Lincoln Lesson Plans

Pre-Assessment Day Plan
1. Get to know you game (5-10 minutes)

a. Materials: foam dice
b. Questions: 1: something you’re going to do during spring break, 2: your favorite
activity, 3: your favorite food, 4: your favorite animal, 5: your favorite subject, 6:
your dream superpower
2. Pre-Assessment Quiz
a. Fast-Finishers: Interview
3. Activity One: Show time on mini-clocks
a. Materials: mini clocks, index card digital clocks (on the hour, on the 15, on the
30, on the 45)
4. Activity Two: Individual Schedules
a. Materials: Individual whiteboards and markers
5. Activity Three: Simple Elapsed Time
a. Materials: Individual schedules, markers
6. Activity Four: Drawing Hands
a. Materials: Giant whiteboard and markers
Lesson Plan 1
Date Taught: April 2, 2019
Topic: Reading and Writing (Digital) Time
Standard: CCSS.MATH.CONTENT.3.MD.A.1- Tell and write time to the nearest minute

and measure time intervals in minutes. Solve word problems involving addition and
subtraction of time intervals in minutes, e.g., by representing the problem on a number
line diagram.
Objectives: Students will be able to tell and write time on digital clocks with 85%
accuracy.
Student-Friendly Objective: Students will tell time on digital clocks, and be able to
write time.
Assessment Plan: Students will be able to tell and write time on digital clocks with 90%
accuracy by individually completing a worksheet after group instruction. This formative
assessment will be given to check student understanding of telling time on digital
clocks. Worksheets will be handed in to check for understanding, in order to guide
future instruction.
Materials Needed: Large classroom whiteboard, 11 individual whiteboards, 11

