# The Clock Struck What?

Do you need extra help for EL students? Try the Clock ConcentrationPre-lesson.

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Do you need extra help for EL students? Try the Clock ConcentrationPre-lesson.

Students will be able to tell and write time to the hour and half hour.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
(10 minutes)
• 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.
(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.
(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.
(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.

Enrichment:

• 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 practise: On the Hour and Half Hour worksheet.

Support:

• For students who need support, provide time-telling practise 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.
(5 minutes)
• To check for student understanding, monitor the classroom as students are working on their analog clocks and worksheets.
• Check students' worksheets for correctness.
(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.

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