Unit: Telling Time Subject: Time on Analog Clocks
Grade: 4 Date: October 23, 2018
Content: How to tell time with an analog and digital, using 12-hour clock Estimated Time: 15 minutes
Prescribed Learning Outcomes:
Students will be able to tell time using an analog clock and understand which hand of the clock tells minutes and hours
– Tell time on analog clock
– Knows the smaller hand tells hours
– Knows the bigger hand tells minutes
– Plastic individual clocks
– Worksheets for clock bingo
– Pre-made clock worksheets for overhead projector
Introduction: 3 minutes
– Ask students what time they get up for school, what time they go to bed to start the conversation about times in their own lives
– Ask if anyone has seen an analog clock (where do you see one in the class) to give students relevance to their lives. Examples: watches, in the classroom, train stations, homes
– Why is it important to know how to read time?
– Video- what’s the time? (On YouTube) To start to show how to express hours on an analog clock stop at 0:55
Development: 7 minutes
– Hand out personal clocks and ask students to leave them on their desks until instructed
– Ask students how many minutes are in an hour and how many seconds are in an minutes to review from grade
– Start with hours, draw on one hand to show hours on a paper start with 1 o’clock and once feeling confident move to higher numbers
– Introduce the minute hand. Explain the difference between the long hand and short hand and what they represent.
– Recall their 5 times tables to use for minutes
– Show that 1 represents 5, 2 represents 10, etc. (recall our 5 times tables)
– Add in hours and minutes together like 7:30 and show a few examples
– Write times on board and ask students to try on their personal clocks
– Once feeling confident with times move to closure
Closure: 5 minutes
– Telling time bingo
– Hand out worksheets for time bingo
– On the paper will be analog clock like 7:50, 6:20, etc. and we will put on the projector a time and The students have to find the clock that matches the time on their worksheets.
– Extensions would be moving on to teach students about the ‘ticks’ in between the numbers that represent minutes as well. If time allows show them times like 8:19, etc.
– If too difficult, we will just focus on hours so that students can have a clear understanding of the hours on an analog clock then move to minutes next lesson
– If too easy we will move on to harder times like 4:23 and show students different times
– If students are not paying attention and playing with the clocks then we will not allow them to have their own clocks and will have to watch instead
- Questioning (ask questions and get the students to answer by showing us on their little individual clocks) and through the telling time bingo sheet. We will see if students understand the times put on the boards by seeing if their bingo sheets are correct.
- To record the students knowledge as we are asking them to put certain times on their individual clocks and as we circulate we will make little notes on students who don’t understand it by putting up the wrong times or if they take longer than the general population. Recording information from the worksheets on certain times each student had difficulty learning.
- If all the students are struggling with a certain time then we can spend more time going over it. If some of the students were struggling, then we can put students into groups. If all the students understand then we can move onto more difficult material. From our assessment we will be able to decide what we need motify to the next day’s lesson.