Lesson 56: Applied Time
Lesson Objectives
- Learn vocabulary related to time
- Apply a.m. and p.m. to personal activities
- Label the hours on analog clocks
- Relate time on analog clocks
Materials
- Extend Workbook (Page 56)
- Analog clocks with moveable hands (demonstration)
- Analog clocks with moveable hands (student)
- Crayons or markers
Step 1: Warm Up (5 min)
Count the hours as I move the short hand from 12 around the clock. The short hand goes around the clock two times each day. It moves 12 hours the first time, then 12 hours again the second time. The first time that the hands go around the clock, starting at 12, is called a.m. The starting time is midnight. I will write the two times the short hand goes around the clock, 12 + 12, on the whiteboard. Use doubles. How many hours are in each day? Yes, 24 hours. The short hand shows the hour of the day. When I have the short hand point to 3, it is 3:00. The word o’clock is on the whiteboard. The first number in reading the time is the hour. O’clock means of the clock. When you say it is 3:00, you mean that it is the third hour of the clock.
Step 2: Vocab Review (5 min)
Introduce new vocabulary: analog clock versus digital clocks, face of a clock, hour hand, minute hand, am/pm. Explain that time is measured in years, months, and days. You will learn about the time that is in one day. Clocks are tools that measure time. You will learn to read the time on a clock. Show the face of a clock. Explain that our face has eyes, lips, and a nose on it. What do you see on the face of the clock? Yes, 2 arrows and numbers 1–12. Arrows are called hands. There is a short hand and a long hand. The numbers 1–12 show the hours.
Step 3: Model (5 min)
As time moves, the hands on the clock move. You don’t see time moving. You can’t touch time moving. You can’t hear time moving. You can see the hands on the clock moving. The long hand is the minute hand. It moves between the tick marks. I will show you on my clock. Count the number of minutes it takes for the minute hand to go all the way around the clock. There are 60 minutes in one hour. The numbers on the clock are used two ways: (1) to show the hour (when the short hand points to it) (2) to show the total number of minutes past the hour (when the long hand points to it.)
Step 4: Guided Practice (5 min)
Now we will practice showing the hour with clocks. You and your partner will share a clock. You will show the times I show on my clock. You move the hour hand on the clock from 12 to 1, 2, 3,…Be sure to move the short hand forward on the clock. Move the long hand, the minute hand, to the 12. When the long hand is on the 12, it is not past an hour. It is on the hour. Remember, we move the long hand around and count the number of minutes in the hour. When we get back to 12, we start all over for the number of minutes past the next hour. Keep the long hand on the 12. Move the short hand to point to 1. Say 1 o’clock. Move the short hand to point to the 2. Say 2 o’clock. Continue having students move the short hand around the clock, saying each hour in sequence. Then, give them random hours to show you (e.g., 4:00, 9:00, 12:00). Reinforce that the long hand must be on 12.
Step 5: Student Practice (5 min)
Go to Student Workbook Page (56). Read the directions at the top of the page. This is an analog clock without the hands. Analog clocks have numbers 1-12. Please use a crayon, marker, or pencil. Start with 12. Say and trace 12. Continue saying and tracing the numbers in sequence all the way around the clock to 12. In the center of the clock is dot. It shows the location of the hands.
Step 6: Wrap Up (5 min)
To wrap up the lesson, review the learning objectives and core vocabulary words again and ask your students about their experience.
