Part Two:

Throughout our unit on telling time, I observed student understanding through a variety

of activities. Since first grade is a time of tuning fine motor skills and kinesthetic learning, I

attempted to use worksheets that would benefit the students in these areas. To get the best

results, I split the unit into sections that allowed me to gradually teach each part of the SOL and

curriculum framework. First, I talked about the parts of a clock, specifically the minute hand and

the hour hand and which one to look at first. With this section I also talked about the numbers

on the clock and how they can stand for the hour and the minute. I then discussed how to tell

time to the hour, having the students know that when the minute hand is on the 12 it means that

the hour has begun. Much of these first sections was review for the students, as many of them

did well on their pre-assessment and knew about time before this unit. In the next section I

focused on telling time to the half-hour. This was difficult at times, as the students wanted to

add an extra hour to the time. I had to spend extra time on this and spend more time reviewing at

the beginning of the lesson. My using manipulatives, I was able to teach the students that if the

hour hand is in between two numbers with the minute hand on the 6, the number that comes first

in the number line is the hour. Towards the end of our unit, I began instruction on skip counting

by fives and learning about other parts of the clock. While I am only focusing on four activities

for this assignment, the activities through this unit have allowed me and my cooperating teacher

see student progression and success.

For the first activity, students had to fill in blanks while looking at an analog clock. The

first four boxes include a clock and two sentences that say “The little hand is pointing to the

number ____. It is ______ o’clock”. The next five boxes include clocks but have 5 numbers

listed right below it. The students must circle the correct number to show the hour on the clock,
 as well as write out the word form of the number (ex. “It is one o’clock”). I liked this part

because it had the students use words to describe the hour instead of just numbers. This activity

benefited the students because it takes writing and telling the time a step further in asking the

students to write out the word form of the number, which I believe is an important skill to master

as the students go through each year.

Activity 1 Work Samples:

Student B
Student P

Student H
Student Y

Student X
Student E

The second activity delt with telling time to the hour but broke down the minute and hour

hand placement to find the time. I appreciated this activity because it allowed students to

visually see how the numbers on the clock work together to create a time. In each of the six

boxes, the students must look at the analog clock and list what number the hour and minute hand

are on in the appropriate line. For example, if a clock were to show the time 5:00, then the

student would say under “hour” 5 and “minute” 12, since whenever the minute hand is on the 12

that means the hour has started. Then at the bottom the students will fill in the blank: “___

o’clock”. This gives students practice by looking at the hour and minute hands but breaking

down how to write down time using “o’clock”. This also gave practice for students still

struggling with the differences in the hands. I gave this to the students after learning and

reviewing the numbers and hands on a clock, to see where the students were before we moved

on.
Student B Activity 2 Work Samples:
Student H

Student Y Student E
 Student X Student P

The third activity shifted focus to the half-hour section of our unit. This section also

benefited fine motor skills such as cutting and gluing, which “significantly influences the quality

of the task outcome as well as the speed of task performance” (Kid Sense, 2012). In “Robo Half-

Hour Check”, students would cut up the times on the side of page, match each time to the analog

clocks on the page, and then glue. Each clock shows a half-hour time (ex. 3:30), and has the

student match the digital version with the analog version. This allows students to not only

practice their half-hour times, but to use both forms of telling time. During this activity, I

allowed the students to use their one moveable clock to get them in practice of seeing the time

move. One downfall of this activity was that it was used during math stations, so some of the

students did not completely follow the directions. There was one student that only completed

one half of the activity, which was mostly because they were distracted and did not want to

finish. But overall, I found this activity a helpful practice for the students.
Activity 3 Work Samples:

Student Y

Student H
 Student B

Student P
 Student E

Student X