April McClure

April 20, 2018

EDU 201-1001

Professor Saladino

Portfolio #10 Lesson Planning

1. Name of Lesson: Time to Tell Time!

2. Grade Level: First Grade
3. Suggested Group Size: Whole Group
4. Subject: Mathematics (Measurement)
5. Standard: (1)3.4 read time to the hour and half-hour [NS/PS 3.1.6]
6. Objective: The students will be able to tell time, on the hour and half past the hour, by showing
them an analog clock explaining which is the hour hand and the minute hand. The students will
also participate in cutting out and putting together clock worksheets.
7. Materials Needed:
I. Large analog clock for class to see
a. Physical clock
b. Digital clock (to show on smart board)
II. Clock worksheets
a. Round head paper fasteners
b. Scissors
c. Markers/crayons/colored pencils
8. Procedures:
I. Before presenting the lesson, have students gather on the rug and explain to them what
the lesson plan will be (telling time on the hour and half past the hour).
II. Show students the digital analog clock first (on smart board).
a. Explain how time works (hands on clock automatically move forward, not
backward; 60 seconds = 1 minute, 60 minutes = 1 hour)
b. Explain the hour hand
1. Show them it is the shortest hand on the clock
2. Let students know it determines the hour
3. Explain if the hour hand is in between two numbers (i.e., 10 and 11), the
current hour is the number BEHIND the hour hand GOING CLOCKWISE
because the minute hand hasn’t done its full rotation yet
c. Explain the minute hand
1. Show them it is the longest hand on the clock
2. Let students know it determines the minutes
3. Explain to the students the numbers on the face of the clock (12-1) are
counted as every five minutes (i.e., 12 is :00, 1 is :05, 2 is :10, 3 is :15,
and so on)
4. Next, explain to the students the minute hand does a full rotation on
the clock in order for it to move on to the next hour.
 a. Let them understand there are only 60 minutes on the clock.
Full rotation is from the minute hand starting at 12 and ending
at 12. Once the minute hand lands back on 12, time is read as
“o’clock”, not “60”.
III. Move on to showing how the clock works by using a physical analog clock by turning the
dial on the back to demonstrate how the hour and minute hands move.
a. Next, let students know when the minute hand is on 12, it is ON the hour; when
the minute hand is on 6, it is HALF PAST the hour. Show examples of different
times so students can understand (i.e., 3:00, 11:30, 4:00, 8:30, …) and explain
time is read as hour first, minutes second.
1. On the hour verbiage example: “When the short hand, known as the
hour hand, is pointing at 5 we know that the hour is 5. When the long
hand, known as the minute hand, is pointing at 12 we know that it is :00
or properly known as “o’ clock”. Since the hour is 5 and the minute is
:00/ “o’ clock”, then we say the time is “5 o’ clock”
2. Half past the hour verbiage example: “When the minute hand points at
6 then the minutes will be read as :30, but did you notice the hour hand
is now in between 5 and 6? Since 5 is BEHIND the hour hand GOING
CLOCKWISE, 5 would be the current hour as the minute hand hasn’t
quite completely gone all the way around the clock, so the way the time
is read is “5:30”
IV. After showing some demonstrations, have students go back to their desks and pass out
the clock worksheets.
a. Have students color their clock worksheets
1. Advise them to color the numbers 12 and 6 two different colors so they
can tell that 12 falls on the hour and 6 is half past.
2. After coloring, have them cut out the face and hands of the clock.
3. BEFORE passing out the round head paper fasteners, show them how to
put everything together.
a. The clock needs to be face up, followed by the hands on top
with the “pointers” facing the numbers. The opposite end of the
“pointers” should be positioned in the center of the clock (this is
where the paper fasteners will be inserted).
b. Next, instruct students AND demonstrate how to insert the
paper fasteners through the hands and clock. After it has been
inserted, advise them to split the prongs apart onto the back of
their clocks to have it secure.
V. Once the class has put their clocks together, tell the students to show you on their
clocks the time you give them (i.e., “Class, if the time is 10:30, where should my hour
hand be and where should my minute hand be?”, “Show me on your clocks what 2:00
would look like”, etc.)
VI. If there are some students who are a little confused, walk around with the physical
analog clock so you can demonstrate and explain it more to them.
9. Assessment: The type of assessment I would use to grade my students would be an authentic
assessment. Since they are learning how to tell time, they will be able to determine if the time is
on the hour or half past the hour that can lead to learning about quarter hours and then the
difference between AM and PM later on in the curriculum. Several days after learning this
lesson, I will randomly ask my students what time it is so they can consistently learn how to tell
time.