Learning goals:  As always, any type of construction must have a foundation created before a greater amount of material is added.  The foundation should be relevant to the academic study and appropriate for application to the learning goal.  With education in academics all Students learn better and more effectively when they already know something about a content area.  If introduced to concepts in that area, the facts, figures and rationale to learn mean something to the lesson.  Often, the background or culture aids in remembering and applying the new information.                                                                                                    

Instruction:  When teaching, tapping prior knowledge is critical to new learning.  If a teacher links new information to the student's prior knowledge, they activate the student's interest and curiosity.  Infused in the instruction, the study becomes real with a sense of purpose.  The instruction should be layered over what has been learned and even presented just outside the prior instruction.  This done, causes the development of problem solving skills used.  Students learn and remember new information best when it is linked to relevant prior knowledge.

To further explain what I mean, a discussion of learning goals with measurable objectives (e.g., condition, behavior, and criterion) are given for the unit of instruction which was based on the California State and District content standards that guided the delivery and assessment of the unit.                         

Telling time to Five Minutes - Children will learn to associate the numbers on an analog clock face with increments of five minute intervals. (California Common Core Standards - Mathematics, 2010)

The Condition Given an analog clock face with hands the students will associate the numbers on the clock face with five minute increasing increments.  

In this activity the learning goals of the Children learning to associate the numbers on an analog clock face with increments of five minute intervals is strengthened by the building of an actual clock replica. 

Provide students with a paper plate, two clock hands cut from heavy paper.  This gives them ownership of a project that they will use throughout the lesson.  In this activity the learning goals of the Children learning to associate the numbers on an analog clock face with increments of five minute intervals is strengthened by the building of an actual clock  replica. 

They will work using the reference of the class wall clock writing with crayon the four main numbers.  Written on the board also, they begin with the number 12 being O'clock, the 6 being half past, the 3 being quarter past and 9 being quarter 'til.  This writing of numerals is the correct place on the clock following a modeled example. 

The Behavior   The student learns to identify and then write time to the nearest five minutes on their clock. 

They now can label the two hands: Long one-Minute and the short one-hour and attach the hands to the face of the paper plate, their clock. 

         A modeling and discussion about the hour hand times of: 12 being O'clock, the 6 being half past, the 3 being quarter past and 9 being quarter 'til is had until verbal summative assessments are proven for understanding. 

         Then, they will fill in the numerals in between: 2,3 and 4,5 and 7,8 and 10,11.  

         At this point the lesson focuses on each number being a five minute increasing increment.  This is reinforced by skip-counting each number by five up to sixty.  The students are then instructed to use their crayon and write a skip-count five number to the outside of the clock face numeral.                                                                                      

HOMEWORK for the day is to take this clock home and practice with family and friends.

The instructions are to bring the clock back the next day for further instruction.  Really, it is the assessment.                                            A summative assessment for this activity includes where the child moves the hour hand to the correct time called.  This would allow for a review of clock times and hour hand value.  Students place the hands in the proper position for each time read aloud by the teacher.                                                                                                                                                                          

The Criterion 

The student has learned to identify and then write time from analog clocks to the nearest five minutes.  At the end of this lesson the objective is assessed by a summative quick show beginning with the number 12 being Oclock, the 6 being half past, the 3 being quarter past and 9 being quarter 'til. 

ASSESSMENT:  The students will show the correct clock minute and hour hand settings six of eight times as assessed by the Teacher.

Telling Time Before and After the Hour Given a set time, students will be able to tell time to the nearest quarter hour and know the relationships of quarter after, half past and quarter 'til.  (Second Grade in California Public Schools, 2011)

The Conditions   Having built their own clock used for practice.  The students have learned to associate, skip-counting the numbers on the clock face with five minute increments.  The children will now learn to use the minute hand to tell time to the quarter hour.  They now learn that time can be given to the nearest fifteen minutes and associated with the meanings of expressions such as half past, quarter past, and quarter till.

The Behavior   The student has learned to identify and write time to the nearest five minutes on their clock. 

With the labeled hands: Long one-Minute and the short one-hour the understanding that the long hand moves quicker has meaning.  With that understanding we move to telling time with quarter hours.    

         A modeling and discussion about the hour hand times of: 12 being O'clock, the 6 being half past, the 3 being quarter past and 9 being quarter til is reviewed. 

o   With the minute hand straight up what time do we say it is? O'clock. 

o   With the minute hand pointing at the Three what time do we say it is? Quarter past.

  Or Fifteen after.

o   With the minute hand pointing at the Nine what time do we say it is? 

             Quarter 'til orr Fifteen 'til.

Is there a pettern that we can count on and see developing?  They are Fifteen minute increments. 

The Criterion 

A summative assessment for this activity is when the child moves the minute hand to the correct quarter hour time called.  Students place the minute hand in the proper position for each time read aloud by the teacher.

At the end of this lesson the objective is assessed by a summative quick show with only two possibilities of Quarter past and Quarter 'til.  The students will show any of the correct clock minute hand settings five out six times as assessed by the Teacher. 

The learning of this time telling shortcut, less formal than saying the hour: eleven fifteen, or the hour: eleven forty five.  It does however provide more information regarding the true time which might be important when the environment.  OBJECTIVE- Time can be expressed before or after the hour.

3)      Elapsed Time.  1.5 Determine the duration of intervals of time in hours (e.g., 11:00 a.m. to 4:00 p.m.).

(Second Grade in California Public Schools, 2011)

The Conditions:  Students will identify a start time and end time for determining an elapsed time. Children will learn to estimate and find an elapsed time.  Teacher models how an event starts at a certain time and ends at another.  This is called a timed event.  A different elapsed time is during a sporting event which has an elapsed time, but can be shorter or longer than time planned because of the contest time periods.  REMEMBER: The time elapsed can run over an hour. Handout worksheet 13-5 (2009 Foresman)

The Behavior   Teacher models how an event starts at a certain time and ends at another. 

         School starting and ending.

         Lunch starting and ending

         TV show start, how long does it run?  This is an elapsed time. 

This is called a timed event.  A different elapsed time is during a sporting event which has an elapsed time, but can be shorter or longer than time planned because of the contest time periods. 

REMEMBER: The time elapsed can run over an hour. Handout worksheet 13-5 (2009 Foresman)

QUESTION:  When the time starts before the hour and ends after the hour can it be less than an hour?

         Show how a time can start at quarter to and end at quarter after and equals one half hour elapsed. 

 Students will follow the example. Now have the students work in pairs, to create the same paper design as you modeled.     

HOMEWORK for the day is to take this clock home and practice quizzing elapsed time periods.  with family and friends.   The instructions are to bring the clock back the next day for further instruction.  Really, it is the assessment review.

         A summative assessment for this activity includes when the children pair up and show each other what elapsed times they discovered.  This allows for a review of clock time values.  Students will place the hands in the proper start and ending positions for duration read aloud by the teacher.

The Criterion:  The duration of an event can be measured if the start and end times are known.

When quizzed with duration time frames the student will correctly respond four out of six times.  

Works Cited

Common Core State Standards. (2011, October). Retrieved from California Department of Education: http://www.cde.ca.gov/re/cc/

Measurement and Data 2MD - Work with Time and Money. (n.d.). Retrieved from Common Core State Standards for Mathematics: http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

Second Grade in California Public Schools.  (2011, October). Retrieved from CALIFORNIA DEPARTMENT OF EDUCATION: http://www.cde.ca.gov/be/st/ss/index.asp