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Students will be able to tell and write time to the hour and half hour.
- Read aloud The Clock Struck One.
- Ask students review questions from the story, for example: "What time did the mouse run up the clock?" "At what time did the cat wake up?"
- Tell the class that, today, they will tell and write time to the hour and half hour using analog clocks.
- Before reading the story, ask students to name different devices for telling time, such as different types of clocks and watches.
- Show students the picture of the grandfather clock. Point to the other types of clocks in the book and have students repeat as you name them: cuckoo clock, alarm clock, pocket watch, etc.
- Rephrase the story as you read. Think aloud, "It says the clock struck one. That means it was 1 o'clock. I see the clock shows 1 o'clock, so that makes sense with what I see in the picture.
- Explain the struck is the past tense of strike. Strike can mean different things, including to hit something. In the story it means to tell something by sound. The sound of bells is heard on a grandfather clock exactly on the hour, so exactly at 1 o'clock, 2 o'clock, etc.
Explicit Instruction/Teacher modeling(10 minutes)
- Show the class at least two different clocks from the book. Ask students to share any similarities and differences they noticed.
- Show students the demonstration clock and tell them it is called an analog clock. Introduce the short and long hand.
- Explain to the class that the short hand tells the hour and the long hand represents the number of minutes. Model counting five minutes, by either pointing or moving the long hand to each digit on the demonstration clock.
- Repeat counting by five minutes, but placing emphasis on the 6 for 30 minutes and on the 12 for 60 minutes. Explain that 60 minutes equals one hour.
- Have students repeat, "The hour hand is shorter, and the minute hand is longer." Gesture with your hands close together when you say "shorter" and move them far apart to show "longer."
- Ask students how to say "hour, minute, second, 1 o'clock" in their home language (L1). For Spanish-speaking students, point out cognates: hora/hour, minuto/minute, segundo/second.
- Ask students to name the shape of the analog clock.
- Point to the clock in the classroom and tell students that it is an example of an analog clock. Ask them to name other places they have seen analog clocks.
- Create a Venn diagram to compare and contrast an analog clock with a digital clock. Display the sentence stems:
- The analog clock and the digital clock both ____ (have numbers/tell time).
- The analog clock ____ (is round/has hands), but the digital clock (is a rectangle/does not have hands).
Guided Practice(15 minutes)
- Pass out analog clocks to the class.
- Review with students that the short hand tells the hour and is known as the hour hand. The long hand represents the number of minutes and is known as the minute hand.
- Ask students to identify the hour and minute hand on their clocks.
- Ask students to point to the digit 1. Starting at 1, have them count aloud by five minutes and place emphasis on 30 and 60 minutes.
- On the demonstration clock, show 8:00. Ask students to set their clocks to 8:00 and hold them up when they have finished. Repeat using 9:00 and 10:00.
- Ask the class, "What is the next hour after 10:00?" and "How many minutes are in one hour?"
- Write 11:00 on the board and explain that this is known as digital time. Ask students to show this time on their clocks. Repeat with 3:00 and 5:00.
- Show students 5:30 on the board. Ask students to share how they would show this time on their analog clocks. For better understanding, model showing the time to the half hour on the demonstration clock.
- Teach students that the pointers on the clock are also called hands. Call out times and have them show you these using their own arms/hands (i.e., left arm straight in the air and right arm to the side to show 3:00).
- Show students how 30 minutes pass between and 5:30 with the demonstration clock. Ask students to name activities that take about a half hour, such as taking a bath.
- Show students times to the half hour, counting by fives on the demonstration clock as the minute hand moves. Instruct students to write the times digitally on paper or personal whiteboards.
- Display the sentence frame, "It is ____." Then, have students use a complete sentence to tell the time as they set their analog clocks.
Independent working time(10 minutes)
- Pass out the Telling Time to the Hour worksheets.
- Have students complete the worksheets independently. Remind them that they may use their analog clocks for help.
- Monitor students to provide support when needed.
- Instruct students to circle the shorter hand on the worksheet. Remind them that this is the hour hand, and the longer hand is the minute hand.
- Tell them that when no minutes in the hour have passed, the minute hand points straight up at the 12. We say, "It is ____ o'clock."
- Tell students to practice saying the times in a complete sentence using the sentence frames.
- Tell students that 7:00 is read "7 o'clock."
- Allow advanced students to pair up with their analog clocks to quiz each other on telling time to the hour and half hour. Provide these students with the Time Practice: On the Hour and Half Hour worksheet.
- For students who need support, provide time-telling practice within a small group. Show students times to the hour and half hour on the demonstration clock and guide students to tell the time. Provide context by showing familiar times, such as the time that students go to lunch or arrive at school.
- To check for student understanding, monitor the classroom as students are working on their analog clocks and worksheets.
- Check students' worksheets for correctness.
- Assess students' oral language by assigning them work in partners. One partner shows a time to the hour on their analog clock and asks, "What time is it?" The second partner answers, "It is ____ o'clock." Then, write the time digitally.
- Tell students the story problem, "Tito reads every night after school. He starts reading at 5:30, and finishes 30 minutes later. What time does he finish reading?"
- Provide the sentence frame, "Tito finishes reading at ____ ."
- Discuss student thinking and responses.
Review and closing(10 minutes)
- Ask students to share what they learned in today’s lesson.
- For a quick review, students can use the demonstration clock to show some example times.
- Chorally count by fives to 60, pointing to the numbers on a number line or hundreds chart.
- Arrange students in a circle. Students can count on by five, saying the next number in the sequence when they are past an item. Remind students that there are 60 minutes in one hour, and tell them to start over at zero after reaching 60.