I like to do quick little warm-ups to get my first graders transitioned into our math lesson.
You can go here to see many great warm-ups that are categorized by age. I chose a game from this site called Ring the Answer for today. In my room I call it Splat and I have my students use two fly swatters. This game is great to use because it can be used for any subject, you just change the answers they have to pick from on the board. I would recommend using your chalkboard or white board for this activity because they sometimes get carried away and you don't want them to damage your Smart Board.
I like how this activity will start my students' thinking about time.
I will write 3 phrases on the board and draw some pictures to help my students remember what the phrases mean. For example, I will write:
I will divide my students into two groups and have them sit in lines in front of the board. I will hand the first student in each group a fly swatter. I will ask my class to listen to what I say and the first two kids will come to the board. Their goal is to be the first person to slap the answer with the flyswatter. I will continue until everyone has a chance to answer. This Classroom Video: Diverse Entry Points will share how students interacted with the lesson. Examples of some statements I make are:
Analog clocks are a math tool that may seem outdated, but we continue to teach their functions because they still have value, and our common core standards support the same idea. First grade CCSS wants our students to learn to read to the hour and half-hour on analog and digital clocks (1.MD.B.3). Students need to learn to read an analog clock for more than one reason. First, they are still used in lots of places. We need to prepare them as students to have the knowledge they need to be successful, capable adults across settings that will undoubtedly retain the use of analog clocks to tell time. Second, a student can look at the clock and use what the hands show us to think about geometry (the face of the clock is divided into halves and fourths - "quarter to ..." and "half past ..." are terms they can use and connect to geometry) and skip counting (the minute hand counts by 5). Third, analog clocks teach systematic thinking and complex problem solving as students move beyond simply identifying times and begin to grapple with time elapsed problems.
To start the unit off by giving students a solid familiarity with the components analog clocks, we will be creating our own analog clocks today. I will pass out the supplies: thick paper plates with pre-punched holes in the center, an hour and minute hand with pre-punched holes, and a brad to put it together. I will also have stickers for students to place at 12, 3, 6, and 9. I will use my own pieces to show my students how to put their clock together. After the hands have been attached by putting the brad through them, then through the plate hole, then bent on the back of the plate, I will help them number their hour.
I will ask my students to locate the sticker labeled 12 and place it at the top of any side. Then under it we will go straight down from that one and place the sticker labeled 6. Now we will place the other stickers labeled 3 and 9, half way between both 12 and 6. Then I will show them how to fill in with the other numbers. Here is a Completed Clock.
You can view our Classroom Video: Modeling and see how I assisted them with their clocks.
Now I will ask my students to help me create a poster showing our schedule of where we are during the school day. This will reinforce the connection between an abstract time and a concrete part of the day for them.
As we pick a new time to list on the chart, I will have them move the hands to find that time on their clock. I will make sure we have at least 8 things on our chart to allow for plenty of group practice. I will continue to point out the digital time that I am recording for our poster. I want them to see on our Classroom Video: Connection to Prior Knowledge that there are no minutes, and we record the time when we write with the hour first, followed by a colon, then 00 for no minutes. You can view our Schedule Created picture we created together.
They will pick a time from our busy schedule and move the arms on their clock to match it. I will post their clock in different places in the room and tag it with a number slip.
Students will use the Practicing Time Worksheet Printable to get up and travel around the room to record times from the clocks. Their recording sheet will have eight different clocks to complete with boxes for the digital time also. I will label the clocks as I place them around the room with alphabet letters. I will ask my students to label their worksheet with each clock's letter as they solve it. I will expect them to draw the hands of the clock they pick and write the digital time. After they complete their clocks I will walk around and make a fast answer sheet to use to grade their progress.
I will ask my students to turn to their neighbor and describe how do we know which hand is the minute hand and which one is the hour hand. I will walk around the room and listen to their conversations.