper. Explain to students that they will be creating traditional clocks

using these materials. Model how to cut the hands of the clock using the construction paper, and how to attach them (using the brad) to the paper plate. Model also how to write the numbers on the clock (12 at the top, 6 at the bottom….) Finally, model how to put the correct number of tick marks between each number written on the clock to represent the correct number of minutes.

2. Using pre-made flash cards with digital times shown (Handout 3), pass out a flash card (face down) to each student. On your command, instruct students to flip over their flash card, read the time shown, and then create the time using their paper plate clocks. As students are doing this, walk around to check student clocks. When students finish creating the time on their paper plate clocks, ask students to flip over the flash card so the blank side is facing up.

3. Ask students to stand quietly behind their chair with their paper plate clock in hand. Explain that they will rotate to a new flash card (at a different desk) and will use their paper plate clock to create the new time shown on the flash card. Again, walk around to check student clocks.

4. Repeat as many times as necessary to give students ample practice with creating times on their paper plate clocks.

5. After practicing, students will complete Handout 1 for assessment.

Day 3

1. Students will visit computer lab or log on to classroom computers. Students will visit

the following website to practice telling and creating times on digital and analog clocks. Website:

2. Students will practice matching times shown either by moving hands on the analog

clock or by clicking arrows on the digital clock.

3. While students are practicing, the teacher should monitor student progress and

question students on the times they are creating.

4. Following practice online, students will complete Handout 2 for assessment.

Day 4

1. Teacher will briefly review reading and writing time with students.

2. Students will take a test on reading and writing time on traditional and digital clocks.

D. Accommodations/modifications

Students in need of accommodations and/or modifications can demonstrate how to use

the Judy Clock to the teacher. The teacher should guide these students to understand hour and minute hands.

When creating times using paper plate clocks, students in need of accommodations and/or modifications can create times to the hour or half hour first, then to the quarter hour, and finally to the minute.

E. Enrichment

Students in need of enrichment can examine and create clocks with second hands and and show and read time to the second. Students in need of enrichment can also begin to experiment with elapsed time by showing times 15, 20, 25…minutes after the time shown on their flash card.

II. STUDENT PERFORMANCE

A. Description

Day 1

Students should be able to answer teacher questions on clocks and on telling time. Students should also be able to contribute to the class discussion.

Day 2

Students should be able to tell time on the Judy Clock (traditional clock) and on a digital

clock. Students should be able to describe how many minutes are in an hour and how many minutes are in a day. Students should be able to tell which hand on a traditional clock is the hour hand and which hand is the minute hand. Students should be also be able to read digital times and create matching times on an student-made traditional clock.

Day 3

Students should be able to create matching times between digital and traditional clocks

shown on the National Library of Virtual Manipulatives website.

Prior to the class session, the teacher should bookmark or create a shortcut to the website students will use. This will allow more practice time for students.

Day 4

Students are expected to receive a 75% or better on the test.

B. Accommodations/modifications

1. Students who experience difficulty understanding concepts of time should be asked to

read times to the hour first, to the half hour second, to the quarter hour third, and finally to the nearest 5 minutes.

2. Students in need of accommodations/modifications on Day 3 may visit the following website:

This website links a traditional clock to a digital clock to help students make the

connection between the two types of clocks.

C. Enrichment

1. Students in need of enrichment for Day 2 can be asked to show times 15 minutes, 20 minutes, 30 minutes, etc. past the time shown on their flash card.

2. Students in need of enrichment for Day 3 may visit the following website:

This website allows students to practice with elapsed time using virtual manipulatives.

iii. Assessment of Activities

A. Description

The teacher will perform an informal assessment both days by questioning students

about clocks and time.

The teacher will perform an informal assessment on Day 2 by circulating through student desks and observing students create times shown on their flash cards using their student-made clocks.

The teacher will perform an informal assessment on Day 3 by circulating through student computers and observing students use of the virtual manipulative clocks.

The teacher will formally assess students on their ability to tell and write time shown on traditional and digital clocks using Handout 1 and Handout 2.

The teacher will formally assess students on their ability to tell and write time shown on traditional and digital clocks on Day 4 by giving students a test.

B. Rubrics/grading criteria

See Handout 1 and Handout 2 for grading criteria. Students are expected to receive a

75% or better on the test taken on Day 4.

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

Which hand on a traditional clock represents the minute hand?

How many minutes are in 1 hour?

Which hand on a traditional clock represents the hour hand?

How many hours are in 1 day?

How could you determine the number of minutes in a day?

If the minute hand is on the 4 (any of the number on the clock will work), how many

minutes have passed in this hour?

What happens to the hour hand as more and more minutes pass?

