Math - Time

GC Lessons

Monday
6.6: Time to the
Hour on an
Analog Clock

Tuesday
6.7: Half hour
6.8: Time to the
Half-Hour on an
Analog Clock

Wednesday
6.9: Hours and
Minutes on a
Digital Clock

Thursday
6.10: Digital and
Analog Match

Purpose
Statements

I can identify the

time on an analog
clock by reading
the hour and
minute hands on
the clock.

I can identify the

time on an analog
clock by reading
the hour and
minute hands on
the clock.

I can match the

time on an analog
clock to the same
time on a digital
clock by playing a
memory game.

I can identify the

time on an analog
clock by reading
the hour and
minute hands on
the clock.
I can identify the
time on a digital
clock by reading
the hour and
minutes displayed
on the clock.
Display a digital
clock and ask
students where
they have seen
a clock like this
(hallways,
computers,
microwave,
stove, etc.)

Intro:

Elicit from
students what
they know
about hours
and minutes
(EDC has
provided prior
knowledge).
Ask students
what they can
do in an hour,
then in a
minute.
Ask what is

Display 1
oclock and
ask students
to identify the
time for
review.
Repeat with 2
oclock.
Move the
minute hand
around the
clock while
students watch
to identify

Review time on
analog and
digital clocks to
hour and half
hour by
displaying
examples of
each and
having
students share
the time with a
partner, then
whispering it
and shouting

Friday
End of 3rd
Quarter/ PD
Day
No students
End of 3rd
Quarter/ PD
Day
No students

End of 3rd
Quarter/ PD
Day
No students

I DO:

used to keep
track of time.
Ask if all clocks

look the same

and have them
describe the
different clocks
they have
seen (may
want to pull up
examples
online).

Display an
analog clock
that only
shows an hour
hand.
Think aloud:
This clock only
has one hand.
I see that it is
a short hand,
so it must be
the hour hand,

what happens
(hour moves
from 2 to 3)
Ask what they
think will
happen when
you move the
minute hand
around again
(hour moves
from 3 to 4)
Move it again,
stopping at the
6. Ask
students what
they notice
(hour hand
moved halfway
between 4 and
5)
Start at 8

oclock and
move minute
hand to 830.
Think aloud: I
noticed that
the hour hand
moved only
half way to the

nine. This
means that
only HALF of

it out

Explain that the

time they see
shows the hour
first, a colon to
separate the
hour from
minutes, and
then the
minutes
Explain that this
is also how we
write time in

Model how to
play the
matching game
(like a memory
game)

End of 3rd
Quarter/ PD
Day
No students

which tells me
the hour of the
day. I dont see
another hand,
so I cant tell
what minute it
is.
Set the hand
to 5. I see
that it is
pointing to the
five. This must
mean it is five
o-clock.
Repeat with 7
oclock.

(We do: with

one hand)
Display an

analog clock
with two
hands. Think
aloud: I see
that this clock
has two hands.
It has the short
hand that the
first clocks
had, so this
clock still tells
us the hour. I
also see a long

an hour has
passed. A

whole hour is
60 minutes,
and half of
that is 30
minutes. A
half hour is
thirty minutes.
The big 6 on
the clock
stands for 30
minutes when
the minute
hand points to
it.
Move the
minute hand to
9oclock.
Think aloud: I
noticed that
the hour hand
finally moved
to the 9. I
moved it half
way around
the clock
again, so I
moved another
half of an hour.
Now it is 9
oclock.
Move the hand

numbers
Show examples
of digital clocks
and read them
orally

WE DO:

hand. I know
that this tells
me the
minutes.
Turn the hands
to create
different times
to the hour. I
notice that
when I
changed from
5 oclock to 7
oclock, only
the hour hand
changed
places. That
must mean
that when the
minute hand is
pointing
straight up, it
always reads
oclock
Identify the
time on analog
clocks with
one hand.
Identify the
time on clocks
with two
hands.
Students will

to 930.
Think aloud: I
moved it half
way around
again, so one
half hour has
passed. Now, it
is 930. Any
time the
minute hand is
pointing
straight down
to the 6, I read
the minute
hand as thirty
minutes. The
hour hand is
on the nine,
and the minute
hand is on the
6, so it is 9:30.
Students use

their own
individual
clocks.

Students
display time on
their clock as
the teacher
displays it.

Read examples
of digital clocks
orally
Teacher will call
out a time, and
students will
write the time
digitally on their
personal white

Play matching
game together
with teacher
direction

End of 3rd
Quarter/ PD
Day
No students

THEY DO
TOGETHER:

THEY DO
ALONE:

have their own

personal little
clock with
moveable
hands. They
will make the
time with the
teacher, and
read it with the
teacher.
Partner one

draws a time
and displays
the time on
their clock,
partner two
reads the time
Vice versa

Students read
the time with
the teacher as
the hands
move to
different times
(only hour and
half-hour).
Partner one
draws a time
and displays
the time on
their clock,
partner two
reads the time
Vice versa

Practice
writing/identify
ing the time
they read on
the printed
clocks (only to
the hour and
half-hour)

Complete
formative
assessment:
color hour
hand red and
minute hand
blue. Practice
writing/identify

board
Teacher will
show a time on
an analog clock,
and students
will write the
time digitally on
their personal
white boards.
Play I Have,
Who Has with
time cards to
the hour and
half-hour
Students will
have to read
what they have
on an analog
clock, and ask
who has the
other time by
reading it
digitally
Practice writing
the time the see
on an analog
clock in a digital
format
Exit ticket for
quick small
grouping during

Play game with

partner only

End of 3rd
Quarter/ PD
Day
No students

Cut and paste

to match
digital clocks to
analog clocks
Exit ticket for
quick small
grouping
during stations

End of 3rd
Quarter/ PD
Day
No students

ing the time

they read on
the printed
clocks (only to
the hour)
Exit ticket for
quick small
grouping
during stations

Exit ticket for

quick small
grouping
during stations

stations

Summative
assessment on
time to the
hour and halfhour (Scoot
Game)