First Grade Math Lesson Time To The Half Hour On An Analog Clock

Summary

In this engaging educational transcript, students are enthusiastically introduced to the concept of telling time on an analog clock, specifically focusing on half-hour intervals. Through interactive activities and group discussions, they learn to identify the position of the minute and hour hands to determine the time. The lesson is filled with energy, as the teacher encourages participation, clarity in explanations, and correct time-telling. The session culminates in a game that reinforces the learned skills, ensuring a fun and effective learning experience.

Takeaways

• 📚 The lesson is focused on teaching students how to tell time on an analog clock, specifically on the half-hour marks.
• 🙌 Students are encouraged to actively participate by showing their understanding through gestures and verbal confirmations.
• ⚽ Gonzalo's problem is used as an example to demonstrate how to read 6:30 on an analog clock, highlighting the position of the minute and hour hands.
• 🕰 The script explains that at 6:30, the minute hand points to the 6 and the hour hand is halfway between the 6 and the 7.
• 👫 Students are paired up to discuss and practice reading times on analog clocks, fostering a collaborative learning environment.
• 🕒 The importance of correctly identifying the hour and minute hands is emphasized, with the minute hand being longer than the hour hand.
• 🕧 The script provides a step-by-step guide on how to set an analog clock to various half-hour times, such as 1:30, 3:30, and 7:30.
• 📝 There are activities involving matching times with analog clocks and constructing times on dry erase clocks, promoting practical application of the learned skill.
• 🎲 The 'Who Has' game is introduced as a fun way to reinforce time-telling skills, where students match times on cards with analog clocks.
• 🏆 The script concludes with a review of the activities and a self-congratulatory moment for the students, celebrating their progress in learning to tell time.
• 📚 The lesson incorporates various teaching methods, including direct instruction, group work, and games, to cater to different learning styles.

Q & A

What is the main topic being taught in the script?

The main topic being taught in the script is how to tell time on an analog clock to the half hour.

What is the first problem presented in the script?

The first problem presented is about Gonzalo's soccer practice, which starts at 6:30, and the students are asked to figure out how to read this time on an analog clock.

How is the time 6:30 represented on an analog clock according to the script?

At 6:30, the minute hand points to the 6 and the hour hand is halfway between the 6 and the 7.

What is the purpose of the 'I have who has' game mentioned in the script?

The 'I have who has' game is used to reinforce the students' understanding of telling time on an analog clock by matching times with the correct clock representations.

What activity is suggested for students who finish their tasks early?

Students who finish their tasks early are suggested to do the next page in their math journal.

How does the script emphasize the importance of following directions?

The script emphasizes the importance of following directions by repeatedly asking students to show that they are ready, to hold up their clocks correctly, and to respond in a complete sentence.

What is the significance of the 'hands on your head' gesture mentioned in the script?

The 'hands on your head' gesture is used as a visual cue for the teacher to assess whether students are ready and paying attention.

What is the correct way to move the hands on an analog clock to show a half-hour, as per the script?

To show a half-hour on an analog clock, the minute hand should be moved to the 6 and the hour hand should be moved halfway between the hour marks.

How does the script differentiate between the minute hand and the hour hand on an analog clock?

The script differentiates by referring to the longer hand as the minute hand and the shorter hand as the hour hand.

What is the final activity mentioned in the script for the students to practice their skills?

The final activity mentioned is a math game where students match analog clocks with the correct time, using the 'I have who has' format.

Outlines

00:00

🕒 Learning to Tell Time on an Analog Clock

This paragraph introduces a lesson on telling time on an analog clock, specifically focusing on half-hour increments. The instructor engages the class by asking if they are ready and excited to learn about clocks. A student named Gonzalo is brought up to demonstrate understanding of how to read 6:30 on an analog clock. The explanation involves the minute hand pointing to the 6 and the hour hand being halfway between the 6 and the 7. The class is encouraged to practice and understand the concept of half-past any given hour.

