Telling Time to the Hour

Primary Skill

Telling Time to the Hour

Remember

Vocabulary: Analog clock face, digital clock face, the big hand, small hand, hour hand, minute hand, hour on clock, minute on clock

Number identification

Size (big,small)

1:1 correspondence

Counting to 60

Counting by 5 – up to 60

Counting by 10 – up to 60

Counting by 15 – up to 60

Understanding direction hands move on a clock (direction of time)

↑  Foundational Skills

Understand                    

Time to the hour     ←  Primary Skill

↓  Extension Skills

Time to the half-hour  

Time to the quarter-hour

Time to five minutes

Time to the minute

Apply

Different ways to describe time (o’clock, half hour, quarter of an hour, etc.)

Time in relationship to daily schedule

Morning, afternoon, noon, evening, midnight definition

Analyze

Elapsed time to the hour

Elapsed time to the quarter-hour

Elapsed time to five minutes

Elapsed time to the minute

Evaluate

Elapsed time justification

Ante meridiem (A.M.), post meridiem (P.M.) definition and justification

Military time definition and justification

Create

Schedule

Instruction

During whole group instruction review of hands on the clock, numbers, etc. can be discussed all while teaching the primary skill of telling time to the hour. Additionally, more challenging questions and dialogue can extend the learning for others.

Example questions:

What does the big hand tell us?

What number is at the top of the face of the clock?

How many numbers are on the face of the clock?

Can you count the numbers around the clock?

↑  Foundational Skills

What is the time on the clock?     ←  Primary Skill

↓  Extension Skills

If I move the minute hand here what time would it be?

What is two hours after this time?

If this time was A.M. what would you most likely be doing?

Practice

All students can be presented with the same clock faces in various ways (worksheet, digital format, on a screen to whole class) and practice at their skill level.

Example Practice:

Identifying the big hand on every clock.

Identifying the numbers on the clock?

↑  Foundational Skills

Identifying the time on each clock.  ←  Primary Skill

↓  Extension Skills

Identifying elapsed time in relationship to each clock.

Identifying what they do in their day at each time.

Identifying the difference between A.M. and P.M.

Demonstration of Knowledge

Students can demonstrate their knowledge in relationship to telling time to the hour at their ability level.

  • Point – Students can identify what is being requested through pointing or gestures (multiple choice).
  • Say – Students can identify what is being requested through speaking (multiple choice or open ended questions).
  • Do – Student can identify what is being requested through writing, creating, digital format, their actions, drawing, etc. (multiple choice or open ended questions).

Example Data Collection

StudentFoundational
Skills
Primary
Skills
Extension
Skills

Student 1Can identify
hour by
pointing the
the correct
clock when a
time is spoken.
Student 2Can identify
the numbers on the clock by
speaking them.
Student 3Can identify
elapsed time to
the hour by
writing the
elapsed time
next to the
current time.
Student 4Can point to
the correct
time in
relationship to
their schedule.
Student 5Can circle all of
the hour hands on the clocks.

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