Core Components
Subject, Content Area, or Topic
Whole-Group Mathematics- Time
Student Population
Mrs. Wright’s 2nd Grade Class-
19 Students
• 9 Females
• 10 Males
o 10 Caucasians
o 3 African Americans
o 3 Hispanic
o 3 Two or More
§ 6 Gifted
Learning Objectives
MA.2.3.6- The student will show, tell, and write time from analog and digital clocks to the
nearest five minutes.
Materials/Resources
Plastic clocks, anecdotal note sheet, pencil, “Tell the Time” exit ticket
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS YOU
WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
ü Practice by Doing 75%
ü Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Time
(min.) Process Components
3 *Anticipatory Set
minutes TTW review the “I Can” statements.
TTW ask, “Why is it important to be able to tell time?”
Ask about the difference between a.m. and p.m. as well as the difference
between the clock hands and what each hand does.
TSW respond.
7 Assessment
minutes Exit Ticket:
TTW pass out the “Tell the Time” exit ticket to have students complete.
TTW check responses to see readiness of students to test out tomorrow.
TSW compete the exit ticket and turn it into the teacher.
1 *Closure
minute TTW review the learning target of time.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015