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    A Detailed Lesson Plan in Mathematics II

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    Joyce Mae Alcoser
    The document outlines a lesson plan for teaching students how to tell time using an analog clock. It includes objectives, materials, teaching procedures such as motivation, presentation, discussion and practice activities. Students learn that an analog clock has numbers 1-12 and two hands, the short hand tells the hour and long hand tells the minutes. They practice reading and writing times such as 9:05 and 11:25.

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    © All Rights Reserved
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    A Detailed Lesson Plan in Mathematics II

    Uploaded by

    Joyce Mae Alcoser
    23 views7 pages
    The document outlines a lesson plan for teaching students how to tell time using an analog clock. It includes objectives, materials, teaching procedures such as motivation, presentation, discussion and practice activities. Students learn that an analog clock has numbers 1-12 and two hands, the short hand tells the hour and long hand tells the minutes. They practice reading and writing times such as 9:05 and 11:25.

    Original Description:

    Detailed lesson plan in Filipino

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    The document outlines a lesson plan for teaching students how to tell time using an analog clock. It includes objectives, materials, teaching procedures such as motivation, presentation, discussion and practice activities. Students learn that an analog clock has numbers 1-12 and two hands, the short hand tells the hour and long hand tells the minutes. They practice reading and writing times such as 9:05 and 11:25.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    23 views7 pages

    A Detailed Lesson Plan in Mathematics II

    Uploaded by

    Joyce Mae Alcoser
    The document outlines a lesson plan for teaching students how to tell time using an analog clock. It includes objectives, materials, teaching procedures such as motivation, presentation, discussion and practice activities. Students learn that an analog clock has numbers 1-12 and two hands, the short hand tells the hour and long hand tells the minutes. They practice reading and writing times such as 9:05 and 11:25.

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    © All Rights Reserved
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    A Detailed Lesson Plan in Mathematics II

    I. Objectives
    At the end of the lesson, at least 75% of the students are expected to;
    a. indicate time accurately using the analog clock
    b. appreciates the importance of time
    c. write time as shown on the clock.

    II. Subject Matter


    Topic: Telling Time
    Reference: Real-Life Mathematics 2, pp. 365-369
    Materials: real clock, toy clock.

    III. Teaching Procedure

    Teacher’s Activity Student’s Activity


    A. Preliminary Activities
    1. Prayer
    Everybody stand up and Aleah, please lead Aleah: Let us pray classmate, in the name of
    the prayer. the father, the son, and in the holy
    spirit……………. Amen.

    2. Greetings
    Good morning class! Students: Good morning, Teacher!
    How are you today? Were all fine, Teacher!
    Great to hear that!

    3. Action Song
    Before we proceed to our discussion, let’s This is the time (2x)
    have first an action song . That we’re waiting for(2x)
    We’ll learn our math(2x)
    And apply them all(2x)
    So, this is the time that we solve problems.
    We’ll learn them all and apply them well.
    This is the time(2x)
    That we’re waiting for.

    4. Checking of Attendance
    Now let’s check your attendance, Darwin as (Darwin will check the attendance)
    our class beadle , could you please check the
    attendance.

    Who is absent for today, Darwin? Darwin: No one is absent, Teacher.

    Very Good! No one is absent from the class (The students were clapping)
    today. Let’s give a clap for everybody.

    5. Setting of Agreement
    Before we proceed let us see first if you still
    remember our classroom rules.

    What will you do if your teacher is talking? Jessel: Listen attentively, Teacher.
    Yes, Jessel?
    Very Good, Jessel!
    Listen attentively when your teacher is talking
    and also avoid talking with your seatmates.

    How about if you want to ask or answer some


    questions? Yes, Kyla? Kyla: Raise your right hand, Teacher.
    Excellent answer, Kyla!
    Remember class you should always raise your
    hand first if you want to ask or answer some
    question.

    And lastly, what will you do if I will give you a


    group activity? Yes, James. James: Cooperate and Participate, Teacher
    Great answer, James!
    You should always cooperate and participate
    if ever I will give you a classroom activity.

    Once again what are our classroom rules? Students: Listen attentively, raise your right
    hand, Cooperate and Participate.

    6. Motivation
    What time do you wake up every morning? (students have varied answer)
    What time do you eat your breakfast? (Students have varied answer)
    What time will you go to school? (students have varied answer)

    (teacher a real clock to the pupils)

    Are you familiar with this object? Students: Yes, Teacher.


    What do you call this object? Dina. Dina: That is a clock.
    Ricky, what object is this again? Ricky: A clock, Teacher.
    Very Good!!

    Why do we need clock? Jessa? Jessa: We use clock so that we can tell time.
    Can you repeat the answer of Jessa,
    Samantha. Samantha: We use clock so that we can tell
    time.
    Excellent!!

    B. Presentation of the topic

    Now class, look at the clock what does it Jerald: It has numbers from 1 to 12 and 2
    has? Jerald. clock hands.

    Can you please repeat the answer of Jerald,


    Kim? Kim: It has numbers from 1 to 12 and 2 clock
    hands.
    Please read, Angel. Angel: The short hand is called the hour
    hand, it tells the hour. And the long hand is
    called the minute hand, it tells the minute of
    the clock.