markers, 11 erasers, 11 AM/PM signs, digital clocks (00:05, 14:30, 1:62, 7:8), 11
worksheets, pencils
Key Vocabulary:
● AM
● PM
● Digital clock
● Hours
● Minutes
● Seconds
● Colon
Questions:
● What is the difference between AM and PM?
● How many hours are in a day?
● How many minutes are in an hour?
● How many seconds are in a minute?
● How do you write time on a digital clock?
Anticipatory Set: The teacher will begin the day by going around and introducing the
students again. They will let each student say one thing about spring break at this time
so the children will feel less inclined to do so later in during the lesson. The teacher will
tell the students that we will be doing some activities about AM and PM and writing time
and that they will be in two groups for the activities. The teacher will split the student
into their groups.
Instructional Inputs:
● The students will be separated into two predetermined groups.
● Each group will go to separate areas of the classroom with one of the teachers.
● In each group, the teacher will go through each activity, giving individualized
feedback to each student and maximize student participation and peer teaching.
Modeling:
● The teacher will draw a large timeline on the board. Then they will write all the
hours in a day with AM and PM on the board. They will explain that there are AM
(morning) times and PM (afternoon and night) times. They will explain we have
specific activities that we do during these times like wake up and eat breakfast,
eat dinner, or go to bed.
Guided Practice:
● Activity 1: Timeline
○ The teacher will have each child come up to the board and write an
activity (in order of time) on the board (wake up, breakfast, go to school,
lunchtime, leave school, get home, do homework, eat dinner, eat dessert,
go to bed).
○ The teacher will lead a discussion of the difference between AM and PM.
The Latin term “ante meridiem” (AM) means before midday. Post
meridiem (PM) means after midday. The teacher will draw special
attention to 12 AM and 12 PM. The teacher will then lead an AM-PM
game. The teacher will either name an activity (waking up), or say a time
followed by “in the morning,” “in the afternoon,” or “at night.” The children
will hold up their AM or PM cards to vote. If the children need extra
practice, the teacher will have them split into pairs and quiz each other.
○ The teacher will ask the children how many hours are in a day. They will
refer back to the timeline to show 12-11 AM and 12-11 PM. The teacher
will have them add 12+12 on their boards to clarify why we have 24 hours,
or count the hours together on the timeline. They will then ask the
students how we tell the difference between the first 12 hours and the
second (AM/PM). Then they will ask the children how many minutes are in
an hour (60). An easy way to remember this is that 12x5 is 60, the same
as how many seconds are in a minute. The teacher will have these
conversions written on the board.
● Activity 2: Writing Time on Digital Clocks
○ The teacher will draw a digital clock on the board. They will indicate that
there are one to two digits, a colon (:), and then two digits when writing
time, and reading digital clocks. The first space is for the hour, the second
space is for the minutes, and the colon separates the two (the hour : the
minutes). Then they will ask how many hours are in a day (24). After that
they will explain that the numbers in the first blank will only be 1-12, so we
need to clarify AM/PM. They will explain that when the time is “on the
hour,” the clock will read: the hour : 00. They will show the students an
example, and ask for students to list examples. They will call out several
time examples on the hour and have the children write them down using
the “formula” to check for understanding. The teacher will then ask how
many minutes are in an hour (60), and explain that the numbers in the
second space will only be 1-59; on the 60th minute, the hour changes.
They will explain that if the minute is only one digit (1-9), a zero needs to
go in front of it (12:08). The teacher will then show the children digital
clocks with right and wrong examples. The children will tell the time, or
explain why they are wrong, and how to fix it.
Closure:
● The teacher will ask the children the difference between AM and PM. The
teacher will then ask them to teach a partner something they learned. The
teacher will then introduce the worksheet.
Independent practice/application:
● Worksheet:
○ The teacher will introduce the instructions on the worksheet with the
children. They will have them sit down with a pencil to complete the
worksheet. Once the children are finished, they should turn the worksheet
in to the teacher, return their materials, and return to their room.
Differentiated Instruction:
• Groups will be evenly dispersed to magnify peer-to-peer learning.
AAAA Monitor for understanding. Let her explain her understanding to peers.
BBBB Give her extra time to practice and to finish assignments. Encourage her
particularly to participate and be involved, especially with her level of
understanding. Remind her often to stay participate and keep working.
Monitor more closely for understanding. May need additional instruction
during independent practice. Have her in a separate group from best friend
GGGG.
CCCC Encourage her particularly to participate and be involved, especially with her
level of understanding. Monitor more closely for understanding. May need
additional instruction during independent practice.
DDDD Monitor more closely for understanding. May need additional instruction
during independent practice. Start questions on her level and work up as she
is able to follow.
EEEE Give her the pre-assessment during the introduction today. Give more
difficult problems to. Use her as an example and have her explain her
processes to peers.
FFFF Give more difficult problems to. Use him as an example and have him
explain his processes to peers. Put him in a separate group than best friend,
KKKK. Be firm and consistent in expectations and rules.
GGGG Give more difficult problems to. Use her as an example and have her explain
her processes to peers. Have her in a separate group from best friend
BBBB.
HHHH Give him the pre-assessment during the introduction today. Give more
difficult problems to. Use him as an example and have him explain his
processes to peers.
IIII Monitor more closely for understanding. May need additional instruction
during independent practice. Start questions on his level and work up as he
is able to follow.
JJJJ Monitor for understanding. Let her explain the things she understands to her
peers. Extremely hands on, so may need reminders to stay involved when
she is less interested.
KKKK Monitor for understanding. Let him explain concepts he is understanding to
his peers. Put him in a separate group than best friend, FFFF.
Worksheet:
Lesson Plan 2
Topic: Reading an Analog Clock

line diagram.
Objectives: Students will be able to orally tell or write time for analog clocks with 85%
accuracy.
Student-Friendly Objective: Students will tell time on analog clocks.
Assessment Plan: Students will be able to tell or write time for analog clocks with 85%
accuracy by completing worksheets during guided practice and closure as well as a
partner quiz after group instruction. This formative assessment will be given to check
student understanding of telling time on analog clocks. Papers from the guided practice
and closure will be handed in to check for understanding, in order to guide future
instruction.

