# Review Time; Hour and Half Hour

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## Objective

SWBAT read and write time in hours and half-hours using digital and analog clocks.

#### Big Idea

What time is it? They can answer this themselves when they have mastered the art of reading a digital and analog clock. This is a review of both and additional practice for my class.

## Rev Them Up

5 minutes

Analog clocks are a math tool that may seem outdated, but we continue to teach their functions because they still have value, and our common core standards support the same idea.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 several public facilities and in aviation and maritime. We need to prepare them as students to have the knowledge they need to be successful, capable adults.  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) and skip counting.  Third, analog clocks teach systematic thinking as students move beyond simply identifying times and begin to grapple with time elapsed problems.

This lesson will be a review of time to the hour and half hour for my students.

To set the tone for the lesson and get my kiddos thinking about time, I am going to have them assist me in designing our daily schedule. We will have a class discussion and I will ask for their input to help me create a chart similar to this example of class schedule.

## Whole Group Interaction

10 minutes

Telling time to the hour and half-hour require specific mathematical language for students to convey their thoughts. The terms students use are very important for them to relay this information as accurately as possible. (MP6).

In this lesson I plan to review terms that help students describe time to the hour and half hour. We will have multiple discussions, including how to read timeclock hands review, and difference between hands. My goals for this part of the lesson are:

• Emphasizing "half past" and "o'clock."
• Reviewing hour hand is short, minute hand is long.
• Reviewing hour hand just past an hour is still that hour.
• Reviewing minute hand aiming on "6" is half past.

## Independent Practice

10 minutes

I will using two worksheets, A and B, for my students to practice reading and writing time to the hour and half past. I will print both and copy for my students. I will be walking around the room and assisting students as they need help. If I have multiple students who need help, I will gather a small group at our meeting table. I always keep our model analog clock out in class and refer students to it if they are having difficulty. Students are encouraged to go use it and manipulate the hands to find an answer. If necessary, I will get our class set of analog clocks out for multiple students to use.

It is important that you have taught your students that 30 after is half past. You will see in this video that my student is at the beginning stages of making this connection. Make sure you hold up your class clock and show them when the minute hand is on 30 minutes it is dividing the clock in half which is where we get the phrase half past the hour.

## Closing

5 minutes

I will use 2 of our classroom analog model clocks to set: one for 3:00 and the other for 3:30. This should put the hour hand directly on the 3 on one and offset between the 3 and 4 on the other.

Then I will pass out a piece of handwriting paper to all students and ask: Is the hour 3 on both clocks? Explain your answer.

This will provide me a check for understanding to see what my students understand about the hour and minute hand.