This lesson plan teaches students to tell and write time to the quarter hour using analog and digital clocks. Over three days, students will practice telling time, use a computer program to further develop their skills, and create practice test questions to assess their understanding. The goal is for students to tell and write time with 90% accuracy on assessments. Students will apply technology skills and state standards for math and technology education. Formative and summative assessments are built into the activities.

1. Telling Time Lesson Plan
By Jan Chancey
Objective:
The students will be able to tell and write time to the quarter hour using analog and
digital clocks with 90% accuracy on 10 attempts.
Overview of Content Standards: Virginia Standards of Learning
Math
2.16 The student will tell and write time to the quarter hour, using analog and digital
clocks.
Technology
5.2 The student will develop basic technology skills.
• Select and use technology appropriate to tasks
• Develop basic keyboarding skills
• Operate peripheral devices
• Apply technologies to strategies for problem solving and critical thinking
Technology/ Media Components:
Simulation and Educational Games
Trudy’s Time and Place House
Word Processing
Microsoft Word
Student Materials:
Per Student:
• notebook paper
• pencil
Per Teacher:
• computers
• Judy clocks and stamps

2. Teacher Preparation and Resources:
Teacher Prep. Information:
• have computers set up for Trudy’s Time and Place House
• have sample test questions to guide students when writing practice test
questions
• have Microsoft Word ready for Day 3
Resources:
• Trudy’s Time and Place House
• Judy clocks
List of Activities/Tasks (for both teacher and student):
Day 1
• Teacher will review telling time to the hour and half hour with students on Judy
clocks
• Teacher will introduce telling time to the quarter hour
• Students will practice with teacher telling time to the quarter hour (direct-mini
lecture)
• Students will use clock stamps to practice; as teacher reads the time students write
it and then put the hands on the clocks (direct- drill and practice)
• Students are introduced to “telling time” on Trudy’s Time and Place House
• Students have short period of time to work on computer program (independent-
computer aided instruction)
Day 2
• Teacher will review telling time to hour, half hour and quarter hour
• Students will work independently on Trudy’s Time and Place House to practice
telling time (independent- computer aided instruction)
• Teacher will show students examples of test questions about clock and go over
good ways to make questions in review for Day 3’s assignment
Day 3
• Teacher will again review good ways to write test questions about clocks
• Students will write five test questions each and answer their own questions (direct-
drill and practice)
• Students will then type their questions in Microsoft Word (independent- computer
aided instruction)
• Students will trade their typed questions and answer them (direct- evaluation)
• Teacher will grade the questions based on how well they answered their own and
their classmates’

3. Assessment/Evaluation:
Formative: Students will be monitored while using Trudy’s Time and Place House
to see how well they are grasping the basic concept of telling time. On Day 2 students
will be observed making up their own practice test questions about time. Modifications
in Day 3’s lesson may be necessary depending on the observations made during Days 1
and 2.
Summative: Day 3 activities will serve as the “end” assessment. Students will use
what they’ve learned about telling time to develop well-written questions for their
classmates to answer. They will also be able to give the correct answers to their own
questions when they switch papers. The students should be able to answer their own
practice test questions and their classmates’ questions with 90% accuracy.