Beacon Lesson Plan Library
Counting by Fives for an Hour
MAdele Carson Santa Rosa District Schools
Description
Students learn that counting by fives will help them to tell time.
Objectives
The student creates and acts out (using objects) number stories representing multiplication and division situations.
The student demonstrates an understanding of time using digital and analog clocks (for example, quarterhour, fiveminute intervals).
The student knows appropriate tools (clocks and calendar) for measuring time (including days, weeks, months).
Materials
Analog clock that can be manipulated
Square of poster board that is larger than the clock
Black marker
Ruler or straight edge
Individual clocks for students (Judy clocks) OR
Before lesson, make clocks, using attached file, of cardstock and a paper fastener (brad)one per student. Scissors will be needed.
Preparations
1. Before the lesson, trace the clock onto the posterboard. Mark each five minutes with a small line. Put a hole in the posterboard where the clock attaches to the wall. Attach the posterboard to the wall and place the clock over it.
2. Give the students either a Judy clock or make them from the attached file.
3. Have 160, by fives on a chart or on the board.
Procedures
1. Using the analog clock, and with the students using their individual clocks, review the places on the clock starting at 12. Have the students mark 12, 3, 6, and 9 o'clock.
2. Ask the students what the clock is divided into (fourths) or quarters. Explain that this section is called a quarter of an hour.
3. Using the posterboard, show where to mark the two spaces between each quarter hour.
4. Make sure students have marked the 1, 2, 4, 5, 7, 8, 10, and 11 places correctly.
5. Review counting by fives, using the clock as a reference. Remind them that 12 is not 60 but rather it's a new hour (o'clock).
6. Keeping the hour hand in the same position, move the analog minute hand to different five minute increments and ask the students what the time would be. For example, ask If the hour hand is on the eight, and the minute hand is on the five, what time will it be? Counting from 1, with the minute hand, it's five after, ten after, fifteen after, twenty after, twentyfive after eight so the time is 8:25.
7. Write the digital time of 8:25 on the board to correspond with the analog time.
8. Have the students practice different times reminding them that each time the minute hand is on 1 through 11, it will be a number with a 5 or a 0 at the end.
Assessments
As a formative assessment to determine further instruction: Ask the children different times to show on their clocks. Walk around to see that they're getting the hands in the correct position.
Write the digital time on the board and have the students place the hands in the correct positions.
Extensions
As a class make up clock stories using the multiples of fives. For example: The flea was at 12 o'clock sleeping on the minute hand. When he awoke, he was on the 3. What time was it?
Leave the posterboard behind the class and daily review telling time by five minute increments.