markers, 11 erasers, 11 blank clock worksheets, analog clock, pencils, model clocks, 2
hula hoops, 22 blank sheets of paper
Key Vocabulary:
● Analog clock
● Hour hand
● Minute hand
● On the hour
● Half an hour
Questions:
● Who remembers the difference between AM and PM?
● Which hand is the short hand?
● Which hand is the long hand?
● What are the multiples of 5?
Anticipatory Set: The teacher will review key concepts from the day before: AM versus
PM, 12 PM and 12 AM, how to write time. The teacher will tell the students that we will
be doing some new activities to learn about how to read an analog clock and that they
will again be in two groups for the activities. The teacher will divide the students into
their groups.
Modeling:
● The teacher will hand out worksheets of blank clocks. The children will write their
names, then draw in the hours, then the minute hand, then the hour hand. When
the students are finished and have turned in their clocks, the teacher will draw a
large clock on the board. They will label the clock with the numbers, then the
hour hand, then the minute hand. The teacher will explain that the hour hand is
shorter, and the minute hand is longer so that it is easier to be more precise
when reading the clock.
Guided Practice:
● Activity 1: Reading an Analog Clock
○ The teacher will reiterate that there are 24 hours in a day, or two sets of
twelve, and that they are differentiated by saying AM or PM.
○ The teacher will explain the hour hand only reads 1-12, or the big
numbers. Then they will have children come up and write their multiples of
5, up to 60. The teacher will then write the corresponding multiplication
sentence, so they match up (5x5=25). They will have the children replace
the hours of the clock with the minutes of the clock, or multiples of 5, that
they just wrote down for a visual aid.
○ The teacher will explain that the minute hand will go around the clock one
time (0-59) to complete an hour. They will show this with a model clock.
They will draw a few examples of times on the analog clock with multiples
of 5 for the minutes (3:05..10..15..20) and have the children write down
the time on their boards and show you.
● Activity 2: How to Show Time
○ The teacher will ask the students to draw on their boards times for on the
hour, 15 minutes, ½ an hour (30 minutes) and 45 minutes. If they grasp
this idea, continue on with other multiples of 5.
○ Have one child come up to be the hula hoop clock. Have them hold their
hand at minutes and point to the hour with their elbow. Have the other
children write down the time they see on a piece of paper. Have all the
children in your group have a turn to be the hula hoop. Have the children
turn in their papers to the teacher.
Closure:
● The teacher will have the children report something they learned that they didn’t
know before. They will have them think of something they struggled with, and
have their neighbor clarify for them. The teacher will then introduce the
independent activity.
● Partner Activity:
○ The teacher will pass out the clocks and have the students quiz their
partners. One partner will show a time on a clock, while the other writes
down the time on the paper. Once they are finished, they will turn in the
paper to the teacher, return their materials, and return to their room.
Partner with.
GGGG. Partner with HHHH.
additional instruction during independent practice. Partner with AAAA.
is able to follow. Partner with KKKK.
processes to peers. Partner with IIII.
KKKK. Be firm and consistent in expectations and rules. Partner with JJJJ.
BBBB.
processes to peers. Partner with BBBB.
is able to follow. Partner with EEEE.
she is less interested. Partner with FFFF.
his peers. Put him in a separate group than best friend, FFFF. Partner with
DDDD.
● For fast finishers: Students will have the choice between a puzzle consisting of
pictures of analog clocks, and quizzing a partner with a mini-analog clock
Lesson Plan 3
Topic: Elapsed Time, Adding and Subtracting Time

line diagram.
Objectives: Students will be able to measure time intervals and solve time interval word
problems with 85% accuracy.
Student-Friendly Objective: Students will learn to solve time addition, subtraction, and
elapsed time problems.
Assessment Plan: Students will be able to measure time interval and solve time
interval word problems with 85% accuracy by solving word problems as a group and
writing and solving an elapsed time word problem with a partner. This formative
assessment will be given to check student understanding of finding elapsed time. Group
elapsed time problems will be handed in to check for understanding, in order to guide
future instruction.

