Many first grade classrooms use show and tell on a weekly basis for language development, socializing, and to grow a stronger classroom community. I save show and tell activities for special lessons and ask students to bring things in to introduce concepts, kick off new units, or promote real life connections for abstract math concepts. Since we do not have show and tell often, I already know my students are going to be in "hyperdrive" as soon as they come in the door. This is exactly what I want. I love when they are excited about a topic and it peaks their curiosity. As my students come in the door I will have them take their clock out of the backpacks and display them on the counter. Math is in the afternoon, so this will build anticipation all morning.
Students, we are placing our clocks on the counter to look at all morning. It will be okay to walk over and look at the clocks, but remember they do not belong to you, so it's hands off. We do not want to break something that belongs to a friend. When you come over to look, I want you to look at what is different and what is the same on each clock. Keep all your ideas in your head and we will talk and share this afternoon.
I want my students to develop knowledge of both types clocks: analog and digital. Their goal this year is to be able to read and write time to the hour and half-hour for both analog and digital times (1.MD.B.3). To support this goal, I have students showing and telling about the type of clock they brought in to share with their classmates. I want to encourage them to state the difference and similarities between all the clocks. We will be categorizing them as digital or analog and discussing the parts of each and how they work.
I will guide them towards several ideas, including:
To connect the real world examples to telling time using analog clocks, I will select our class model analog clock to show the hour hand and minute hand. It will serve as a support for how to identify the hands in the future because it will stay in our room and all the others will go home after today.
Students how many hands do you see on this clock. (2) Are they the same? (No, they are different colors and sizes.) Yes, you are right, one is red and the other is blue. What is different about their sizes? (One is shorter than the other.) Correct, What is the shorter hand pointing at but not touching? (The big numbers around the circle.) Very nice, these numbers are the hours, count with me, 1,2,3,...12. These are all the hours we have in a day. We go through the numbers one time for the daytime and one time for the nighttime. We will be using this type of clock our whole life to read time.
I will point the hand at random numbers and ask them what hour it is for practice.
I will give each student a blank piece of paper have them draw a line down the middle. One side of the page will be labeled Digital and the other side Analog. I will ask them to draw me an example of each type of clock. I want them to use as much detail and precision creating their models as they can. This correlates to MP 6 to use precision in mathematics. I want them to distinguish that clocks fall in two categories, either an analog or digital. Here are some great videos to refer to; Creating Clocks Video I, Creating Clocks Video II, Completed Work I, and Completed Work II. Their attention to detail is phenomenal.
To summarize our learning and key points of today's lesson I will ask my students to turn to their neighbor and complete this sentence: An analog has ...
I will walk around the room and listen to the conversations and note any misconceptions.