This lesson is great as an extension in first grade and an early lesson in 2nd grade, as it goes to the quarter hour (1MDB3, 2MDC7). This lesson also gives students a way to practice time in the context of a real life situation, a movie schedule!
We have been looking at how a clock tells us the time, and how clocks look when it is the hour and half hour. Today we are going to look carefully at what happens when the minute hand is somewhere else-not on the 6 or on the 12!
Today we will look at a movie schedule. A schedule is a type of chart that tells us when things will happen. We use clocks in real life to see what time movies are playing.
Your thinking job today is: How can I figure out what the minute hand is telling me about the time on a clock?
Because the opening discussion introduces something new, you might find that students suddenly are forgetting basic things like time to the hour. I often have kids that will revert back to writing 12 for the minute instead of 00 when I introduce this new topic. Doing think alouds helps with this: For example, "Oh the minute hand is on the 12. I know that from work we have already done, it is just o'clock".
Yesterday, I was at the movies. I looked at the movie schedule and wanted to see the movie, Alvin and the Chipmunks. I looked at the schedule to see what time the movie started. This is what I saw:
Alvin and the Chipmunks: 1:00, 1:15, 1:30, 1:45, 2:00
So there is a movie starting at each of these times. I could go at 1:15, or I could go at 2:00. I looked down at my watch to see what time it is but realized I had a problem. I didn’t know what 1:15 or 1:45 would look like. So how could I know which movie I could go see?
I'll show a teacher clock to the class for this portion of the lesson.
Let’s start with 1:00. That one is easy. Who can tell me how to find 1:00?
Now the next movie starts at 1:15. How can I get to 1:15?
I'll chart 1:00 and 1:15 on chart paper to support partner talk. Partner talk: How did we figure out 1:15?
I'll continue this routine for the other times for the movies, charting each one so students can discuss how the clocks changed to represent each time.
Now that we know what these times look like on a clock, I can figure out which show to go to. My watch looked like this one *points to 1:45*. So what movie show time should I go to?
Students create their own movie schedule in the independent practice by cutting out clocks and gluing them to match a given time and movie.
All independent practice documents are attached!
Students come back together and share their movie schedules with a partner. I'll choose one movie time to do together as a class.