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Lesson Plan in Mathematics 1: I. Objectives

This lesson plan teaches students to tell time using an analog clock. It has the objectives of demonstrating an understanding of time units and applying time knowledge. The content focuses on telling time to the hour. The procedures include reviewing time concepts, motivating students with a word problem, presenting the clock and hands, discussing time increments, practicing setting times, and generalizing time telling skills. Groups solve time problems and an evaluation assesses telling time.

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Frician Bernadette Muyco
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462 views7 pages

Lesson Plan in Mathematics 1: I. Objectives

This lesson plan teaches students to tell time using an analog clock. It has the objectives of demonstrating an understanding of time units and applying time knowledge. The content focuses on telling time to the hour. The procedures include reviewing time concepts, motivating students with a word problem, presenting the clock and hands, discussing time increments, practicing setting times, and generalizing time telling skills. Groups solve time problems and an evaluation assesses telling time.

Uploaded by

Frician Bernadette Muyco
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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Lesson Plan in Mathematics 1

I. OBJECTIVES
A. Content Standard- demonstrates understanding of time and non-standard units of
length, mass and capacity.
B. Performance Standards- is able to apply knowledge of time and non-standard
measures of length, mass, and capacity in Mathematical.
C. Most Essential Learning Competency (MELCS)/OBJECTIVE- tells and writes time by
hour, half hour and quarter-hour using analog clock. (M1ME-lVb-3)

II. CONTENT- tells and writes time by hour.


A. Reference: Teaching Guide in Math I pp. 59-62
B. Materials: Learners Material in Math pp. 350-353
Analog Clock, Toy clock/Paper clock, Mystery box
C. Integration- MATHEMATICS 1 (M1NS-la-1.1)
-visualizes, represents and count numbers from 0 to 100 using variety of
materials and methods.
ARTS 1 (A1EL-lc)
-Identifies different lines, shape texture used by artist in drawing.
P.E 1 (PE1BM-lc-d-2)
-creates shapes by using different body parts.

III. PROCEDURES
A. Preparatory Activities
1. Drill
 Skip counting by 5
2. Review

Teacher’s Activity Learner’s Activity

 We already learned how to read the


calendar.
 How many months are there in one -There are 12 months in one year.
year?
 What is the first month of the year?
-The first month of the year is January.
 What is the last month of the year?
-The last month of the year is December.
B. Development Activities
1. Motivation
Teacher’s Activity Learner’s Activity

 Show a picture of a girl preparing


for a school.
 This is Ezrah and she is preparing
her things for school.
-Ezrah
 Who is the girl in the picture?

 What is she doing? -She is preparing her things for school.

 Post a problem on the board and


ask the pupils to read it.

 Problem: Ezrah will go to school


an hour from now. If the time now
is six o’clock in the morning, what
time will she go to school?

Solution 1:
Solve the problem by addition.
Show them how to add 1 and 6 =
7 : 00

Solution 2:
Based on the paper clock (seven
comes after six (6) )

-class this is 7 o’clock


in the morning.

Now, let me see your hands. Raise your


right hand as a minute hand, and the left
hand as a slant like this as the hour hand.

2. Presentation
Teacher’s Activity Learner’s Activity

 Show them a functioning clock.


 Class do you know what is this? - It’s a clock ma’am.
 This is the clock and it tells
time. - It has three hands ma’am.
 Look closely to the clock, what do
you see? - It has numbers 1-12.

- It has two long hands and one


 What do you notice to the hands of short hand.
the clock?

3. Discussion
Teacher’s Activity Learner’s Activity

 Class remember that the clock


comes from a different shapes,
design and sizes.
(show them the different pictures
of clock)

 And every hand of the clock has


it’s functions. The short hand is
what we call the hour hand
because it tells the hour. -The short hand tells about the hour.
(point the hour hand)

 What does the short hand tells


about?

 The long hand is what we call the


minute hand for it tells the minute. -The long hand tells about minute.
(point the minute hand)

 What does the long hand tells


about?

 The other long hand tells about the


seconds (point the long hand for
seconds), but on this lesson we
will focus only to the minute hand
and the hour hand. -The hour hand points at 6 and the
minute hand points at 12.
(set the clock at six o’clock)

 Take a look to this paper clock we


have. What do you observe?

 The time shown by the clock is six


o’clock. (Write 6:00 on the board)
Do you know how the clock works
so that from six o’clock the time -The hands of the clock move in the same
become 7:00? direction.

(Demonstrates how the clock


works and ask the pupils to
observe. Rotate the minute hand
until it reaches 12.)
-It is seven o’clock/ 7:00
 What do you notice?

The minute hand and the hour hand


moves in the same direction. The hour
hand points to 7 and the minute hand
points to 12.

 The direction of rotation is


clockwise.

 Now what time does the clock


shows?

 (Write 7:00 on the board) What


does 00 mean?

 It means there are no minute that


has passed 7:00

4. Practice Exercises
A. Direction: Get your paper clock and set the correct time as I tell you the time you are
going to set.

1. 4:00 2. 3:00 3. 8:00 4. 10:00 5. 11:00

B. Write the correct time shown by the clock.


1. 2.

3. 4.

5.

5. Generalization
Teacher’s Activity Learner’s Activity

 What object tells time? -The object that tells time is clock.
 What does the long hand of the -The long hand of the clock tells about the
clock tells about? minute.
 What does the short hand of the - The short hand of the clock tells about
clock tells about? the hour.

6. Application
Group Activity
Direction: Give each group a mystery box. Each box contains a problem for them to
solve, a pen, manila paper, and an extra activity to complete.
Group 1: Direction: Solve the problem by addition or subtraction. After solving the
problem, please place the hands of the clock to the correct position using the paper
clock.
Problem: Mathew is planning to go to Gabe’s house at 10 o’clock in the morning; he
must leave the house an hour before 10 o’clock because of a long trip to Gabe’s house.
What time should Mathew leave the house?

Group 2: Direction: The problem can be solve by addition or subtraction. After solving
the problem color the clock that shows the correct answer or time.
Problem: Ceanna is studying her lessons and doing her assignments within one hour
every day. If she starts at 6 o’clock, what time will she finish studying?

Group 3: Direction: The mystery box contains a problem which can be solve by addition
and subtraction. After solving the problem, draw a clock showing the correct time or
answer.
Problem: Nathan’s Math class starts at 1 o’clock in the afternoon. If the class last for an
hour, what time will it end?

IV. EVALUATION
Direction: Write the correct time in your paper. (Set the paper clock to the
following time)
1. 2:00 2. 6:00 3. 5:00 4. 10:00

V. HOME ACTIVITY/ ENRICHMENT


Direction: Read and analyze the problem carefully, write the correct time and
draw a clock showing the correct time.

Tom will be celebrating his birthday on February 28. He invited his classmates to
come and celebrate his birthday at their house at 3 o’clock in the afternoon. Tom must
prepare the party an hour before 3 o’clock, what time will Tom prepare his party?

VI. REFLECTION
After the discussion and short quiz ends 85% of the learner’s got the passing
score and almost of them got a perfect score while 15% of the learners got a score
lower than an average score.

CATHERINE ROSE MUYCO


Teacher Applicant

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