## digital clock display.docx - Section 3: Setting the Hands!

# Time to the Half Hour

Lesson 1 of 3

## Objective: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

*75 minutes*

#### To Begin

*20 min*

**Materials Needed:** Judy clocks, digital clock. ( click on each clock to see an example)

**Vocabulary:** analog, digital clocks

I display a large analog and digital clock. I point out that one is an analog clock and the other is a digital clock. I explain that we will be exploring how to tell time using both.

we discuss the different types of clocks that they have in their homes. I want students to make a connection to the lesson being taught from a real-world perspective. *Some students make reference to stop watches, arm watches, wall clocks, and cell phone. *

Using a large Judy clock as a model, I ask students to identify which hand is the hour hand (*short hand*) and which hand is the minute hand (*long hand)*. Students often have different types of clocks at home, and I want to be sure they know the differences between digital and analog clocks. It is equally important to tell them the difference between the long and short hand of the clock and what they both are used for. I may ask a few more questions. For instances, how do you know, can you tell me another way to tell time.

During this part of the lesson, I want to make sure students feel comfortable using both clocks, and know the hours from the minutes on each clock. So, I split them up into groups of five and let them explore for about ten minutes or so. As students are exploring, I ask a few probing questions. For instance: Can you point to the long hand? Can you point to the short hand? Can you tell which clock is digital/analog? How do you know?

**In this lesson we will be focusing on the following Mathematical Practice**s:

MP5 Use appropriate tools strategically.

MP6 Attend to Precision.

#### Resources

*expand content*

During an after this interactive video I ask students probing questions, to help them begin to understand how to tell time orally and in writing. I model on the board, by pausing the video at key entry points. For instance, time should be to 5 minute intervals, so I model how this should be done. I may ask a couple of volunteers to give it a try, and to explain how they understand the concept. This will help them with conceptual understanding. Throughout the video I use terms a.m. and p.m. to help students make the connection between skip counting by fives and telling time on an analog clock. After the video is complete I ask students to share out what they have learned so far. One student explains that the long hand tells the hour and the short hand tells the minute. Another student explains that you can count by five to get the minutes. So, far they seem to be using basic skip counting skills to help them determine how to count by five to discover the minutes.

*expand content*

#### Setting the Hands!

*20 min*

**Materials: Clocks.docx**

In this portion of the lesson I want students to take time exploring how to tell time on their own. To do this, I ask them to move into their assigned seats. I give each student blank analog and digital clocks. I write a list of times on the board, and give them about 10 minutes or so to set each clock to represent the given times on their own. After that, I give them an additional 5 minutes to turn and talk to their group, to see if anyone came up with anything different. This will allow them to practice on explaining how they got their answers. While students are working, I circle the room to check for understanding.** **

**For instance, I ask how do you know the difference between the hour and the minutes?., Can you demonstrate for me? How do you count when you are determining the minute hand? What skills have you use to determine how to set the correct time? Did anyone come up with something different? Explain?**

Many students explain how they count their answers, however they used vague terms, and I would like for them to speak mathematically. This will come with allowing them additional time, and introducing them to vocabulary terms used when telling time.

*expand content*

#### Check For Understanding

*20 min*

**Material: Assessment**

In this portion of the lesson I want to assess what students have learned. I ask students to return to their assigned seats. I give each students a check sheet. I explain that they should focus on the purpose of this lesson. I point out the key details. For instance, the long hand gives the minutes, and the short hand gives the hour. I also point out that we use skip counting (by 5's) to determine the minutes. These are the skills that I will be looking for when I am circling the room. Be sure to use mathematical language when explaining how you got your answer. You guys will have about 20 minutes to finish, but if you finish early take time to write a summary of today's lesson in your math journal.

As students are working I circle the room to check for understanding. **For instance, I ask how do you know the difference between the hour and the minutes?., Can you demonstrate for me? How do you count when you are determining the minute hand? What skills have you use to determine how to set the correct time? Did anyone come up with something different? Explain?**

** If time allows, I ask student volunteers to explain what they like most about the lesson.**

*expand content*

##### Similar Lessons

###### Time as Measurement

*Favorites(11)*

*Resources(17)*

Environment: Urban

###### Using Open Number Lines to Determine Elapsed Time

*Favorites(11)*

*Resources(18)*

Environment: Urban

###### It Is About TIme

*Favorites(9)*

*Resources(10)*

Environment: Suburban