Understanding A.M. and P.M.

Lesson Overview

• Grade Level: 2nd Grade
• Timeframe: 30 Minutes
• Curriculum Area: Mathematics; Measurement and Data (Aligned to Common Core State Standards - CCSS.MATH.CONTENT.2.MD.C.7)
• Objective: By the end of the lesson, students will be able to identify and use the terms "a.m." and "p.m." to describe times of the day accurately.

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Materials Needed

• Four mini whiteboards with markers (one per student)
• Pre-made clock face flashcards showing different times of day (at least 10 examples like 7:00, 3:00, and 9:30)
• A real or model analog clock with movable hands
• A large visual chart titled "A.M. vs. P.M." for display
• Sentence strips and sticky notes
• A small collection of real-life images (morning breakfast, nighttime stars, students boarding a school bus, brushing teeth before bed, etc.)

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Lesson Structure

1. Engagement (5 Minutes)

Kickoff Activity

1. Begin with an interactive question:
   • “What time of day do you wake up? What about bedtime?”
2. Show two real-life photos (e.g., a child brushing teeth at night and another eating breakfast).
   • Ask: “Are these times the same? How do we tell if it’s morning or night?”

Introduce Vocabulary

• Write "a.m." and "p.m." on the board.
• Briefly explain:
  • A.M. = Morning (from midnight to just before noon).
  • P.M. = Afternoon to night (from noon to just before midnight).

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2. Instruction and Modeling (10 Minutes)

Visual Anchor Chart:

• Show the large chart:
  • Under “A.M.”: Add examples like “wake up, breakfast, go to school.”
  • Under “P.M.”: Add examples like “lunch, sunset, bedtime.”
• Use the analog clock model to point out:
  • Midnight = 12:00 a.m.
  • Noon = 12:00 p.m.

Model Scenarios:

• Use the analog clock to set a time (e.g., 8:00). Ask students:
  • “Is this a.m. or p.m. if we’re eating breakfast?” (a.m.)
  • “What if it’s dark outside, and you're heading to bed?” (p.m.)

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3. Guided Practice (10 Minutes)

Activity: Time Sort Game (7 minutes)

1. Hand each student two sticky notes labeled “A.M.” and “P.M.”
2. Show real-life photos (e.g., children reading a bedtime story, the sun rising).
3. Students will hold up the correct sticky note to identify whether the scenario happens in "A.M." or "P.M."

Activity: Draw-and-Tell (3 minutes)

1. Give each student a mini whiteboard and marker.
2. Call out a time and scenario (e.g., "It’s 7:30, and you’re eating cereal. Draw this clock and label it a.m. or p.m.").
3. Monitor student responses, offering corrections and praise.

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4. Independent Practice (7 Minutes)

Activity: Match the Time

1. Distribute clock face flashcards (one per student).
2. Each flashcard shows a time (e.g., 9:00, 4:30, 11:00).
3. Students will decide whether their time is in “a.m.” or “p.m.” and come up with a real-life activity that fits the time.
   • Example: "4:30 p.m.—going to soccer practice."
4. Go around and share answers to ensure comprehension.

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5. Wrap-Up and Reflection (3 Minutes)

Class Review

• Quick-fire Questioning Game: Ask each student to answer one of these:
  • “What time does a.m. start?”
  • “What happens at 12:00 p.m.?”
  • “Name one thing you do in the morning.”

Exit Ticket Task

• Each student writes down one personal example of an "a.m." activity and one "p.m." activity on a sentence strip to leave on the teacher's desk.

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Differentiation

• Advanced:
  • Ask these students to write two sentences describing a specific activity and its corresponding time in both "a.m.” and "p.m."
• Support Needs:
  • Work one-on-one during the Guided Practice to ensure understanding. Offer clues like “Do you see sunshine or the moon?”

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Assessment Checklist

• Formative Assessment during Activities:
  • Did students correctly identify "a.m." and "p.m." during the Time Sort Game?
  • Were students able to draw the requested times and scenarios independently on their boards?
• Exit Ticket Review:
  • Did students correctly name a personal "a.m." and "p.m." activity?

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Teacher's Reflection

• Did students successfully understand the difference between "a.m." and "p.m.?"
• Were the materials engaging and age-appropriate? Consider whether hands-on activities like drawing clocks were effective.
• Adjust future lessons for any students needing additional practice with identifying time terminology.

End of Lesson Plan