## Do You Have the Time?

### Reshecia McNeil

#### Description

Do You Have the Time? enables students to learn how to tell time using digital and analog clocks to the hour and half-hour.

#### Objectives

The student uses and describes basic measurement concepts including length, weight, digital and analog time, temperature, and capacity.

The student demonstrates an understanding of time using digital and analog clocks (for example, hour and half-hour intervals).

#### Materials

-A class set of Judy clocks (including teacher clock)
-Transparencies of a digital and analog clock
-Scott Foresman Addison Wesley practice pages or any other appropriate time worksheets (enough for each student) and transparencies of practice pages
-Snapdragon Tells the Time webpage (see weblinks)
-Access to the Beacon Student Web Lessons on the Internet (See extension and modifications)
-Computer with Internet access

#### Preparations

1.Make sure to have the overhead projector as well as all of the necessary materials
3.Gather all necessary worksheets for students
4.Gather all materials such as class set of Judy clocks
5.Bookmark all web pages and sites for student use

#### Procedures

ATTENTION GETTER (introduction):
This lesson can be introduced using the song BINGO. Encourage the students to sing along and at the end of the song ask how any times did they clap when spelling out the dog’s name? The answer should be five. Together as a class review counting by 5s then introduce the analog clock and explain that each number represents five minutes on the clock. Also, explain the long hand is the minute hand and the short hand is the hour hand. There are 60 minutes in an hour.
The short hand tells the hour and the long (minute) hand tells what minute of the hour it is. There are 30 minutes in a half hour.
Using the Judy clocks manipulate and move the arms of the clocks as they count by 5.

GROUP WORK
1.After reviewing counting by 5s, allow the students to manipulate the clocks on their own to practice counting by 5s. Be sure to explain to them the hands of the clock move clockwise to the right and never backwards.

2.Using the overhead and transparencies of the analog clock and digital clock model writing examples of time to the hour such as 12 o’clock, 3 o’clock, 6 o’clock, etc. on the analog clock by drawing the hands on the transparency. Then write the time in digital form on the digital clock. (Remind students: there are 60 minutes in an hour). Allow students to practice manipulating their model clocks to match the time you are writing on the analog clock tranparency. After each example have students hold up their clocks to check to see if they are following along and understanding the concepts. Make a quick note of which students are having difficulty.

3.Using the overhead and transparencies of the analog and digital clocks model writing examples of time to the half-hour such as 1:30, 4:30, 8:30, etc. on the analog clock by drawing the hands on the clock on the transparency. Then write time in digital form. (Remind students: there are 30 minutes in an half-hour).Allow students to practice manipulating their model clocks to match the time you are writing on the analog clock tranparency. After each example have students hold up their clocks to check to see if they are following along and understanding the concepts. Make a quick note of which students are having difficulty.

4.Give students a practice worksheet to complete on their own.

EVALUATION:
Bring students back together as whole group to review and discuss practice worksheet. Have students share their answers with the class. Use this time to correct worksheets together as a class and address any areas in which students are not understanding the concepts. This is also the time to answer any questions about time and clocks. This is a time for feedback.

#### Assessments

One assessment tool used to evaluate this lesson will be teacher observation. The teacher will observe students using analog clocks as they practice manipulating the hands while practicing time and counting by 5s and make a quick note of which students are having difficulty. Another assessment tool used will be to have students match the analog clock to the digital time on a practice sheet. Another assessment used will be to have students draw the hands on the analog clock and write the numbers on the digital clock of the same time. For example, on a worksheet with blank clock faces have students draw the hands on the analog clock to show 12 o'clock and then write the same time in digital form (12:00). NOTE: The teacher can take a practice worksheet and modify it to use as an assessment.

#### Extensions

Problem of the Day: Before each math lesson review time in digital and analog form. Give a time to write and tell in digital and analog form. For example, the teacher might say draw a clock that shows 3 o'clock and write the time in digital form (3:00).

Check site “The Right Time” for difficulty level when reading. You may want to pair an advanced or fluent reader with a lower level reader or an ESE student

Review list of which students were having difficulty and work with those children in small groups. You may want to pair each one of them with a student that understands the concepts as a peer tutor.