Basic Clock Review
- Put clocks in front of students (both analog and digital) that they can manipulate and explore.
- Have students describe what they have in front of them. Allow students to talk about what the items are used for (praise acceptable answers).
- Ask students if they could name all of the parts of a clock. Allow time to respond and take answers.
- Watch Brain Pop JR. video on parts of a clock.
- Students participate in lesson through responses to questions.
- Students watch movie on projection screen or on iPad at desk.
- Using a Nearpod presentation students are introduced/reviewing key concepts in basic clock skills including types of clocks, clock hands, and placement of numbers on a clock. The presentation has review questions throughout, allow students to answer the questions at whiteboard.
- While checking for understanding on questions, teacher determines if students are ready to move on to next concept.
- Students are separated into two teams to play game reviewing learned concepts.
- Once in their teams, each team receives an iPad to use for the game. Students are to go to the Whiteboard Pro app.
- Teacher asks questions about materials that were learned during lesson including questions about types of clocks, parts on a clock, and where numbers are located on the clock.
- Each team will get opportunities to answer questions and then they share their answer with opposing team to check answer. Points can be awarded to both teams for correct answers and checking other teams answers.
- At end students are given opportunity to share their own questions with other team to show understanding of materials.
- Students return to seats and further practice materials while completing a Socrative test/quiz.
- Teacher checks students answers throughout test and provides feedback for all questions answered by students.
- If needed teacher can re-teach materials to students in need.
- Using Nearpod, students will respond to questions on interactive whiteboard. Students can also use iPads to review concepts throughout the lesson if free time is available (when teacher is re-teaching specific topics).
- Using the Whiteboard app students are asked to keep drawings and writing on topic. Only appropriate questions and answers can be used.
- Using Socrative students utilize computers/iPads to respond to questions about current lesson. If needed students can ask for help.
- Teacher reviews results from Socrative test and determines if any part of lesson needs to be revisited.
- Once understanding of topic is achieved students are given opportunity to create a running study guide to be used for entirety of unit. Students are asked to create an Educreation or Thinglink displaying what they learned during the lesson. The project will be used as a study guide for each student to look over throughout the unit.
- A "cheat sheet" will be provided to students to ensure all key topics are covered in project.
- Students have opportunity to share with class.
Students will use either app to record themselves talking or type about key concepts in this lesson.
Key Standards Supported
Counting And Cardinality
|K.CC: Know Number Names And The Count Sequence.|
|K.CC.1||Count to 100 by ones and by tens.|
|K.CC.2||Count forward beginning from a given number within the known sequence (instead of having to begin at 1).|
|K.CC.3||Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).|
|Count To Tell The Number Of Objects.|
|K.CC.4||Understand the relationship between numbers and quantities; connect counting to cardinality.|
|K.CC.4.a||When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.|
|K.CC.4.b||Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.|
|K.CC.4.c||Understand that each successive number name refers to a quantity that is one larger.|
|K.CC.5||Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.|
|K.CC.6||Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1|
|K.CC.7||Compare two numbers between 1 and 10 presented as written numerals.|
Measurement And Data
|2.MD: Work With Time And Money.|
|2.MD.7||Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.|
|2.MD.8||Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?|