Lesson+1-+What+hour+is+it?

=What time is it?  =

Objective: Students will explore the purpose of the minute hand and the hour hand and the implication of both for telling time on an analog clock.

NYS Standards:
1.M.8 Tell time to the hour using both digital and analog clocks 1.M.7 Recognize specific times 2.CM.6 Use appropriate mathematical terms, vocabulary, and language 2.CN.7 Recognize the presence of mathematics in their everyday lives 2.CN.9 Recognize and apply mathematics to objects, pictures, and symbols 2.N.10 Use and understand verbal ordinal terms 2.R.1 Use multiple representation including verbal and written language, acting out or modeling a situation, drawings, and or symbols as representations

Key concepts:

 * 1) The small hand indicates time by the hour (hour-hand)
 * 2) === **The large hand indicates time by the minute (minute-hand)** ===
 * 3) === The hands on a clock always move in a clockwise direction ===
 * 4) === When the minute hand is on the "12" (pointing straight up), on an analog clock, we say the number that the small hand is pointing to followed by the phrase, "o'clock" ===



**Measure of Success: Students will be able to indicate/identify time by the hour**

EDM Lesson: Remind the students that the hour hand and minute hand always move in the same direction called the CLOCKWISE direction. (Write //clockwise// on the board to support English Language learners and use hand gestures to support/ demonstrate the discussion of the meaning of this word). Discuss that following key concepts: (1.) The #'s 1-12 are displayed on the faces of most clocks and watches. (2.) The hour hand and the minute hand move from one number to the next, and (3.) It takes about 1 hour for the minute hand to move all the way around the clock face. Continue lesson by providing students with clock cut-outs they made ahead of time (link to printable page for this activity below, or EDM Teaching Master, //Math Masters// p. 32 ). Using a "Judy Clock" for demonstrating purposes, show a time with the minute hand pointing straight up. Have students show the same time on their clocks. Have children identify the time shown on their clock. Record, or have the students record the time shown. Since children have not yet learned to read or write digital time notation, record each time using o'clock notation. Continue this routine to practice telling time to the nearest hour.

Differentiated Options:

//__ Audio Learners __// : Listen to video below

media type="custom" key="8130548"

__// English Language learners //__ : Label the classroom clock along with "Judy Clocks" with the following vocabulary: CLOCK, MINUTE-HAND, HOUR-HAND

__// Visual Learners //__ : Point out the word "Minute" and the word "Hour" on smartboard. Show students the color coordinated arrows below the respective words. Ask students which word/ arrow is longer. When students reply with minute as the correct answer, drag each arrow onto clock and tell students that they can remember that the word "minute" is longer therefore it is the longer hand. Repeat with the word hour demonstrating that "hour" is the shorter word therefore the shorter hand on the clock. Use smart notebook link below:

(If smartboard is not available, this can be done on chart paper)

=Technology: Interactive differentiation links = Smart board demo video and whiteboard lesson Balloon Time Demo  


 * Match the hours**

Make your own clock cut-out
 * Links to additional practice: Games and Worksheets **