¿Es a.m. o p.m.?
The purpose of this lesson is for students to read and write time with analog and digital clocks, using a.m. and p.m.
In previous lessons, students learned to tell time to the nearest 5 minutes using analog clocks.
In this lesson, students practice telling time to the nearest 5 minutes. Students recognize that the hour hand goes around the clock twice each day, so a.m. and p.m. are used to distinguish between morning and night. Students relate a.m. and p.m. to specific times and activities during the day.
Activity 1: ¿Qué momento del día es?
- Label times using a.m. and p.m.
- Read and write time to the nearest 5-minute interval on analog and digital clocks.
- Leamos y escribamos horas usando a.m. o p.m.
- Create the Hours in a Day Timeline to display to students in the launch.
- Label the representation as “1 day.”
|Activity 1||20 min|
|Activity 2||15 min|
|Lesson Synthesis||10 min|
Teacher Reflection Questions
How helpful is the linear representation of 1 day for developing an understanding of the repeating 12-hour cycle? What more do students need to build an understanding of the hours that make up a.m. versus the hours that make up p.m.?
- How Are They the Same? (1–5), Stage 2: Grade 2 Shapes (Addressing)
- Can You Draw It? (1–5), Stage 2: Grade 2 Shapes (Addressing)
- Which One? (K–5), Stage 3: Grade 2 Shapes (Addressing)
Print Formatted Materials
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|Student Task Statements||docx|
|Lesson Cover Page||docx|
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|Teacher Guide||Log In|
|Teacher Presentation Materials||docx|