    1. Discussion
    In one complete cycle of the minute hand it is
    equal to 60 minutes or 1 hour.

    So how many minutes in one complete cycle


    of the minute hand? Joel? Joel: There are 60 minutes in one complete
    cycle of the minute hand.
    Exactly! There are 60 minutes in one
    complete cycle of the minute hand.

    (illustrate on the board)

    From 12 to 1, there are 5 marks representing


    5 minutes, let’s count. (children will count)

    From 12 to 1, how may minutes? Jane? Jane: There are 5 minutes from 12 to 1.
    Yes, it’s 5 minutes.
    From 12 to 2, how many minutes? Leah? Leah: There are 10 minutes from 12 to 2.
    Very Good, it has 10 minutes.
    From 12 to 3, how many minutes? Ariel? Ariel: There are 15 minutes from 12 to 3.
    Fantastic!
    How about 12 to 12, how many minutes?
    James? James: There are 60 minutes, Teacher.

    In 60 minutes, how many minutes? Student: There are 1 hour in 60 minutes.


    Excellent!

    Again, what hand tells about the hour? Kyle? Kyle: The hand that tells the hour is the short
    hand.
    Can you repeat the answer of Kyle, Jessa? Jessa: The hand that tells the hour is the
    short hand.
    Correct! It’s the short hand.

    And what hand tells about the minute?


    Ricky? Ricky: The hand that tells the minute is the
    long hand.
    Can you repeat the answer of Ricky, Joyce? Joyce: The hand that tells the minute is the
    Very Good!! long hand.

    Now let us learn on how to read and write


    the time. Are you ready? Students: Yes, Teacher!

    Look at the clock, the hour points to 9 while


    the minute hand points to 12. What time is
    it? Students: The time is 9 o’clock.
    Who wants to write 9 o’clock on the board?
    Stephen? (Stephen will write 9 o’clock on the board)
    Everybody say 9 o’clock. Students: 9 o’clock
    We can write 9 o’clock in this way. (9:00)

    How about when the minute hand points to


    1. What is now the time? Students: The time is 9 o’clock and 5 minutes.
    Good! It’s 9 o’clock and 5 minutes.
    Write 9 o’clock and 5 minutes on the board,
    Keth. (Keth will write 9 o’clock and 5 minutes on
    the board)
    Class, is Keth answer correct? Students: Yes, Teacher.
    So class, we can write 9 o’clock and 5 minutes
    in this way. (9:05)

    Now, what if the minute hand points to 2.


    What will be the time? Students: 9 o’clock and 10 minutes.
    Excellent!!
    Can you please write 9 o’clock and 10
    minutes on the board, Cheska? (Cheska will write 9 o’clock and 10 minutes
    on the board)
    Is Cheska answer, correct? Students: Yes, Teacher.
    Very Good!
    We can write 9 o’clock and 10 minutes this
    way. (9:10)

    Now class, if the minute hand points to 3,


    what will be the time? Students: The time will be 9 o’clock and 15
    minutes.
    Who can write 9 o’clock and 15 minutes on
    the board? Daniel. (Daniel will write 9 o’clock and 15 minutes on
    the board)
    Is Daniel, answer correct? Students: Yes, Teacher.

    So, did you know how to set and read a Students: Yes, Teacher.
    correct time?

    C. Guided Practice or Enhancement activities

    Now class I will group you into 3 groups, this


    row will be the group 1, this row will be the
    group 2 and the last row will be the group 3.
    Are we clear? Student: Yes, Teacher.

    We will having a game, this game is called


    “Draw in My Back”. All you to do is that you
    will pick a member to come here in front and
    look what time will I set, and after that you
    will go back to your groupmates and write
    the answer on the back of your groupmate
    until to the last person who will be facing on
    the board. Are we clear? Students: Yes, Teacher.
    Are you ready? Students: Yes, Teacher.
    Let’s start!
    8:05 (Students have varied answer)
    7:15 (students have varied answer)
    12:12 (students have varied answer)
    11:25 (students have varied answer)

    D. Generalization
    In one complete cycle of the minute hand, Students: There are 60 minutes in one
    how many minutes? complete cycle of the minute hand.

    In 60 minutes, how many hour? Students: 1 hours.

    What is the importance of time? Jane? Jane: Time is very important because it helps
    Very Good,Jane! prioritize task and maxims rsources.
    Who has another idea? Roy? Roy: Time is important in life because it allow
    us to accomplish tasks, make progress and
    Excellent answer, Roy! achieve our goals.

    E. Application

    Once again at the same group. We will be


    having another game, this game is called
    “Game-using Die time”, as I flash the card
    time, you must draw a line to set the time
    correctly on the board. I will only show the
    card time only for 5 seconds. When you hear
    the word “GO” it is time to go to the board
    and answer. The faster the group with the
    correct answer will win. Are we clear? Students: Yes, Teacher!
    Let’s start!!

    IV. Evaluation.
    Draw a clock and show the time by drawing the hand of the clock .

    1.3:25

    2.4:04

    3.5:55

    4.4:10

    5.12:15
    V. Assignment
    Write your answer on your assignment notebook. By using the clock.
    1. Tell what time do you wake-up.
    2. Tell what time do you go to school.
    3. Tell what time do you eat your dinner.

    Prepared by:
    JOYCE MAE B. ALCOSER
    BEED-IV

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