In this lesson, students will practice reading analog and digital clocks. This lesson also sets the stage for a fun BINGO game that can be played throughout the year.
Goal
Students will read and write time on a digital and analog clock to the nearest five minutes.
Common Core Standards
CCSS.2.MD.C.7 Tell and write times from analog and digital clocks to the nearest five minutes, AM and PM.
Objective
Students will read and write times from analog and digital clocks to the nearest 5 minutes.
Materials
- Prepare a whiteboard or large paper with a t-chart that has columns labeled Analog and Digital for use with the whole class.
Prepare enough for each student in your class:
- Hotchalk.com Clock time (prepare these ahead of time by filling in the times that you want students to identify)
- Hotchalk.com TIME game cards
- BINGO chips to use when students play TIME
- Scissors and glue
Lesson Introduction (5 minutes)
Remind students that when we count by fives we start at zero and count up by five. Have students stand in a circle. Model counting by fives to 60 and pair each number with a movement. For example, start by tapping your head and then tap your shoulders, knees, toes, toes, knees, shoulders, etc.
Mini Lesson (10 minutes)
On the whiteboard, or on a paper on the document projector, draw a clock that is large enough for a student to stand in the middle. Add numbers around the clock. Write “Analog” on the top of the clock. Remind students that clocks have a short hour hand and a longer minute hand. When the minute hand goes around the clock, there are five minutes in between each number on the clock. Model a few times, explaining how we use the hour hand and the minute hand.
Digital and Analog Guided Practice (10 minutes)
Tell students that there are two ways to show time, the analog clock, which you have just been practicing, and a digital clock. The digital clock uses only numbers to show time. Show students examples of digital clocks. Post the t-chart with digital and analog clocks on it. Pull a time card with a digital or analog clock on it. Have students sort the times according to the type of time it is. As you post them, for each option, write how an analog or digital clock would record the same time, so that you have a model of each type of clock. Ensure that students identify that analog and digital clocks tell us the same information.
Digital and Analog Independent Practice (10 minutes)
Now, tell students that they will be working on their own t-chart. Have students work independently or in pairs to select and sort times onto their own t-chart.
Create TIME Bingo Card (10 minutes)
Pass out blank TIME cards. Read out sixteen different times. Have students record either the analog or digital time. Students can put each time wherever they want (they don’t have to go in order) to create their own TIME card. (Save these TIME cards for later use.)
Play TIME (10 minutes)
Once students have their TIME cards, play a few rounds of TIME as a whole group (this activity can become a center activity after students have mastered it). During the game, circulate and take note of which students are able to read the times independently and easily and which require assistance. As students become familiar with the game, they can lead the TIME games as well.
Extension Activities
- Draw a large analog clock face on the whiteboard. Have students come up one at a time and choose a time card. For each time card, students have to show that time and the class will guess which time they are being. Have students take turns coming up to “be” the clock.
- When you play TIME, rather than reading the exact time, read times and have students add or take away five or ten minutes to get to the time you want.
Evaluate
Rubrics are needed in the classroom. I hope for my students to have better clarity of what is expected of them using rubrics. Students list what they expect in a completed assignment. they give scores of what the highest amount of points you can get for an assignment and what you have to do to receive those points is. This can push students to do better by seeing what it takes to receive full points.
Relate
I believe in having a strong relationship with my students. I want them to be in a classroom where they know someone cares about them and that the teacher is not just earning a paycheck. By demonstrating a certain level of compassion for your students, they feel more comfortable with you as a teacher.
By nurturing their open minds, a teacher can be successful. It is important to let the students ask questions and let them think for themselves. Children are full of imagination and ideas, and too often teachers take their intuitive instinct away from them by not letting them share their ideas or punishing them when they make a mistake out of the exploration of their imagination.
Goal setting should be instructed and reinforced. Without goals students are apt to stray from little educational endeavors that end up being the little holes that sunk the big ship. In high school, I was a student who was at the top of the class in subjects that I enjoyed and mediocre in subjects that I did not find appealing. As a teacher I want to make students enjoy my class no matter what their interests, by finding a common ground between their interests and the material.
Since the school community is viewed as a microcosm of the real world, I believe in letting students see the effect of their actions. In order to prepare students for the next step, I feel that their progress should not just be monitored from an educational aspect, but also a social aspect. I feel that many teachers set standards of achievement not only for the educational aspect, but also for behavior. Too often, a student who misbehaves early in the year is given lower standards of behavior from their teacher, who in turn allows the unacceptable behavior to persist on account of their expectations of the student.
Instead of isolating the troublemakers, I believe in using an approach to prevent rather than punish those who are continually a problem for teachers and students.
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