Time


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 * ADD YOUR CGI PROBLEMS HERE:**
 * Problem:**
 * TEKS:**

3.12B Tell and write time shown on analog and digital clocks. .
 * According to the ARRC, students should have mastered telling time in 5-minute intervals by the time they reach us. Our job is to assess and make corrections with students who are reading clocks incorrectly.
 * Core Components:**
 * Verbalizes correct time to the minute when viewing an analog or digital clock.
 * Uses concrete and pictorial clock models
 * Recognizes the time shown on a clock between two given hours.
 * Writes the time shown on an analog clock.
 * Uses terminology such as half past, quarter til, etc.


 * Day 1 to 3:** Use the lesson below that best fits your needs. I found lessons (edited them for our use) that start with the basics from telling time to the nearest hour to harder lesson on telling time to the nearest 5 minute increment. You will just need to pick and choose what works best for your kids.


 * Telling Time to the Nearest Hour:**

hour o'clock minute hand hour hand colon
 * Vocabulary**

**Objectives** To introduce the elements of a clock and explain their functions. To teach telling time to the hour.

**Background** Since there are 60 minutes in an hour children must be able to read and order numbers to 60 before they can read time on the digital clock. Since time is often referred to in fractional terms on analog clocks it will be helpful if children have an understanding of halves and fourths.

Direct student's attention to the clock. How many big numbers are on the clock? Have students point to the hour hand. Tell them that when the hour hand moves from one number to the next, one hour has passed. What can you do in an hour? Have students point to the minute hand. Tell them that when the minute hand moves from one tick mark to the next, one minute has passed. What can you do in a minute?

1. Introduce a number line which contains the numerals one through twelve. Bend the number line into a circle to resemble a clock face. Provide a worksheet with a large circle. Ask the students to place the numerals inside the circle to make a clock face. According to the ability of the group, you may wish to place some marks on the circle to facilitate spacing of the numbers.
 * Activities**

2. Review that the minute (long) hand points to the twelve, while the hour (short) hand indicates the hour. Provide a worksheet with clocks that have no hands on them. Underneath each clock, write a time in the "o'clock" form. Have the students draw in the minute and hour hands to show the correct time.

3. Have each student make a paper plate clock face. Using a brad fastener, attach tag board or construction paper hands to the center of the plate. These clocks can then be used in various reinforcement activities. For example, as the teacher calls out a time, the students show the correct time on their clocks. This activity can be adapted to a team game. Divide the classroom into teams. When the teacher calls a time, the first person to correctly display his/her clock gains a point for his/her team.

4. Play "Time Tic-Tac-Toe." Prepare blank tic-tac-toe grids and duplicate these for the students. Have students write in times on the hour. (The degree of difficulty can be adapted as the students progress.) Display a clock showing a time. If the student has that time written on his/her game board, he/she may cover it with a marker. The first person to complete a row horizontally, vertically or diagonally wins.

5. Write times to the hour from 1 o'clock to 12 o'clock on index cards and a number from 1 to 12 on a tagboard square. Place the numbers 1-12 in a large circle to form a clockface. Children sit around the clock. Give 12 children each a time card to keep facedown. Two volunteers, one taller than the other, stand in the center of the clock. Ask: Who should be the minute hand? Why? (the taller child because the minute hand is the long hand.) Where should the taller child point to show 1 o'clock? (to 12) Where should the shorter child point? (to 1) Children take turns holding up their index cards. Students tell where the children representing the hands should point to show that time. Repeat the activity until all children have a turn to show the time.

6. Challenge children to guess how long 1 minute is. They close their eyes and lay down their heads while you watch the clock. Each child raises a hand when he or she thinks 1 minute is up. Tell children that you will put their hands back down if they are too early. Clap your hands when the minute is up. Have children watch as the second hand goes around the clock once. Challenge them to try again to guess when the minute is up.



**Vocabulary** digital clock minutes one-half half-past
 * Telling Time to the Nearest Half** **Hour:**

To teach telling time to the half hour To introduce telling time on a digital clock.
 * Objectives**

**Background** Discuss the differences between the two clocks: digital and a clock with hands. Discuss the differences between the hour hand and minute hand. Discuss the fraction 1/2. Show 4 o'clock on a demonstration clock. Move the minute hand halfway around the clock to 6 while children count by fives. Ask:

How many minutes have passed? Where does the minute hand point? Where does the hour hand point? What time is it? Write four-thirty, 4:30 and half past 4 on the chalkboard. Continue moving the minute hand around the clock to 12 while children count by fives.