05:02

📚 Interactive Teaching of Clock Reading

The script describes an interactive classroom activity where students are encouraged to hold up their analog clocks and demonstrate understanding of telling time at half-hour marks. The instructor uses hands-on activities, such as moving the clock hands to indicate different times, and asks students to explain what their clocks would look like at specific times, like 1:30, 3:30, and 7:30. The importance of moving only the minute hand for half-hour adjustments is emphasized, and students are praised for their correct responses.

10:09

🤔 Analyzing and Describing Time on Clocks

In this part of the script, the focus is on analyzing and describing the positions of the clock hands to indicate specific times. Students are prompted to explain why their clocks show a certain time, such as 9:30, by describing the positions of the minute and hour hands. The instructor uses questioning techniques to check for understanding and encourages students to think about the direction in which the hands should move to reach half-hour marks, such as 7:30.

15:12

🎲 Small Group Activities for Time Telling

The script outlines a series of small group activities designed to reinforce the concept of telling time on an analog clock. Students are assigned to tables and tasked with matching times to analog clocks, analyzing the positions of the clock hands, and building times together. The instructor also mentions a game called 'I Have, Who Has' that will be played using time cards to match analog and digital times. The goal is to practice identifying and matching times, with an emphasis on using complete sentences to describe the time shown on the clocks.

20:34

📝 Matching and Constructing Time on Clocks

This paragraph details a matching activity where students are to find analog clocks that correspond to the times indicated on puzzle pieces. The focus is on correctly identifying the positions of the hour and minute hands for specific times, such as 8:00 or 2:30. The activity requires students to analyze the hands' positions and match them to the correct analog clocks. The script also mentions the importance of following directions and maintaining a neat and orderly classroom environment.

25:50

🏆 Reflecting on Learning and Preparing for a Game

The final paragraph of the script reflects on the day's learning objectives, which include telling time to the half-hour, constructing time on digital and dry erase clocks, and participating in small group activities. The instructor praises the students for their professionalism in time telling and prepares them for a math game called 'I Have, Who Has.' The game is intended to reinforce the students' understanding of time by matching times on cards to analog clocks, with an emphasis on using complete sentences to communicate the time.

Keywords

💡Analog Clock

An analog clock is a time-telling device with a dial that features hour and minute hands. In the video's theme, learning to tell time on an analog clock is central, as students are guided to understand how to read half-hour increments. For example, the script mentions, 'how can you look on an analog clock and tell that it's half-past a now,' highlighting the educational focus on this type of clock.

💡Half Past

The term 'half past' refers to a time that is exactly half an hour after the hour. In the script, this concept is repeatedly emphasized to teach students how to read times such as 6:30, which is described as 'half past six.' The phrase is integral to the lesson on time-telling, as it helps students grasp the positioning of the clock hands.

💡Minute Hand

The minute hand is the longer hand on an analog clock that moves to indicate the minutes. In the context of the video, the minute hand's position is crucial for determining the time, especially when it points to the '6' to signify half past the hour. The script uses phrases like 'the minute hand will point to the six' to illustrate this point.

💡Hour Hand

The hour hand is the shorter hand on an analog clock that indicates the hour. The script mentions the hour hand in relation to telling time, specifically when it is 'half past the hour,' as in the case of 6:30 where the hour hand is between 6 and 7.

💡Soccer Practice

Soccer practice is used as a scenario in the script to make the lesson relatable. Gonzalo's soccer practice starting at 6:30 is an example that helps students apply their knowledge of telling time to a real-life situation.

💡Learning Activity

Learning activities in the script refer to the interactive exercises designed to reinforce the lesson on telling time. The video mentions 'small group and constructing time activities' and 'matching times with the analog clocks,' which are practical ways for students to engage with the material.

💡Dry Erase Clock

A dry erase clock is a tool used in the educational setting, allowing students to physically manipulate the hands to represent different times. In the script, it is mentioned as an aid for students to 'build times together,' providing a hands-on approach to learning how to tell time.

