Embedded Files
Core concept: Hour time can be read on analog and digital clocks.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- hour time can be represented on an analog clock and on a digital clock
- the hour hand points directly to the hour to indicate hour on the analog clock
- the minute hand points to 12 to indicate hour time on an analog clock
- hour time on the digital clock begins with the hour followed by a colon and 2 zeros and is read from left to right.
Success Criteria:
Success Criteria:
Students can:
Students can:
- read hour time on analog and digital clocks
- describe the position of the minute and hour hands for hour time on analog clocks
- describe the position of the numbers which represent hour time on digital clocks
- sort clocks representing different hour times to match similar types of clocks or representations of time.
Activity: O’clock on analog clocks – 15 minutes
Activity: O’clock on analog clocks – 15 minutes
Consolidation and meaningful practice: Modelling hour time – 15 minutes
Consolidation and meaningful practice: Modelling hour time – 15 minutes
Provide students with the model analog clocks made in the previous lesson. Provide each student with a short ice-cream stick and a long ice-cream stick to use as hour and minute hands.
Provide students with the model analog clocks made in the previous lesson. Provide each student with a short ice-cream stick and a long ice-cream stick to use as hour and minute hands.
Ask students to position the long ice-cream stick in the position for hour time. Explain that the minute hand always points to 12 to indicate hour time, which is read as o’clock.
Ask students to position the long ice-cream stick in the position for hour time. Explain that the minute hand always points to 12 to indicate hour time, which is read as o’clock.
Review the moving position of the short ice-cream stick as it functions as the hour hand. Model the hour hand moving to show a few examples of hour time and read each time as __ o’clock and ask students to copy.
Review the moving position of the short ice-cream stick as it functions as the hour hand. Model the hour hand moving to show a few examples of hour time and read each time as __ o’clock and ask students to copy.
Call it out 2 or 3 further examples of hour time for students to model on their clocks by moving the hour hand.
Call it out 2 or 3 further examples of hour time for students to model on their clocks by moving the hour hand.
Circulate amongst the students and observe student work and record assessment data.
Circulate amongst the students and observe student work and record assessment data.
Play a modified game of ‘What’s the time Mr Wolf?’ Select a student to be the wolf and say the hour times. Students call and respond:
Play a modified game of ‘What’s the time Mr Wolf?’ Select a student to be the wolf and say the hour times. Students call and respond:
Students: What’s the time Mr Wolf?
Students: What’s the time Mr Wolf?
Wolf: __ o’clock.
Wolf: __ o’clock.
Students model o’clock times on their model clocks and place their hands on their shoulders as soon as they have modelled the correct time. When the student playing the wolf calls ‘Dinnertime’ all students stand up and rub their stomachs. The student playing the wolf selects the next wolf.
Students model o’clock times on their model clocks and place their hands on their shoulders as soon as they have modelled the correct time. When the student playing the wolf calls ‘Dinnertime’ all students stand up and rub their stomachs. The student playing the wolf selects the next wolf.
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