##
* *Reflection: Developing a Conceptual Understanding
Review Time; Hour and Half Hour - Section 3: Independent Practice

One of the main pieces to teaching analog clocks is to emphasize the difference between a minute hand and hour hand. I share with my students the minute hand is longer because it has to reach through the hour number and point at the minutes that are drawn along the edge of the clock face and the hour hand is shorter because it only has to point at the big numbers. This student discovered that being precise matters because I could not read the time she drew on her clock. Many classrooms are now designed with only digital clocks, and most students are use to only viewing a digital clock due to our technological age. It is very important to have an analog clock in your room for them to practice on and would be even better if you had one hanging up for them to read next to any wall digital clock.

*Developing a Conceptual Understanding: Pertinent discussion*

# Review Time; Hour and Half Hour

Lesson 5 of 5

## 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 min*

Analog clocks are a math tool that may seem outdated, but we continue to teach their functions because they still have value, and our common core standards support the same idea.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.

#### Resources

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#### Whole Group Interaction

*10 min*

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 time, clock 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.

*expand content*

#### Independent Practice

*10 min*

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.

#### Resources

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#### Closing

*5 min*

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.

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- UNIT 1: Ordering Numbers
- UNIT 2: Building Counting Skills
- UNIT 3: Addition Strategies
- UNIT 4: Understanding Subtraction
- UNIT 5: Word Problems
- UNIT 6: Understanding Shapes
- UNIT 7: Fractions
- UNIT 8: Measurement
- UNIT 9: Graphs, Tables, and Charts
- UNIT 10: Place Value
- UNIT 11: Subtraction Strategies
- UNIT 12: Understanding Time
- UNIT 13: Understanding Addition