Telling Time

Overview
The children will begin to learn how to tell time through a noisy story and making their own clocks. First, the teacher will lead the class through the noisy story and then each child will make their own clock file folder to use to practice how to tell time.

Math Kindergarten/1st Grade

Materials
Noisy Story (attached) Construction paper arrows already cut out Clock and number template laminated (attached) File folders Scissors Markers Hole puncher Paper fasteners Sticky backed Velcro Glue

Standards
Derived from WMEL standards: B.EL. 5: Understands the concept of measurement. Specifically, in this lesson children will start being aware of time related to a clock.

Prior Knowledge
Children should have basic knowledge of numbers (especially numbers one through twelve). They should also know the function of a clock (that it tells time). To assess prior knowledge begin by showing children various objects that tell time (ie. watch, alarm clock, wall clock etc.). Present these objects to the children and first see if they can name the objects. Then ask the children if they know what these objects do (tell time). This will assess whether or not they know the purpose of clocks and watches. Then use a clock to go through the numbers one through twelve. Point at the numbers on the clock and have the children say them out loud as you point at each number. This will assess if they are able to read and count the numbers on the clock.

Classroom Management
Material Distribution: Hand out materials as they are needed. This will keep children from being distracted by materials sitting on their desk that they do not need to use yet. Behavior: If children misbehave give them a warning. If other children being around them is what causes the bad behavior separate them from the other students. Make sure children are listening to you when you are giving instructions so that they can follow along and do not get behind when making the project. Time: If you are short on time or the activity is taking longer than expected you can skip practicing with the folder and save that for the next day. If you have extra time, the children can practice more times on their clock. Groups: This activity will be done in whole group. The one time groups will be established is

Goals and Objectives

Remembering: Children will remember the function of a clock. They will also remember how to read a clock, both digital and analog. Understanding: Children will understand how the big hand of a clock points to the minutes and the little hand points to the hour. They will also understand that the numbers 1 through 12 on the clock represent minutes that go up by 5s from 0 to 60. Applying: They will be able to apply this knowledge to the real world by reading clocks that they see during the day. They can also apply this knowledge daily by using their completed clock folder. Analyzing: Children will analyze the differences there are between what time people do things (ie. go to bed, get up, eat lunch). The motivation section in the lesson gives children a chance to compare

Telling Time

and analyze the different times that their fellow peers do the same things that they do. They will get to see if most students go to bed earlier or later than they do or they will get to see if all of the students go to lunch at the same time. Creating: Children will create their own clock folder that will help them practice telling time.

Motivation
Give each child 3 pieces of paper. Ask children 3 questions about time: 1. 2. 3. Ask the students what time they go to bed. Ask them what time they get up in the morning. Ask them what time they go to lunch.

during the noisy story when groups are assigned to one word/sound. Children are encouraged to work together and help each other if needed when making the clock folder. Transitions: When transitioning from carpet to their desks, make sure children do not get too loud and do not get off task. The transition should be smooth and should not take long.

Other Resources
http://www.collaboratingpartners.com/d ocs/ec-wmels-bk.pdf

Have them write the answers to the three questions on the three separate pieces of paper. (ex. Answer to question one goes on one sheet, answer to question two goes on another sheet, etc.) Have all of the children give you their pieces of paper to put up on the board. Have the children look at all of the different times and compare them to the time they wrote down. Ask the children questions about what differences they see and discuss the differences they see in the three groups of time on the board. This will get children to realize that people do things at different times than they do and they will also get a chance to compare other students time to their time.

Steps and Procedures

1. 2. After motivation do the activities mentioned in the prior knowledge section. (10 minutes) Have the children sit in a circle on the carpet. Explain to the children that they will listen to a story about time and after one time of listening to it they will all get a part in the story. (1 minute) Read through the noisy story once. (2 minutes) Next explain to the children how a noisy story works. Tell them that there will be words in the story that go along with a sound and every time they hear that word read they will make the sound that goes with it. Tell them once they have the sounds down you will read through the entire story with them making the sounds for the words. (1-2 minutes) Now, go through each word that has a sound associated with it and have the children practice the sounds when you say the word. (Cat: meow, mouse: squeak, clock: tick-tock, hand: clap) Change the order in which you say the words each time you go through them so that the children are not memorizing the sounds by the order they are in. (5 minutes) Now, go through the noisy story two to three times with the students making the sounds that go with a word. Switch it up by starting with the whole class making the sounds and then the second time have groups of students assigned to a word so that only the group assigned to that word will make the sound. (5-8 minutes) Ask the children questions about the story such as, What does the big

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Telling Time

8.

