McKenna Maynard

Grade: 1st
Telling Time to the Half Hour

Readiness
I. Goals/Objectives/Standard(s)
a. Goal(s): Students will be able to identify time to the half hour.
b. Objective(s):
-After the students complete the activities, they will be able to verbally identify the minute hand and hour
hand on a clock.
-After students complete the activities, they will be able to comprehend the concept that when the hour
hand is in between two numbers, it is to the half hour.
c. Standard:
1.M.2: Tell and write time to the nearest half-hour and relate time to events (before/after,
shorter/longer) using analog clocks. Understand how to read hours and minutes using digital
clocks.

II. Materials:
-Make your own clock worksheets
-Poster with time facts
-Match the analog clock to the digital time/ bingo worksheets
-Pack of skittles to use for bingo chips
-Personal cardboard clocks for each student
-Scissors/glue stick

Management: The students will be at their desks in their table groups for the entire lesson.

Time: Anticipatory Set: 5 minutes

Lesson Presentation: 35 minutes
Closure: 5 minutes
Total: 45 minutes

III. Anticipatory set:

How many of you like jokes? I am going to tell you a joke, and you need to try and guess what it
is! Why did the teacher throw the clock out the window? (let students take guesses) To see time
fly! Speaking of clocks...

IV. Purpose:
Today we get to learn how to tell time to the half hour so that we can make sure we get to where
we need to be on time! We do not want to be late for things! Everything we do revolves around
time, so we need to make sure that we understand it.
V. Adaptation to Diverse Students:
Students will be grouped at their desks and range in ability. With the students being missed, they
can help support each other as they complete their activities. If students appear to be struggling I
will have them work with either I, or Mrs. Hughes at the round table to give them extra support.

VI. Lesson Presentation (Input/Output):

A. Mini Lesson: Before we start on our activities today, let's review what we know about
clocks. Who can tell me how many hands there are on a clock? (call on student to answer)
Good! There are two hands on a clock. One is a short hand, and one is a long hand. Does
anyone know why these two hands are different lengths? (call on student to answer). Yes, one
hand stands for minutes and one hand stands for hours. So how do we know which one is
which? (call on student to answer). An easy way that we can remember this is that the word
hour is shorter than the word minute, so the hour hand is the shorthand, and the minute
hand is the longer hand. (I will write the words out on the board so that they are able to see it).
Now that we went over what the different hands mean, we need to remember that as an hour
passes, the hour hand moves from one number to the next. (Demonstrate on large clock) That
means that when a half hour has passed, the hour hand points halfway between two numbers.
When we talk about half, think about what a half means. Like when you have half of a pizza.
(Demonstrate on the clock). So if it is half past 3, which means 3:30, the hour hand is going to
be half way between the 3 and the 4. Can you guys try this on your clocks with me?
(Demonstrate on big clock and have them try it on theirs). When the hour hand is between two
numbers, you always look to the smaller number to tell what time is it. If there are 60 minutes in
an hour, how many minutes are going to be in a half hour? What is half of 60? (call on a few
students to respond). Very good!! Does anyone have any other questions? (answer students
questions). Alright, now let's make our own clocks!
B. Hand out make your own clock worksheets
You are going to cut out the numbers on the bottom of the page and glue them in the correct
place around the clock. Make sure you are careful when you cut out the hands. Write the name
of each hand on the appropriate hand of the clock. Ex: write the word minute on the minute
hand, and the word hour on the hour hand. Pick a time to a half hour and glue down the
hands to make that time. You can pick any time that you want as long as it is to the half hour.
Ex: you could pick 3:30, 6:30, 8:30 ect. Once you glue everything down, write what time you
made on the side of the paper, then bring it to me and I will check it for you. Be careful when
gluing down the hour hand. Make sure it is in between the right numbers! Are there any
questions? (Let students ask questions, and then give them about 10 min for this activity.)
C. Match the times/bingo
Im going to give you a worksheet with a lot of different clocks on it. I am also going to give you
little slips of paper with times on them. Do not lose these! You are going to glue to little slips of
paper with the time on it to the clock that the time matches up with. Once you have matched up
all of these, bring it to me so I can check it. If you finish early, see if there is anyone around you
who needs your help. (Give students time to complete this activity) Now that we have finished
matching, we are going to play BINGO with our worksheets! I am going to hand you a pack of
skittles. Whenever I call out a time, you need to check your worksheet to see if it has the
matching time. (The students worksheets with have the times arranged differently on them so
that they do not all get a bingo at the same time). If a time on your worksheet matches the time
that I call out, you need to put a skittle on the square! When you have 4 squares in a row, yell
BINGO and I will check your times! Do not eat the skittles until we are all done with the game.
If I catch you eating them, you are not going to finish playing the game. The winner of the
BINGO game is going to win another treat! Does anyone have any questions? (answer
questions) (Play bingo) (monitor students work by walking around during activity).

Extension: See attached sheet (Some of the sheets need to be modified)

VII. Check for understanding:

-After the students complete their worksheet, they will bring it to me so that I can check it. If
someone does not appear to be right, or they seem confused on a concept, I can take time to
quickly review or re-explain.
-Walking around during work time to make sure that students are understanding how to read the
different times/where the hour hand is supposed to fall.
-Asking the students questions as we review and learn to content to make sure they are
understanding.

VIII. Review Learning Outcomes/Closure:

-Who can tell me how we remember which hand is the minute hand, and which hand is the hour
hand? (call on a few students) Who can tell me what number we look to when the hour hand is
right in between two numbers? (call on a few students) Yes! We look to the smaller number!
Who can tell me what time it is if I say, it is half past 2. (call on student) Good! 2:30! What
about half past 5. (call on student). You've got it! Its 5:30! And finally, who can remember
how many minutes are in an hour, and how many minutes are in a half hour? (call on a student).
There are 60 minutes in an hour, and 30 min in a half hour. Wow, you guys have learned a lot
today! I dont think you are going to be late for anything ever again! Maybe you can even help
out your parents and make sure they are not late to anything!

PLAN FOR ASSESSMENT:

Formative:
-I will walk around during work time and observe students. I will determine if some students
need further understanding or help based on their work. I will also ask many questions during
transitions between activities to observe the progress taking place.

Summative:
-Students will turn in their clocks that they made, and their BINGO worksheet to me so that I am
able to determine how well they understood the content.
REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Was keeping students in their table groups the most effective? If not, how else could I have
arranged them?
8. Did the worksheets allow them to understand the content at a deep enough level? Were they
too hard? Too easy?
9. Was giving them candy as a tool too much of a distraction?
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