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First Grade Math - Telling Time A

This lesson plan aims to teach first grade students to distinguish between A.M. and P.M. times. The teacher will define A.M. as morning time before noon and P.M. as afternoon and evening time after noon. Students will sort activity cards into A.M. and P.M. columns on a pocket chart with teacher guidance. Then students will independently complete a worksheet matching activities to the correct time. The teacher will assess students based on their participation in the lesson and worksheet answers. Accommodations like partner work and extra guidance will support struggling students.

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85 views2 pages

First Grade Math - Telling Time A

This lesson plan aims to teach first grade students to distinguish between A.M. and P.M. times. The teacher will define A.M. as morning time before noon and P.M. as afternoon and evening time after noon. Students will sort activity cards into A.M. and P.M. columns on a pocket chart with teacher guidance. Then students will independently complete a worksheet matching activities to the correct time. The teacher will assess students based on their participation in the lesson and worksheet answers. Accommodations like partner work and extra guidance will support struggling students.

Uploaded by

api-528736424
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Day: Friday Date: October 23, 2020

Subject: First Grade Math – Telling Time (A.M. or P.M.?)

Common Core Standard(s):


CCSS.MATH.CONTENT.1.MD.B.3
Tell and write time in hours and half-hours using analog and digital clocks.

Objective(s): At the end of this lesson my students will be able to distinguish between A.M.
and P.M. throughout the day.

Resources/Materials List:
 Pocket chart
 Note cards with different activities on them such as brush teeth, shower, eat supper,
eat lunch, get pajama's on, recess, and shopping, as well as two more labeled "A.M."
and "P.M.".
 Pencil
 A.M. or P.M. Worksheet

Procedure:

Introduction (10 minutes)

 Talk with the class about time.


 Explain to the students that being able to read time is very important because it
ensures that they will be on tract of their schedule, and things that they need to do
in a day. It is necessary to create a schedule. Keeping track of time will also ensure
that the students will be on time to appointments or meetings later on in life.
 Ask students if they know what a digital clock is. Write down your students'
answers on the whiteboard.
 Ask students if they know what an analog clock is. Write down your students'
answers on the whiteboard.
 Explain to them the difference between a digital clock and an analog clock.
 Talk about what A.M. and P.M. mean.
 Define A.M. as meaning the time before noon, from midnight to 11:59 in the
morning.
 Define P.M. as meaning after noon, from the middle of the day until the middle of
the night.
 Write down the definitions on the whiteboard.

Explicit Instruction/Teacher modeling (5 minutes)

 Hang up a pocket chart somewhere so the entire class can see it.
 Create two columns labeled A.M. and P.M.
 Tell the class that they will be identifying whether an activity is done in the morning
(A.M.) or in the afternoon and evening (P.M.).
 Tell students that they will be placing the activity in the correct category on the
pocket chart.
 Identify one activity and place it in the correct category together.

Guided Practice (5 minutes)

 Call on volunteer students to choose and place the notecards with activities on them
under the correct category.

Independent working time (10 minutes)

 Pass out the “A.M. or P.M.?” worksheet.


 Read the directions aloud.
 Walk around the room to check for understanding as students complete the
worksheet.
 To finish the class, have the students share what the first thing they do in the
morning is and what the last thing they do before bed is.

Plans for differentiation: For the fast learners, I will enrich the lesson by challenging the
students to create their own A.M. or P.M. question. I will help the students who are
struggling by reading and explaining the questions to them.

Assessment: The teacher observations throughout the lesson and during the work time
and worksheet correctness will be used as forms of assessment.

Plans for accommodation/modification: Allowing students to partner up while they


work on the worksheet. Also, keeping the pocket chart and activities readily available for
the students throughout the unit of time will give them the resources to reinsure their own
understanding. Teacher’s aide and paraprofessionals may also provide assistance for those
students who need extra guidance and reinsurance.

What’s next? N/A

This lesson plan was inspired by:


file:///C:/Users/Home/Documents/am-or-pm%20worksheet.pdf

STUDENT TEACHER LESSON PLAN FORMAT

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