9. 10. 11.

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hand of the clock tell us? or What does the little hand of the clock tell us? (3 minutes) Have the children return to their desks. Explain that they will be making their own clocks that they can use to practice telling time. Show them an example of what they will be making. (3 minutes) Distribute the clock template to start out with while the children get out their scissors. (1 minute) Have the children cut out all of the pieces. (5-10 minutes) Hand out the file folder and the Velcro. Explain that they should glue their clock on the left side of the folder with the digital clock underneath it. The should also place 12 pieces of Velcro around the clock by each big number 1-12 on the clock On the right side they should stick 12 pieces of Velcro in rows of four. Let them work on these steps. (10-15 minutes) Then explain that they will stick Velcro on the back of each of the number circles. They will then stick these numbers to the Velcro on the right hand side of the folder in order from smallest to largest. (510 minutes) Then hand out the brass fastener and the arrows. Explain that they will use a hole punch to make a hole in the middle of their clock. They will then punch a hole in each arrow. They will then line up all three holes and put the brass fastener through the middle of the holes. They will then separate the ends of the fastener to hold the arrows down but still allow them to move. (8-10 minutes) Once the children have completed their clock folder explain to them how to use it. Explain that the numbers can be placed on the Velcro around the outside of the clock to show the minutes associated with the numbers on the clock. Then they can pick a time they want to show or have someone tell them a time to show. They can write this time with a marker on the digital clock and then use the arrows to point to the time on the clock. (3-5 minutes) Ask children if they know how to read a digital clock. If they do not, give a brief explanation that the first number is the hour and the second number is the minutes. (2 minutes) Let the children practice using the clock folder by giving them a few different times to show on the clocks. (5-10 minutes) The children could also be leaders and each child could have the chance to go in front of the class and say a time. Then the class and the child in front would show the time on their clocks. This gives children a chance to show what they learned and they could help students who have the wrong time shown on their clock. (5-10 minutes)

Differentiation
For students who understand directions better when they read them you could print a copy of step-by-step directions of how to make the clock folder. Since each child is working individually on making their clock folder, you could walk around the room and scaffold those who are struggling. You could also have a completed clock folder on display so that children who learn better by visuals have something to look at to reference what their folder is Telling Time 3

supposed to look like. You could also model each step of how to make the clock folder for the children. You could do each step as you explain it and then let the children work until they complete that step. Then you could model the next step while explaining it and then let the kids work. Keep doing this until all the steps are complete. This modeling of the steps will help different types of learners understand how to make the folder because you are giving them a visual and also speaking the steps so both visual and auditory learners can understand how to make the folder.

Closure
To close the lesson and have children share what they learned, children could come up to the front of the room and name a time. Then all of the children could show the time on their clocks and hold it up once they are finished. The leader would then check each childs clock to make sure they have the right time. If some children have the time wrong on their clock, the leader would help them show the right time.

Assessment
The three pieces of paper that the children wrote times on at the beginning of the lesson should be kept for assessment. Look for how the children wrote out the time on these pieces of paper to see if they just wrote a single digit or if they used a colon between two numbers like on a digital clock. This will show you if the child knows how to correctly write down a time. Also, observe the children during the noisy story, discussions, and while making the clock. This will help you to see who is struggling and who knows what they are doing. It will also help you know who listened to and is following the directions. Also assess the students when they are showing times on their clock folder. Either when you call out a time or when a student who is the leader calls out a time, make sure you look at what children are showing on their clock so that you can see who gets the times right and who is struggling.

Example of my completed clock folder

Telling Time

Noisy Story: Telling Time

Cat-meow Mouse-squeak Clock-tik tok Hand-clap One day, the cat was chasing the mouse and they ran into a clock. The cat stopped because the clock said 6 and that meant it was time for dinner. The mouse asked how he knew and the cat said, The big hand of the clock chases the little hand like I chase you. The big hand of the clock is fast like me and the little hand is slow like you. Theres sixty minutes in an hour and the big hand tells the minute of that hour. The mouse asked the cat, What does the little hand on the clock do? The cat replied, The little hand tells you what hour it is. We number the hours one through twelve. I know it is six oclock because the little hand of the clock is pointing to the six and the big hand of the clock is pointing to the twelve, said the cat to the mouse. When the big hand is pointing to the twelve, we start counting the minutes of that hour from zero, said the cat. Then the mouse said to the cat, I get it now! Im so glad I had a cat like you to explain how to read the clock to a mouse like me.

Telling Time

Telling Time

Telling Time