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will transition the context of Day 2 and Day 3 activities to the context of

TAKS through the daily assessments given to students. The teacher should explain that the activities and practice they have done will be assessed on TAKS. The teacher should explain to the students that the assessment questions are like the test questions seen on TAKS.

B. Sample TAKS questions

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V. Key Vocabulary

Traditional clock, digital clock, minute hand, hour hand, minutes, hours, colon

VI. Resources

A. Textbook

3rd Grade Harcourt Textbook can be used as a resource

B. Supplementary materials

• Judy Clock

• Digital clock

• Flash cards with digital times written

• Paper plates (1 for each student)

• Brads (1 for each student)

• Markers

• 4 inch x 4 inch construction paper squares (1 for each student)

• Scissors

• Computers with internet access

• Handout 1

• Handout 2

• Handout 3 (cut apart)

• Test for Day 4

C. Technology

Computers with internet access

Websites:





VII. follow up activities

The next lesson in this sequence, according to the TEKS, is elapsed time. The activities

described in Day 2 and Day 3 of this lesson can also be used to teach elapsed time. The virtual manipulative website which addresses elapsed time is:

VIII. Teacher Notes

The activities described in this lesson allow children to explore time through a hands-on

approach. In addition, the virtual manipulative website serves as the link between the concrete

manipulatives used in class and the pictorial representations seen on the TAKS test. This link increases student understanding and achievement on the TAKS test. Prior to the activities described in Day 3, the teacher should bookmark or create a shortcut to the websites students will use.

Flashcards should be copied onto dark colored card stock paper so students cannot see through the paper.

Handout 1

Name: ______________________

1. [pic]

Which clock shows the same time as the clock above?

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2. [pic]

Which of these shows the same time as the clock above?

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Handout 1 (continued)

3. Lunch is served between 10:20

and 11:00. Which clock shows a time

between 10:20 and 11:00? Mark your answer.

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4. The school principal has a fire drill planned for the time shown on the clock below.

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At what time does the principal plan to have the fire drill?

F. 6:00

G. 1:30

H. 12:29

I. 5:03

Student Grading Criteria:

1 out of 4 = 25%

2 out of 4 = 50%

3 out of 4 = 75%

4 out of 4 = 100%

Handout 2

1. Mr. James leaves for work at the time shown on the clock below.

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At what time does Mr. James leave for work?

1:00

8:00

2:10

1:07

2. [pic]

Which clock shows the same time as the clock above?

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Handout 2 (continued)

3. Look at the clock below. What time is shown on this clock?

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2:50

10:14

9: 15

2:45

Student Grading Criteria:

1 out of 4 = 25%

2 out of 4 = 50%

3 out of 4 = 75%

4 out of 4 = 100%

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Handout 3

| | | |

|1:10 |3:25 |2:20 |

| | | |

|4:45 |6:30 |7:00 |

| | | |

|8:05 |9:40 |10:10 |

Handout 3 (continued)

| | | |

|11:10 |12:00 |6:00 |

| | | |

|4:42 |6:38 |7:04 |

| | | |

|8:09 |9:43 |10:16 |

Handout 3 (continued)

| | | |

|11:17 |3:15 |2:29 |

| | | |

|4:54 |6:45 |7:55 |

| | | |

|8:59 |9:00 |10:11 |

Name: _________________

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Mrs. Harris gets home from work at the time shown on the clock below.

[pic]

At what time does Mrs. Harris get home from work?

4:30

6:20

5:06

4:06

Look at the clock below. What time is shown on this clock?

[pic]

9:30

6:44

8:34

7:45

Look at the clock below.

[pic]

What time is shown on this clock? Write your answer below.

Look at the clock below.

[pic]

What time is shown on this clock? Write your answer below.

The school play is planned for the time shown on the clock below.

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At what time is the school play scheduled to begin?

10: 30

6:50

5:50

6:45

What time is shown on the clock?

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Name:______________

1. Look at the clock below.

[pic]

What time is shown on the clock above?

What time will it be in 2 hours?

2. Look at the clock below.

[pic]

What time is shown above?

What time will it be in 3 hours?

______________________

3. Read the time on the clock below.

What time will it be in 15 minutes?

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4. Read the time shown on the clock below.

What time will it be in 30 minutes?

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5. Read the time shown on the clock below.

[pic]

What time will it be in 10 minutes?

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6:50

10:06

6:10

4.

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B.

C.

D.

10:30

10.

Score:

____ out of 10 questions = ____%

9.

8.

7.

6.

5.

2:50

4.

3.

2.

1.

Test

Test

Test

Test

Supplemental Extension Practice

3:15

Supplemental Extension Practice

7:30

6:50

6:00

9:40

6:00

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