Rachel Crozier

Time: Identifying an Hour and Half Past the Hour

4/12/16
Content Standards
CCSS.MATH.CONTENT.1.MD.B.3
Tell and write time in hours and half-hours using analog and digital clocks
Lesson Context
Students have been exposed to one lesson of clock inquiry, in which they determined the purpose
of a piece of a clock that they were holding in their hand. Teacher prepared pieces of a clock
separately, such as the minute/hour hands, the clock face, and the numbers for each hour. Each
student determined how the piece fit together, and students discussed how a clock functions.
Students practiced drawing a clock, identifying hours, and counting by fives to complete a full
hour of 60 minutes. This lesson extends their learning to include the writing and identifying of
hours and half hours on analog and digital clocks. In this lesson, students will be writing the time
that they hear (from a read-aloud book) in both numerals and words, and they will create the time
on their mini Judy Clocks. They will be recognizing my language as I read.
Learners Background
Students have general concept of time, especially those with digital wrist watches. All students
demonstrated an understanding of fractions (halves and fourths) the previous week, and this prio
knowledge will be the foundation of the language half past 4 etc.
Student Learning Objective

Students will write the time they hear, with words and numerals, including hour and half
hour times
Students will create each time on an individual Judy Clock, correctly using the minute
and hour hands.

Assessment

As teacher reads aloud story, students actively write the time in both words (half past 9)
and in numerals (9:30). Students adjust their Judy Clocks to represent that time as well.
Teacher will assess each students wipe-off board and clock with each new time
mentioned.
Students will complete applicable Singapore Math Workbook pages in final 10 minutes
of lesson.

Materials
Wipe-off Boards and Expo Markers
Whole-Class constructed Clock (see picture!)
Class set of mini Judy Clocks

Spot Goes Splash! from Spots Bedtime Storybook by Eric Hill

Pre-made post-it notes, or other note-taking device, within the story to notate chronology of
events; these are supplemental to the text
Singapore Math Workbook
Key Concepts/Vocabulary
OClock
Half Past
_:30
Hour Hand vs. Minute Hand
Counting Minutes by Fives
Initiation
Students should sit by their long-term math partners. Ask students to share with their partner the
idea of wholes, halves, and fourths. This is a review from the previous week, and is relevant to
todays vocabulary. Ask several students to share their ideas, and to build on one anothers ideas.
Once whole group is in agreement with the concepts, bring forward the large class clock built the
previous lesson. Demonstrate how the minute hand passes, and ask the students to stop you
when the minute hand is half way around the circle. Invite students to share with their partners
why the minute hand stopped half way around the circle. Why is this half of the circle? How
did you know? Explain to students that when the minute hand has traveled half of the circle
when it cuts the clocks circle in half it is half way through the hour. Write the numeral and
word version of half past on the evolving chart. Group practice: using the large group clock,
show several whole and half-past hours. Ask students to explain why each time was that time.
Development

Hand out Judy Clocks, wipe-off boards and expo markers. Explain expectations for how
students must use these materials, also stating clear consequences for inappropriate
handling.
Tell students that you were going to read them a story about a dog named Spot, who goes
on many adventures. Explain to the class that each time they hear you say a time
whether its a whole hour or half past the hour they need to do three things: Write it
with numbers (8:00), write it with words (8 O Clock), and make the time on their own
clock. Explain that you will be walking around to make sure students are making the
correct time, and offering help if there are questions.
Read Spot Goes Splash! adding an appropriate chronological statement where
planned on post-it notes. These notes should flow naturally from the authors text, so that
students have to listen carefully to hear the time.
o Each new time mentioned, hold students accountable for three jobs mentioned
above, and ask one student each time to make the time on the class clock.
o Ask students to explain their written times and times built on the clocks to their
partners and to the full class.

When the story is over, students will put materials away, and complete the Singapore
Math Workbook pages that correspond with hour and half hour times.

Closure
Students return to the rug when they have completed their pages. Ask them to apply their
learning to the current time of day, or the next upcoming transition. Ask them, what time is it
right now? When is math finished? When will we begin snack? What would the clock look like
if it was 2:30 right now? etc. Review the chart of how to communicate time, and explain that
tomorrows morning message would include a space to tell the time they get to school.
Differentiation
Which students do you anticipate may struggle with the content/learning objectives of this
lesson?
Student
name

Evidence that the student

needs differentiated
instruction

How will you differentiate instruction in this lesson to

support student learning?

Lena

Tier 2 Math support, visits

math specialist 3x a week

Re-teach concept of minutes vs. hours in partnership

with Elise, focusing on counting by fives to find the
minutes, and pointing the minute and hour hand
toward the correct value.

Elise

Tier 2 Math support, visits

math specialist 3x a week

Re-teach concept of minutes vs. hours in partnership

with Lena, focusing on counting by fives to find the
minutes, and pointing the minute and hour hand
toward the correct value.

Which students will need opportunities for enrichment/higher level of challenge?

Student
name

Evidence that the student

needs differentiated
instruction

How will you differentiate instruction in this lesson

to support student learning?

Abe

Accurately tells time from

a digital, not analog, clock

Engage in full group discourse about the differences

between types of clocks and how to read them; ask
Abe to identify the hours and minutes on a digital
clock and to transfer that knowledge to an analog

Alex

Already actively and

accurately tells time, which
has the potential to cause
disengagement and
disruption.

During active engagement, ask Alex what the time

would be if it was 10 minutes earlier/later, 7 minutes
earlier/later, etc. Ask Alex to prove his answers.