# Time to Tell Time: Showing and Writing Time

• Math
• 80 minutes
• Standards: 2.MD.C.7
• no ratings yet
July 28, 2015

Becoming fluent in reading analog and digital clocks can be very “time” consuming. This interactive lesson will engage young learners while reinforcing an important skill.

### Learning Objectives

Students will be able to write down the time shown on an analog clock and match the time on an analog clock with the time on a digital clock.

## Lesson

### Introduction (10 minutes)

• Gather the students together in a group, and explain that they will be learning about analog and digital clocks.
• Ask the students what the difference is between an analog clock and a digital clock.
• Ask the students which clock is easier to use to tell time and why.
• Show the students the analog clock. Explain to the students that an analog clock uses moving hands to show time. The long hand tells the minutes, and the short hand tells the hour. Ask the students what time the analog clock is currently displaying.
• Show the students the digital clock. Explain to the students that a digital clock shows the time with numbers.
• Point to the colon on the clock. Explain to the students that a colon is a punctuation mark that is used to separate the hours from the minutes in time. Explain to the students that the numbers on the left of the colon show the hour, and the numbers on the right of the colon show the minutes.

### Explicit Instruction/Teacher Modeling (15 minutes)

• Show a few times on the analog clock. Write down the times on the whiteboard as you show the times on the analog clock. Some examples could be: 3:00, 4:05, 4:20, 1:15, 2:30, 3:45, 5:30, 12:00, etc.
• Explain to the students that when the time changes to a new hour, you must write the time with two zeros in the minutes. Show examples on the clock, and write the examples on the whiteboard.
• Show a few more times on the analog clock.
• Call on a few student volunteers to come up and write down the times on the whiteboard so they can practice using the colon to separate the hours from the minutes.

### Guided Practice/Interactive Modeling (20 minutes)

• Pass out the small whiteboards, whiteboard markers, and small analog clocks to each student.
• Explain to the students that they will be practicing writing down time on their whiteboards and showing time using their analog clocks.
• Show a time on the analog clock. Ask the students to write the time on their whiteboards. Students can check their answer with a partner before holding up the whiteboard. Repeat a few times.
• Next, write down a time on the whiteboard. Ask the students to show the time on their analog clocks. Students can check their answers with partners before holding up their analog clocks.
• Pass out the Time 2 Tell Time 1 worksheet. Ask the students to complete the sheet with a partner of their choice.
• Rotate around the room and check the student’s work. Ask the students to share their answers when they are finished.

### Independent Working Time (20 minutes)

• Pass out the Time 2 Tell Time 2 worksheet. Have your students complete this page individually.
• Rotate around the room to help struggling students.
• Ask your students to turn in the sheet when they are finished.

## Extend

### Differentiation

• Enrichment: Have your students quiz each other by taking turns showing times on their analog clocks. Have the other students write the times down on a whiteboard. Flip the process as well.
• Support: Break off students into a small group, and have them practice showing various times on their analog clocks.

## Review

### Assessment (5 minutes)

• During guided practice, check for understanding by looking at the whiteboards and analog clocks the students hold up.
• Observe students as you rotate around the room to check for understanding.
• Check the students' worksheets after they turn them in.

### Review and Closing (10 minutes)

• Gather the students together, and ask questions to check for understanding. Potential questions include: Which clock do you prefer to use, and why? Is writing the time down or showing the time on the analog clock easier?
• Ask students to share some of the strategies they use to make telling time less tricky!