I start this lesson by giving each student a Judy clock, or other clock model. I say a time to the hour (which we have practiced previously) and have the students show that time on their clock. For example, I say “Show me 5:00.” Students will use their individual clocks to demonstrate the correct time. I continue to call out random times ensuring that all students have grasped the concept of telling time to the hour.
The standard MD.B.3 requires that students be able to tell and write time to the hour and half hour using digital and analog clocks. One of the possible misconceptions for students is that they may tend to confuse the hour and the minute hand. By having the students use a demonstration clock that has movable hands, the students will be able to see concretely that the hour hand moves much slower around the clock than the minute hand. This will help them with understanding the difference between the hour and minute hands.
I show 9:00 on a large demonstration clock and ask a student to tell me the time. I ask them:
I like to explain that in today’s lesson we will learn how to tell time to the half hour. I show a clock with the hour hand on the 4 (PPT also available Time to the Half Hour). I ask the students: “Look at the hour hand on the first clock. Which choice best describes the time shown?” I discuss where the hour hand points and guide them in determining which of the three choices best describes the time. I repeat for the other two clocks. I ask the students:
I tell the students that the hour hand moves around the clock to measure time as it passes. The hand moves in order around the clock from 1 to 12. The time it takes for the hour hand to move from one number to the next is one hour. As I’m discussing, I use a large clock to demonstrate how the hour hand moves around the clock. I then ask:
Showing the second slide on the PPT, I tell students that there are 60 minutes in an hour and when the hour hand is half way between two numbers, then 30 minutes have passed. Using the example on the PPT, I show them how we write “half past”. I then guide the discussion:
I then use the remainder of the PPT to have students determine the time.
For the independent practice portion of this lesson, I have students complete the worksheet, which has them practicing writing “half past”. The worksheet does not have a minute hand on the clocks. This is an important strategy to get the students thinking about how the hour hand moves around the clock, and the position of the hour hand when the time is "half past".
For struggling students display a clock with the hour hand set to show 3:00. Ask the students:
Move the hour hand until it is halfway between the 3 and the 4. Discuss that the hour hand now points halfway between two numbers.
Have children say the time in unison. Model how to write the time: half past 3:00. Repeat several times with other examples.
To close out the lesson, I use the Time to the Half Hour powerpoint and have students write their answer in their math journal.