Lesson: Telling Time to the Hour

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Lesson Objective

SWBAT identify the minute hand and the hour hand. SWBAT tell time to the hour (using o’clock)

Lesson Plan

Achievement First Lesson Planning Template (2-pager)      


Teacher:  Strattner

Date:  Monday 11-23-09

Subject: Math

Class:  Louisville

AIMS for the class (on the board before class starts):


SWBAT identify the minute hand and the hour hand.

SWBAT tell time to the hour (using o’clock)


EXIT SLIP / Assessment of FIRM MASTERY of the Aims:


SW ID the minute/hour hand.

SW tell time on 2 clocks to the hour.

AGENDA with times for each item (on board before class starts):


Do Now: 2 min

I: 10 min

We: 10 min

You: 10 min

Exit: 5 min




Demonstration Clock

GP/IP/Exit Slip Worksheets

1) Quick Questions / Do Now (Cumulative Review and Geared for Quick Success) 3-5 minutes


2) Students go over the AIMS and AGENDA for the class (on the board) 30 seconds to 1 minute

3) Mini-Lesson / Modeling (“I” or “I/We”) 5-15 minutes


·      Scholars, I am so excited! Today we are going to learn about time! (SW silent cheer)

·      Why do people use clocks? (SW raise hands to provide answer: people use clocks to tell time, to know when they need to be somewhere etc.)

·      Exactly! Knowing how to tell time is so important because we need to know when we need to be somewhere, what time something starts etc.

·      Today we will be working on looking at a clock and learning how to read the hour hand.

·      TW show Ss demo clock.

·      TW introduce clock song:

·      I’m a little clock, up on a wall. Here is big hand, here is my small. If you hold me close, you will hear, tic-toc, tic-toc in your ear.

·      The big hand is the hour hand, have scholars repeat this (tell your neighbor, whisper it to me, etc.)

·      The small hand is the minute hand, for now all we need to know is that the minute hand will always be on the 12. It will always be on the 12 because we are only reading

·      Where will the minute hand always be when we are telling time to the hour? (the minute hand will always be on the 12)

·      TW show scholars how to move their hands to make clock hands.

·      SW use their hands to make hour hand/minute hand.

·      TW use demonstration clock and read each hour to Ss while moving hands (i.e. 1 o’clock, 2 o’clock, 3 o’clock etc.)



Key Vocabulary 0-5 minutes, interwoven













4) Guided Practice (“We”) 5-20 minutes


·      TW ask Ss which is the hour hand? (SW TPS and then raise hands to provide answer: the hour hand is the big hand)

·      TW move big hand to the 7 and ask Ss what time it is.

·      TW move big hand to 3 and ask Ss what time it is. (SW TPS and raise hands to provide answer: It’s 3 o’clock.)

·      SW move back to their desks and write name on GP.

·      TW walk through 4 GP problems with Ss.

·      What does it mean when the little hand is on the 12?

·      Which is the hour hand?

Key questions to check for understanding during GP: (Level 1 and Level 2)











5) Way to Check for Understanding before Independent Practice 1-3 minutes (proceed only if class masters)

TW make a mistake on problem 4 and read the minute hand as the hour hand (i.e. oh okay, it’s 12 o’clock) Ask Ss what is wrong. SW raise hands to provide answer. You read the minute hand instead of the hour hand!) SW correct T.

6) Independent (or pair / small group) Practice (“You”):

15-25 minutes


·      SW complete their IP/Exit Slip

·      TW pull a small group of Ss who are struggling to back table.


7) Cumulative Review

T should review by having scholars tell time to the hour on a small demo clock.

8) Homework


TS assign a worksheet identical to the IP but with different times. 


9) Exit Slip / Final Assessment of FIRM MASTERY of the Aim:  1-5 minutes

SW complete exit slip. ***TW read questions so Ss must complete along with entire class. If time, TW circulate to check scholars work. If a S got 100% TW whisper “Good Job ____________” and class will respond “Good Job ___________” (This routine must be pre-taught so that Ss understand the expectations (has to be a whisper, shouldn’t interrupt other’s work etc.)

Lesson Reflection

What went well?


Scholars were successful because they had the practice with the demo clocks.  



What would you change?


Identify scholars who are having difficulty immediately and have them practice on demo clocks. 

What needs explanation?


Emphasize why we tell time, have scholars explain why they think being able to tell time is important etc.












Lesson Resources

Telling Time to the Hour LP/GP/IP/Exit Slip   Lesson Plan
Telling Time Worksheet Masters


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