💡Complete Sentence

Throughout the script, the importance of using complete sentences is emphasized, likely to encourage clear communication and understanding. The phrase 'tell us in a complete sentence' is used to prompt students to provide a full explanation of their thought process or the time on a clock.

💡Small Group

Small groups are a teaching strategy mentioned in the script where students work together in smaller teams to complete tasks. The script refers to 'small groups to table one' and 'small groups to identify our rules,' indicating a collaborative learning environment.

💡Math Journal

A math journal is a place where students can record their work and reflections on mathematical concepts. The script mentions 'the next page in your math journal' as an activity for early finishers, showing a method for students to document their learning process.

💡I Have Who Has

The phrase 'I have who has' refers to a game mentioned in the script, which is likely used as a fun way to review and reinforce the students' understanding of telling time. The game involves matching times between cards, as illustrated by 'I have three o'clock so his analog clock says three o'clock and his digital clock says 3:30.'

Highlights

Introduction to learning how to tell time on a half hour.

Engaging students with excitement about learning to tell time.

Interactive approach using partners to discuss time on an analog clock.

Problem-solving scenario involving Gonzalo's soccer practice timing.

Visual demonstration of how to read 6:30 on an analog clock.

Student participation in explaining how to read half-past time.

Clarification on the difference between minute and hour hands.

Practical exercise in setting analog clocks to specific times.

Group activity involving matching times with analog clocks.

Instruction on how to move clock hands to indicate half-past hours.

Use of dry erase boards for students to practice setting times.

Teaching moment on the correct way to hold and use a clock.

Activity of constructing time on an analog clock for 7:30.

Discussion on the correct positioning of clock hands for 9:30.

Game-based learning activity using 'Who Has?' cards for time matching.

Students taking leadership in running small groups for time activities.

Review and reinforcement of the day's learning objectives.

