Lesson: Review: Parts of the Clock
SWBAT label the parts of a clock.
Materials Needed: DN_Large Clock Face, teacher demonstration clock, daily agenda, and IND Worksheet.
Vocabulary: minute hand, hour hand, minutes place, hour, increments, and clock face.
Do Now (2 min): Students begin this lesson by labeling the numbers on a large clock face. The teacher should provide a model on the board/chart.
Opening (3-5 min): The teacher should ask all the students to hold up their clock faces to check that they are completed. Then the teacher should state the objective. “Today we are going to begin learning about telling time. To be masters at telling time you must be familiar with a clock and the parts of a clock. By the end of this lesson, you will be able to label the parts of a clock.”
Direct Instruction (7 min): Teacher begins by saying, “ Today we are going to begin our unit on telling time. Let’s begin by discussing what shape the clock is? Who can tell me what the clock reminds them of? [example answer, a plate] yes, it does remind me of a plate too. What shape are both the plate and the clock? [A circle]. Yes! the clock is a circle. This circle is called the clock face.” The teacher should be holding up a demonstration clock and point both of the clock hands to the 12. Then the teacher should continue, “I mentioned parts of the clock. The parts of the clock are these two hands. We call them the minute and hour hand because both have their own responsibility when it comes to telling us the time. The longer hand is the minute hand. Each number on the clock represents two things, the first is the hour, the second in the minutes which are in 5 minutes increments. Watch as I count out the 5 minute increments. [teacher counts from 1 – 12 by 5s] Now, you count out the 5 minutes increments. The shorter hand is the hour hand. For example, right now Ms.Smith has both the minute hand and the hour hand pointing to the 12. Now Ms. Smith has the hour hand pointing to the 3 and the minute hand pointing to the 6, which really changes the time.” The teacher then provides an opportunity for each student to touch the clock, as needed, and move the hands of a clock around the clock face.
Guided Practice (7 min): As the students are touching the clock the teacher moves the daily agenda to the center the classroom. The teacher then draws the student’s attention back to the board/chart. The teacher states, “Today we are going to look at our daily schedule and label each transition with an analog clock. BUT, I am going to need your help with the minute hand and hour hand.” The teacher uses the daily schedule and has the students assist with labeling the schedule by asking the following questions.
If the hour is 9, where should the hour hand be pointing?
If the minute hand is 30 where should the minute hand be pointing? (NOTE: remember to label the clock with 5 minute increments).
Independent Practice (10 min): The teacher hands out the IND Worksheet. The students will be labeling the parts of the clock (clock face, minute hand, hour hand, 5 minute increments). Note: The teacher will need to write directions on the IND Worksheet.
Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to quickly review the three ways to communication times to the half hour and demonstrate telling time on demonstration clock.
|IND label the clock parts Classwork||
|DN Large Clock Face Starter / Do Now||