Ask:

How much time has passed? What time is it now?

Discuss the two ways to read time at the half hour. (4:30 and half past 4) Where is the minute hand at half past the hour?

1. Play "Time Concentration." Prepare cards showing several times on the hour and half hour. Also prepare matching cards with clock faces illustrating these times. Turn all cards face down individually. Students may play one to one or form partners to play the game. One student turns over two cards, trying to match a clock face with the corresponding time card. If the cards match, the student removes the cards and keeps them. If the cards do not match, the student replaces the cards face down, and the next player takes a turn. The game continues until all the cards are matched. The player with the most matches wins.
 * Activities:**

Concentration Cards

2. Reinforce skills at a learning center for telling time. Prepare cards showing clock faces on the half hour. The students will match the clock faces to cards which record the time in standard notation form or with the words 'half past' the hour.

3. Have students make their own TV Guides. For each program the student must record the day, channel and time, and draw a clock face indicating when the show begins.

TV Guide




 * Telling Time to Nearest Five Minute Interval:**

To introduce counting by fives. To teach telling time to the five minute intervals. To teach tellling time to the quarter hour
 * Objectives**

**Discussion:** What are some important times in your day?

Practice counting by fives in unison and individually.

Students point both hands of their clocks to 12. What time does the clock show? 12:00 Have students move the minute hands of their clocks, counting the minutes by fives as the hands pass each number until they get to 15. What time is it now? 12:15 Write 12:15 on board and fifteen minutes after 12 on the board. Children continue moving the minute hands around the clocks and counting by fives, stopping at each quarter hour and saying the time. Write each time on the chalkboard.

**Activities**

1. Play "What Time Is It?" One student is the town crier. He/she describes the time; e.g. "The hour hand is on the three, the minute hand is on the 2. What time is it?" Other students must guess the time. Clocks may be used to help figure the time. 2. Discuss what happens during the students' day at specific times. Have students write the time in standard notation form, then draw a picture to illustrate the activity. This activity can be varied to incorporate ideas such as a picture diary of a day at school, at home, or visiting a special place. 3. Play "Time Trail." Prepare a game board with a trail of clocks from start to finish. Each player rolls the dice and moves forward to land on a clock. The student must read the time. If the time is incorrectly read, the move is canceled. Play continues until all players have reached the end.

Game Board


 * Telling Time - Two Ways to Read a Clock:**

minutes to
 * Vocabulary**

To reinforce telling time in five minute intervals. To teach reading time before the hour.
 * Objectives**

Discuss the two different ways of reading time. e.g. 2:40 and 20 minutes to 3 Why is it important to have schedules? What are some of the schedules that children keep?
 * Discussion:**


 * Activities:**

1. Prepare sets of 15 matching game cards. On one card draw a clock and write the time in standard notation. On the matching card write the time as " __minutes to__ _" Score one point for each correct response. The team with the most points wins.

Matching Game Cards

2. Display the time on a large clock. Divide the class into teams. Each member must read the time on the clock in two ways: in standard notation and as " __minutes to__ " Score one point for each correct response. The team with the most points wins.

3. Play Time Dominoes. Across 3 by 5 index cards, draw a line to resemble a domino. Using clock faces, time in standard notation, and time as "_minutes to __" fill in each half of the domino. Place all of the dominoes in a pile face down. Students, in turn, play Time Dominoes. The first student to play all of his/her dominoes wins.


 * Day 4:** **Review and Test**


 * MUST PLAY WITH YOUR KIDS:**

Stop the Clock (half hour) Stop the Clock 2 (15 minute intervals) Stop the Clock 3 (5 minute intervals) Stop the Clock 4 (minute intervals) Stop the Clock 5 (minute intervals) Stop the Clock R


 * Literature Connections:**

//A Day on the Avenue//, Roennfeldt //Clocks and More Clocks//, Hutchins //Just a Minute//, Slater //The Grouchy Ladybug//, Carle //When This Box is Full//, Lillie

[|Time Bingo]
 * Additional Resources:**