Transcripts

all right hands on your head show me

that you ready today we are gonna learn

how can I tell time on a half hour

what's our question are you excited to

show me you know time yes are you

excited to show me you know time do your

partners say I love clocks Turk your

partners say oh my goodness I love clock

fingers luck let's see who's ready to

learn

let's see who's ready to show us you are

a hundred and born aging smarter all

right let's see let's see I'm gonna say

Gonzalo

come on up let's say yes Gonzalo has a

problem let's see if we can help with a

solution

Gonzalez problem is his soccer practice

starts at 6:30 turn to your partner and

talk to you pardon about how Gonzalo can

figure out on an analog clock that it's

6:30 go ahead

what do you look like what it says

experience

class class class how can we help

Gonzalo with the solution how can you

look on an analog clock and tell that

it's half-past a now or what's the clock

gonna look like Kiera a little bit like

I like Mike Harrison let's repeat with

Kirsten when it says 6:30 the minute

head will point to the six and the hour

hand will be half past the hour so at

6:30 let's get my minute hand will be on

the 6:00 am I at 6:30 yet no keep going

why did I stop Joseph why did I stop

ah I let's repeat what Joseph said the

minute hand in politics and the hour

hand is half past the hour if you said

this clock says 6:30 let me have a Hugo

did we help

Gonzalo solve this problem good job say

thanks Gonzalo mirrors and words when

it's half past the hour the minute hand

is on the six and the hour hand is half

past the hour

Wow good job let's try it again mirrors

and words yes when the minute hand is on

the six and the hour hand is half past

the hour

yeah it's half past the hour

peach wait a minute

good job so is 131 of my half past the

hour times 2:30 3:30 yes warp up yeah 5

o'clock

what about five 36 37 38 thirty what I

know I let build sometimes hold up your

dryer in class remember I'm looking at

gift ticket to it and I'm looking for

teachers to help us run small groups

hold up your dry erase Clark what if

you're dry response on your dry erase

clock let's make one thirty what time

are we gonna make good job

hold it up when you're ready oh and I

like the notch good job good job good

job good job

very good very good remember on both of

my hands on my clock the same length one

is shorter and the other is hold up

those Fox let's see if does your clock

look like mine look at your clock is the

shorter hand your our hand half-past one

is your minute hand pointing to the six

does your clock say 1:30 give yourselves

up

good job you race to your boards be

graceful and hold up your analog clock

yes your analog clock the real one yes

hold it up nice and high hold it up nice

and high

I see I see I see now when I'm making

time to rinse when I'm making time I can

I can move both hands to make my final

my analog clock yes or no know which

hand is the only and I'm gonna move

Josiah

I like Josiah answered in a complete

sentence let's repeat when Josiah said

nice and loud the only half you should

move is up

and the minute hand which ones my min

hand the longer one or the shorter one

longer one let's move our clocks to say

3:30 what's my time hold it up good job

Dana Dana knows what to do

good job good job

I see 3:30 I see 3:30 I see 3:30 you

have 2:30 how can we make it 3:30

remember you have to go an hour and then

your times does your plug look like my

clock yeah turn to your partner and

describe to your partner what your clock

looks like at 3:30

good half-past three good job I like

that good job glass glass glass let's

build another time on a clock let's

build 7:30 what clerk High Witch hands

am I gonna move my me good keep going

and remember if you get stuck you can

stop at 7 o'clock and then move the

minute hand down to what number down for

what that's what you did in high then

you move them in ahead to what number

drink the six good job seven you have

7:30

you have 7:30 you have 7:30 you got it

though a good job it's your minute hand

pointing to the six yeah is your hour

hand half-past seven

yes so what time is it

seven-thirty all right this is getting

too easy let's do let's do 9:30 on the

analog clock and 9:30 on your dry erase

clock and I'm looking to see who's going

to get a ticket I'm looking for teachers

who can run small groups oh thank you

I'm looking to see teachers who can run

small groups who can tell me in a

complete sentence what their clock looks

like 7:30 what's the time no we don't

want the clock that way

your clock is a little oh that's funny

now do it here do it on your dryer is

clock turn your dryer is Clemens

you're supposed to do both lady good job

class turn to your partner and describe

what your clock looks like at 9:30

nine-thirty hands on your head show me

that you ready let's keep it ready good

job you guys are doing so good with time

you get a point

give yourselves a cheer let's see let's

look at my hands on your head let me see

just looking hands on your head let's

see who's looking look at my clock look

at where my minute hand is look at where

my hour hand is what time is it on my

clock blow the answer in your hand what

time is it on the clock

blow the answer in your hand look at

where my minute hand is look at where my

hour hand is what time is it

I've been shaking answer up in the air

look at where my many hand is look at

where my hour hand is what time is it on

my clock release 9:30 who can tell me in

a complete sentence why it's 9:30 why is

it 9:30 who can tell us in a complete

sentence why my clock says 9:30 Joseph

very good beats between 9 and 10 let's

repeat what Joseph says the minute hand

is on the 6:00 hour between 9 and 10 all

right let's do this one more time look

