Telling Time To the Nearest Hour

Objective: Students will be able to tell time to the nearest hour.

Standards:
1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.
Essential Question:
How is time a tool of measurement and how do we use it in our daily lives?
Materials:
Hand Clocks
Time Matching Worksheet handout
Representing Digital and Analog Time Hand-outs
Clock Matching Game
Smartboard
Whiteboard
Dry Erase markers

Review todays objective

Problem of the Day:

1. What time does the clock tell below? Please write it in the space provided.

2. Victoria woke up at 6am to get ready for her sisters wedding. How much time
does Victoria have to get ready if the wedding starts at 2pm?
3. Arthur ordered 378 cupcakes for the country club extravaganza party on Monday.
He ordered another 289 cupcakes for the party on Tuesday. How many cupcakes
does Arthur need to order so that he has a total of 778 on Wednesday?
a. 118
b. 111
c. 477
d. 233
Lesson Hook:

Review the words to the song Clock Rock with the students
Students will listen to and sing along to the song Clock Rock by Rachel Rambach
At the completion of the song, ask students what they think the song is describing and
trying to explain to the audience.
Once sufficient answers have been given, clarify to students that the song is explaining
how a clock and time work together, differentiating between AM and PM (morning and
afternoon/evening)
Explain the importance of how a clock is used to tell time because it helps us measure
our days as well as events important to us like: sleep, playtime, dinnertime, and school
time.
Remind students to keep these things in mind as we begin to tell time to the nearest
hour

Mini-lesson:
Explain to students that we will begin our lesson on telling time to the nearest hour by
first reviewing what the hands on a clock mean
Show the students the blank model clock
Explain to students that the short hand is the hour hand (draw and label it on the clock)
and the long hand is the minute hand (draw and label it on the clock)
Explain to students that when telling time to the nearest hour that the hour hand can
point to any number on a clock, but the minute hand will always point to the number
12. However, the 12 does not stand for 12 minutes.
Show students that each number on a clock represents 5 minutes
Point to each number on a clock and count by 5s. Stop at 12 to show students that
when the minute hand points to 12 that it does stand for 60 minutes, but we say oclock
and we write it with 00
Show a 4 oclock on a hand clock. Ask students what time it is and how it should be
written on the board
Active Engagement:

Hand-out play clocks to each student

Ask students to show 7:00 on the hand clocks
Have a student come up and draw these hands on the clock on the Smartboard.
Repeat for 11:00 and 3:00

Independent Activity/Centers:

Students will be given three different times on the Smartboard.

The students will need to draw the hands on the three clocks on the blank clocks handout
*This activity will be used to assess student mastery of todays objective to determine their
independent centers within the tiered groups below.*

Tier 3 (Low): Demonstrating and Matching Worksheet: Teacher will work with a clock and
the drawn clock on the white board for tactile learning as well as with teacher for facilitation of
activity. I will demonstrate a time (i.e. 2 oclock) and they will demonstrate the same time
provided on their clock. Then, they will demonstrate it on their individually created clock, to
illustrate that the clocks they created on their own, work the same as the other clock. Once they
show further understanding, provide students with a worksheet that has them demonstrating
their knowledge of digital clocks and new knowledge of analog clocksdrawing a line to the
matching time.
Tier 2 (Middle): Representing Digital and Analog Time: Students will be provided with 2-3
hand-outs that will ask them to read the time from an analog clock and represent that time
digitally, as well as represent the time on an analog clock, drawing and hour and minute hand
based on the digital clock shown.
Tier 1 (High): Digital and Analog time Matching Game: Students will participate in a
matching game where they are to match the digital clock time with the analog clock time. The
cards will be presented to them, where they can play multiple times. In this way, students will
quickly identify the time represented in both digital and analog form. At the end of each round,
count the number of matches each students have- there are 19 matches, so there will always be
a winner. Students should keep track of how many times they win.

Have students place the assignment in their folder for assessment.

Have students begin the math journal

Math Journal:
Describe what the hands on a clock mean. Describe what the 12 on a clock means.
Share: Ask for a few volunteers to share their responses with the class aloud.
Assessment:
Students will be assessed on the following areas, indicated on the rubric and shown
below
Participation and effort throughout the lesson
Discussion among group members and with whole group activities
Accuracy of the activities completed (whether it be whole group, individual, and group
activities)
Resources:

Math-Aids.com
Kids Learn Station
Bridges in Mathematics: Supplements to Grade One
Differentiated Lesson Plan Sample from Manhattan College Class
Learn and Listen to Music

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