markers, 11 erasers, 11 sheets of blank paper, 11 pencils
Key Vocabulary:
● Elapsed time
● Number Line
● Interval
● Zoom Method
Questions:
● How do you add time?
● How do you subtract time?
● What is elapsed time?
● What are different methods to help solve elapsed time problems?
Anticipatory Set: The teacher will begin by reviewing different strategies for reading
analog clocks. They will have students share with their peers different strategies that
help them. The teacher will tell the students that we will be doing some new activities to
learn to add and subtract time, as well as solved elapsed time questions.
Modeling:
● The teacher will draw a large timeline on the board. The teacher will write all the
hours in a day with AM and PM labeled on the board. The teacher will then
explain that we can solve elapsed time just like a story problem. The teacher will
demonstrate how to use the timeline to solve the story problem.
Guided Practice:
● Activity 1: Adding and Subtracting Time
○ Students will draw out a 24-hour timeline. The teachers will then use word
problems to teach them how to add and subtract time using a timeline.
Students can come up to the board to show how to work out a problem.
○ The word problems will include:
■ Adding one hour: CCCC wakes up at 7:25 in the morning. If it takes
her an hour to get ready, what time would she leave for school?
■ Adding just minutes: JJJJ is having lunch at 12:15. What time will
she be done with lunch if it takes her 30 minutes to eat? What if it
takes her 45 minutes?
■ Adding hours and minutes to an hour: DDDD leaves school at 2:30.
If it takes her 1 hour and 25 minutes to get home, what time will she
arrive?
■ Subtracting minutes: GGGG finished babysitting at 7:45 pm. If she
was babysitting for 50 minutes, what time did she start?
■ Subtracting hours and minutes: BBBB finishes her homework at
8:00 pm. If it took her an hour and a half to do homework, what time
did she start?
● Activity 2: Elapsed Time
○ Students will learn 2 different methods to solve elapsed time problems.
■ Number line: Students will draw a number line on their board and
use it to solve elapsed time problems with the class. The teacher
will write the question on the board, and the students will use their
timelines to show their work.
■ Zoom: Students will use the zoom method to solve elapsed time
problems with the class. The teacher will write the question on the
board, and the students will use their timelines to show their work.
● Elapsed time problems:
○ Hours: 3:00-4:00, 3:00-5:00
○ Minutes: 3:20- 3:40, 6:40-7:30
○ Minutes and hours: 7:45 am-9:20
○ Across AM and PM: 8:30 pm- 5:45 am, 12pm- 2 am.
Closure:
● The teacher will ask students which method they liked the best for solving
elapsed time problems. The teacher will then ask the students if they can think of
a different method to use. Students will share their ideas with the group.
● Students will create elapsed time problems and solve them with a partner on a
sheet of paper using their favorite (or own) method. Students will write their
names, turn in the paper, and return to their rooms.
GGGG.
additional instruction during independent practice.
is able to follow.
processes to peers.
KKKK. Be firm and consistent in expectations and rules.
BBBB.
processes to peers.
is able to follow.
she is less interested.
his peers. Put him in a separate group than best friend, FFFF.
● For fast finishers: Students will have the choice between a puzzle consisting of
pictures of analog clocks, and quizzing a partner with a mini-analog clock
Post Assessment Day
Introduction: Human time-line and elapsed time problems
o Numbers 1-24 printed out

• Stations
o Clock Puzzle
o Telling Time
▪ Use board and arms to tell time
▪ Show the time on the mini clock
▪ Write the time on the board
o Elapsed Time with a partner
• Post Assessment 9:25 AM
o Fast Finishers: Interview what they liked most and least

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Pre-Assessment Day Plan

1. Get to know you game (5-10 minutes)

Date Taught: April 2, 2019

Topic: Reading and Writing (Digital) Time

Standard: CCSS.MATH.CONTENT.3.MD.A.1- Tell and write time to the nearest minute

Materials Needed: Large classroom whiteboard, 11 individual whiteboards, 11

Date Taught: April 3, 2019

Topic: Reading an Analog Clock

Standard: CCSS.MATH.CONTENT.3.MD.A.1- Tell and write time to the nearest minute

Student-Friendly Objective: Students will tell time on analog clocks.

Materials Needed: Large classroom whiteboard, 11 individual whiteboards, 11

Topic: Elapsed Time, Adding and Subtracting Time

Standard: CCSS.MATH.CONTENT.3.MD.A.1- Tell and write time to the nearest minute

Materials Needed: Large classroom whiteboard, 11 individual whiteboards, 11

Post Assessment Day

Introduction: Human time-line and elapsed time problems

o Numbers 1-24 printed out

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