EL Support Lesson

Clock Concentration

Get ready to teach all about time with a fun game that has students match the time on analog and digital clocks. Use alone or with **The Clock Struck What?**
This lesson can be used as a pre-lesson for the The Clock Struck What? lesson plan.
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This lesson can be used as a pre-lesson for the The Clock Struck What? lesson plan.

Students will be able to tell time to the hour and half hour and match analog and digital clock faces.


Students will be able to describe the steps to tell time with content-specific vocabulary using visual and partner support.

(5 minutes)
  • Show students a digital clock (e.g,. an alarm clock), and have them turn and talk to a partner to describe the clock.
  • Record students observations on the board (e.g., that the clock is shaped like a rectangle, that it shows the time with numbers, etc.). Ask students to name places they may have seen a digital clock, such as on a microwave or cell phone.
  • Show students an example of an analog clock, and have them describe the analog clock to a partner.
  • Tell students that an analog clock is a type of clock that shows the numbers from 1-12 and has moving hands. Invite students to share what they notice about the analog clock and record their observations.
(5 minutes)
  • Tell students that both the analog and digital clock are used to tell time, but they display the time differently.
  • Show students an example of a demonstration analog clock.
  • Review key vocabulary using Vocabulary Cards and pointing to features of the demonstration clock.
  • Explain that the a new day starts at midnight, or 12 o'clock. Position the hands to show 12 o'clock.
  • Ask students how 12 o'clock would appear on a digital clock. Invite a student volunteer to write "12:00" on the board. Label the 12 "hour" and the 00 "minutes."
  • Tell students that since no minutes have passed, we write "00," but say "o'clock."
  • Show students how the hour hand and minute hand rotate, or turn around the clock, together. Ask students what they notice about the hour and minute hands. Tell them that, on the clock, hand means pointer, which is different from the hands on our bodies.
  • Instruct students to stand up and repeat "rotate" as they spin around. Tell them to repeat "shorter" as they move their hands close together and "longer" as they separate their hands far apart.
  • Rotate the minute hand on the demonstration clock as you count by five. Teach students that it takes 60 minutes, or one hour, for the minute hand to rotate completely around the clock.
  • Ask students how many minutes have passed when the minute hand points straight down at six (30).
  • Display Vocabulary Cards and instruct students to add new terms to the Glossary (optional).
(10 minutes)
  • Remind students that it takes one hour for the minute hand to rotate completely around the clock. There are 60 minutes in an hour.
  • Write the question, "What time is it?" on the board. Write the sentence frame, "It is ____ ."
  • Distribute personal whiteboards and markers, and tell students that you will show them a time on the analog clock. They will write the same digital time on their whiteboards.
  • Have students ask chorally, "What time is it?"
  • Begin with times to the hour. Show them 8 a.m. on the analog clock and give them context such as, "This is what time we start school."
  • Formatively assess students' ability to write the time digitally by noting responses on personal whiteboards. Review with students that since no minutes have passed in the hour, we write the time 8:00. Have students repeat after you, "It is 8 o'clock."
  • Practice with more times to the hour until students are able to record times accurately on the whiteboards.
  • Model showing the time 1:30. Think aloud, "We are working on [math] at this time." Count by fives until the minute hand points to the six on the analog clock, and call attention to the fact that the hour hand points halfway between the one and two. * Ask students, "What time is it?" Model writing the time digitally. Have students repeat "1:30" after you, and remind them that this stands for one hour and 30 minutes.
  • Do a few more examples together, and then prompt students to write the time digitally on their whiteboards as you assess understanding.
  • Prompt students to ask their partner a question about what time he or she does something, for example, goes to bed or eats dinner. Display the sentence frame, "What time do you ____?"
  • Students can respond by writing the digital time on their personal whiteboard. Display the sentence frame, "I ____ at __."
(10 minutes)
  • Label the demonstration clock with "00" at the 12 and "30" at the six.
  • Distribute the Clock Concentration game. Students should mix the cards and match the digital clock to the analog clock. If a student makes a match, they take another turn immediately after.
  • As students turn over the cards, partners should share their cards with each other using the sentence frame, "It is ____."
  • When no more cards are in play, partners count their cards. The student with the most cards wins.


  • Allow students to say the time in home language (L1)
  • Work with students in teacher-led small groups to play the game. Make sure students have mastered time to the hour before introducing time to the half hour.


  • Teach students that since there are 24 hours in a day, it is 12:00 twice: midnight and noon. Teach students the phrases "in the morning," "in the afternoon," "in the evening," and "at night" to be more specific as they tell time.
  • Extend the game by telling partners to use a past tense verb to describe what they did at that time yesterday. For example, "At 12:00 in the afternoon, I ate lunch." "At 12:00 at night, I slept."
(5 minutes)
  • Circulate in the room as students play the game and observe whether students are able to accurately match the analog and digital times. Listen for accuracy as students share the time with their partner. For example, some may say "twelve, zero, zero" instead of "12 o'clock."
  • Bring the class back together after the game and address common errors.
(5 minutes)
  • Review the class's daily schedule with students, noticing activities that happen on the hour or half hour.
  • Count chorally by fives as a class as you demonstrate a rotation of the minute hand on the demonstration clock a final time.
  • If possible, tape "00", "05", "10," etc. outside the 12, one, and two of the classroom analog clock for reference.

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