Yesterday we made clocks and focused on the hour hand only. We saw that sometimes the hour hand is on the big numbers, sometimes it is past the hour hand. If it past the hour so we have to lean back, lean back. Today we are going to look at the minute hand and learn how the minute hand tells the time.
Telling time is really important-we use time all the time in real life. We have to check the clock to know how long things take us, we use the clock to know if it is time for PE, recess or lunch. Grown ups use the clock also.
Our job today is to explain how the minute hand works and be able to tell the time when the minute hand is on the 12.
Present problem: I am trying to make a class schedule using clocks. We go to dance at 10:00. How can I show 10:00 on my clock?
"If you meet your learning goal today, you will be able to answer this question no problem!"
Focus on minute hand:
Key points: The minute hand is the BIG hand. And the minute hand moves faster than the hour hand. The minute hand moves like a bunny! It jumps around the clock.
When the minute hand is pointing to the 12, it is the start of a new hour. We write 00, or o’clock. We DO NOT write the big numbers, the minute hand is afraid of the big numbers!
I'll model with a few times on teacher clock, specifically modeling how to write the time.
Review steps of telling time (from day before):
1. Find the hour hand. Circle it.
2. What is the hour hand pointing to? What if it is in the middle?
3. Find the minute hand.
4. (Leave blank for today)
Student Interactive Practice:
Group A: Intervention
Students do Group A sheet with teacher in small group. This practice page has guidance on where to write the hour and where to write the minute. When students complete this, they can start the classwork.
Group B: Right on Track/Group C: Extension
All other students cut out clocks to match a given time in a schedule. When they finish, they use this schedule to answer questions. This pushes writing across the curriculum, and also helps them learn to use tables to find information.
This is another way of exposing them to the type of features they will see in nonfiction text. "CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text."
See attached documents for independent practice sheets.
See attached video of a student working on the Scheduling independent practice!
I'll review learning objective and go back to initial problem. I'll also remind students that if they met their learning goal today, they should be able to answer this question.
I'll have students discuss the answer to the problem in partners.