Lesson: Telling Time: 30 minute intervals
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Lesson Objective
Objective: SWBAT tell time to the half hour and be introduced to telling time on a digital clock
Lesson Plan
Materials Needed: analog clocks (can be made from paper plate or card stock), digital clock (alarm clock), pencil, index cards, and Do Now worksheet.
Vocabulary: digital clock, minutes, onehalf, halfpast, hour, o'clock, minute hand, and hour hand.

Do Now (57 min): Students begin the lesson by reviewing how to tell time to the hour with a worksheet.
Opening (35 min): Teacher begins by discussing the differences between digital and a clock with hands. Then discusses the differences between the hour and minute hand. A chart can be made to hang in the classroom.
Teacher then moves to show 3 o'clock on a demonstration clock and asks the class, "What time does this clock show right now?" The teacher then moves the minute hand halfway around the clock to the 6 while the students count by 5s. Once the teacher reaches the 6, then teacher should ask the following questions of the class:
How many minutes have passed?
Where does the minute hand point?
Where does the hour hand point?
What time is it?
Finally, the teacher should state the objective at the end of the opening. For example, "Great job everyone, Today we are going to master telling tiem to the halfhour, or halfpast, and spend a short time looking at the similarities between digital and analog clocks. Let's get started!
Direct Instruction (710 min): The teacher writes threethirty, 3:30, and halfpast 3 on the board. While continuing to move the minute hand around to the 12 the students count by fives. The teacher explains that these each communicate the same time.
The teacher then presents both an analog and digital clock to the class, each displaying 4:30. Calling on three students the teacher asks for three different ways to say the time. To check for engagement, the teacher can quickly poll the class for which clock they find easier to tell time on. Once results are in, the teacher points out that 4:30 on the digital clock is just as easy as 1:30 on the analog clock, pointing out that "just remember the 6 = 30 minutes!" The students are then asked to practice counting by 5s starting at the 1.
Guided Practice (10 min): The teacher then shows the class 5:00, and asks a student to tell the time. She then moves the minute hand to 5:30 and asks the following questions of the class:
How much time has passed?
What time is it now?
The teacher then repeats this process 25 more times depending on how well the class understands the concept. The students then break into math partners to try the activity on their own.
Independent Practice (10 min): Students break into groups of 2. Each group has a demonstration analog clock and a ten index cards with times written on them (5:00, 7:00, 3:00, etc). One student displays a time on the index card to the student holding the demonstration clock. The student should move the minute and hour hand to display the time. Then the student should move the minute hand to make the time move to halfpast. The student holding the demonstration clock should then ask the other student the following questions: How much time has passed? What time is it? Each student should complete 5 index cards and then switch the demonstration clock to the other student. The teacher should circulate the room to assisting students.
Closing (35 min): Teacher calls then attention of the class back to him/her and gives the students 2 minutes to clean up their workspace. They quickly review the three ways to communication times to the halfhour both orally and on the demonstration clocks. Finally, the students complete the 5 question quiz.
Vocabulary: digital clock, minutes, onehalf, halfpast, hour, o'clock, minute hand, and hour hand.

Do Now (57 min): Students begin the lesson by reviewing how to tell time to the hour with a worksheet.
Opening (35 min): Teacher begins by discussing the differences between digital and a clock with hands. Then discusses the differences between the hour and minute hand. A chart can be made to hang in the classroom.
Teacher then moves to show 3 o'clock on a demonstration clock and asks the class, "What time does this clock show right now?" The teacher then moves the minute hand halfway around the clock to the 6 while the students count by 5s. Once the teacher reaches the 6, then teacher should ask the following questions of the class:
How many minutes have passed?
Where does the minute hand point?
Where does the hour hand point?
What time is it?
Finally, the teacher should state the objective at the end of the opening. For example, "Great job everyone, Today we are going to master telling tiem to the halfhour, or halfpast, and spend a short time looking at the similarities between digital and analog clocks. Let's get started!
Direct Instruction (710 min): The teacher writes threethirty, 3:30, and halfpast 3 on the board. While continuing to move the minute hand around to the 12 the students count by fives. The teacher explains that these each communicate the same time.
The teacher then presents both an analog and digital clock to the class, each displaying 4:30. Calling on three students the teacher asks for three different ways to say the time. To check for engagement, the teacher can quickly poll the class for which clock they find easier to tell time on. Once results are in, the teacher points out that 4:30 on the digital clock is just as easy as 1:30 on the analog clock, pointing out that "just remember the 6 = 30 minutes!" The students are then asked to practice counting by 5s starting at the 1.
Guided Practice (10 min): The teacher then shows the class 5:00, and asks a student to tell the time. She then moves the minute hand to 5:30 and asks the following questions of the class:
How much time has passed?
What time is it now?
The teacher then repeats this process 25 more times depending on how well the class understands the concept. The students then break into math partners to try the activity on their own.
Independent Practice (10 min): Students break into groups of 2. Each group has a demonstration analog clock and a ten index cards with times written on them (5:00, 7:00, 3:00, etc). One student displays a time on the index card to the student holding the demonstration clock. The student should move the minute and hour hand to display the time. Then the student should move the minute hand to make the time move to halfpast. The student holding the demonstration clock should then ask the other student the following questions: How much time has passed? What time is it? Each student should complete 5 index cards and then switch the demonstration clock to the other student. The teacher should circulate the room to assisting students.
Closing (35 min): Teacher calls then attention of the class back to him/her and gives the students 2 minutes to clean up their workspace. They quickly review the three ways to communication times to the halfhour both orally and on the demonstration clocks. Finally, the students complete the 5 question quiz.
Lesson Resources
Clock Face for Demonstration Clocks Activity 
954

Arrows for Demonstration Clock Activity 
754

Do Now_differentiated Starter / Do Now 
600

Do Now_time to hour Starter / Do Now 
569
