# Lesson: Telling Time: 1 hour

Tara Smith E.l. Haynes Pcs Washington, DC
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### Lesson Objective

SWBAT tell time to the hour.

### Lesson Plan

Materials Needed: DN Worksheet, teacher demonstration clock, students demonstration clock, IND Worksheet,
Vocabulary: minute hand, hour hand, minutes place, and hour.

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Do Now (2 -3 min): Students begin this lesson by reviewing the minute and the hour hand. The students should use two different colors to identify the hour and minute hand.  The teacher should write the time on the line below the clock to reinforce the relationship between the hands on the clock and the time.

Opening (3-5 min): Teacher begins by reviewing the answers to the DN. The teacher should either draw the clocks on the board/chart or use an overhead so the students can see the answers. The teacher should then state the objective. “Today we are going to review telling time to the hour. I bet some of you are experts at this. By the end of this lesson, you will be able to tell time to the hour.”

Direct Instruction/ Guided Practice (10 – 12 min): Teacher begins by saying, “To be masters at telling time we first must pay attention to the hands on the clock. Can anyone tell me the differences between the two hands [Students should have reviewed this previously. Ex answer: one hand is longer than the other] Yes! That is exactly right. We have to pay attention to the length of the clock hands. Who knows what each hand refers to? [long hand is the minute hand, short hand is the hour hand]. YES! You guys are experts!!! Now that we know what we are looking for, let’s practice telling time to the hour. I will do the first one and then we can do the rest together.

The teacher holds up the demonstration clock set to 12:00. She has an intentionally puzzled look on her face and then says, “Wait! I am confused. Both of the hands are pointing to the same number, this is tricky. Let me think about what I just taught you guys so I can figure this out… Ok. I need to look for the minute hand. It is on the 12, so that makes the minute… [teacher counts by fives from 1 to 12 until she reaches 60]. 60?? 60? What does 60 mean. OHHHHHHHHH, wait, that means that I put a 00 in the minute place. Ok, I know my minutes so now I can look for my hour. It is pointing to the 12 too, so I guess that means it is 12:00. “ The teacher breaks character and reminds students that they can find the hour first if that is easier for them.

The teacher uses the demonstration clock made in lesson 1 to show the class the following times.

3:00
7:00
2:00
5:00
1:00

The teacher asks the following questions:
Where is the long hand/minute hand pointing?
Where is the short hand pointing?
What time does that make it?
Can anyone count out the minutes for me? If it is 60 minutes, what do I put in the minute place?

Independent Practice (10 min): The teacher hands out the IND Practice Worksheet. Once the students are finished they should quiz each other using their demonstration clocks from Lesson 1.

Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to quickly review the three ways to communication times to the half hour and demonstrate telling time on demonstration clock.

### Lesson Resources

 IND telling time side 2   Classwork 374 IND telling time side 1   Classwork 363 DN minute and hour hand   Starter / Do Now 324