at my clock oh oh I'm good this is one

it's a hard look at my clock I it out

where's my minute hand where's my our

hands it will blow the answer in your

hand what time is it where is my minute

hand where's my hour hand

blow the answer in your hand well the

answer but were you ready we know it

look at my club ABI what time is it on

my clock look at my mini hat I'm sorry

all right

blow the answer here release

what is it you can say either or you can

say half-past twelve or 12:30 good job

all right we're gonna do one more thing

before we get to our learning activities

ready tell me I want to make 7:30 turn

to your partner and tell them how I

should move my clock which direction

should I go

what hand should I go move and where

should my hands end up to make 7:30

not one red one which an hour ago

Minutemen

oh oh very good who can tell us in a

complete sentence how my hands and how

my clock should look so it says 7:30

Aaron oh well I like what Aaron said

let's repeat nice and loud the minute

hand limit is at the 6 and the hour hand

is between 7 & 8 Aaron can you tell us

which hinge can I go this way moving

with our hand yeah no don't move the

hour hand which and should I move all

right tell me guys when I'm at 7:30 tell

me when I'm at this stuff

7:30 Wow you got oh I see you teacher

you're gonna run a small group let's go

7:30 7:30 I have to put what the minute

hand on 7:30 all right good job

hands look your head something ready

here's what we're gonna do next we are

gonna do some small group and

constructing time activities we're gonna

do matching you're gonna analyze the

time and then you're going to match the

times with the analog clocks and the

work times I'm gonna call some small

groups to table one small group to Table

two Kyra's gonna run and let's have

Joseph very good and then wait not yet

don't move then some of you guys are

gonna come over here with me and we're

gonna build times together we're gonna

identify clocks analog clock to the hour

and half hour together now let's look

some small groups are gonna identify a

match times some are going to build

times with me

when you finish early you're gonna do

the next page in your math journal what

an early finish is gonna do next

and then at the end we're gonna play a

really good game we're gonna use our

words to play I have who has okay the

Josiah

come on up you guys are all gonna get

these cards and this car nice and now

use your words it says I have three

o'clock so his analog clock says three

o'clock and his digital clock says 3:30

he has to look for the match that has

3:30 so if you hear Josiah

or another student's saying who has 3:30

and you have 3:30 what are you gonna

stay with your words and a nice complete

sentence I have 3:30 very good so you're

gonna pick a card and what does it say

stand up nice and left what does your

analog clock say what time is that look

at the hour hand look at the minute hand

wait I have who has 8 o'clock so if you

have 8 o'clock you're gonna hold your

card up and say ah good job alright

let's see who's ready by the time I get

to 10 listen football hands good job by

the time I get to chin don't move till I

say go by the time I get to 10 your dry

erase clocks are in your folder without

shoving without pushing nice and neat

hands folded show me that you're ready

one

four five seven good role follower it's

eight and fold it show me that you're

ready good job good job good job

20 tickets so hard to get 20 tickets a

good jobs are boring and fold it and

fold it and fold it down front row good

job following directions good job

following direction so small groups to

identify our rules

bring me resume work when the minute

hand points to the six

and the our hand is half past the hour

what hands do I have to move around the

clock which one is the may hand the

longer one or the shorter one well

that's the right way over the wrong way

let's say in a complete sense it back is

so dry which is the right way that's the

right way

tell me when to stop what I have a half

hour does that a half hour time tell me

what time it is on the clock in a

complete sentence what time is it on the

car

wow that's a 9:30 no why isn't it's a

9:30 in a complete census why doesn't

this box a 9:30 why doesn't it say 9:30

because because it's 9 o'clock how can I

get it to say 9:30 in a complete

sentence to say 9:30 the minute hand

needs to be where that's a 6

now did you say 9:30 yeah say good job

miss train all right now let's match

sometimes oh so you guys know this clock

says what time does this clock say so I

need to find an analog clock with hands

where's the hour hand gonna point 8 and

where's the minute hand gonna point

well it says 8 o'clock oh wow

so the hour hand will point at 8 and the

minute hands gonna point too

well let's find the clock let's see if

we can find the clock that says 8

o'clock

analyzed all of the puzzle pieces select

and then figure out which one has the

hour hand at 8:00

the minute we found it this clock have

the hour hand at the eighth and the

minute hand at the 12 yes and look if

you see they go together what you lose

your head

what do you looking for I put your head

fellow oh here's one what is it what

time is it so I'm looking for a clock

with the hour hand pointing to what

number

well it's 2:30 so the our hands gonna be

between the two end up

no no the power hand no 230 no did it it

didn't even get to the two-year right

did it get to the two yet no is back to

30 yeah my our head is between the 2 and

the 3 and the minute hand is that tha

let's find the analog clock he found her

in he found that when I was teaching all

right bottom your chips mattress

all right yours 2 o'clock

good job not running with scissors good

to here's your ticket 3x6 joseph´s ready

nobody's yet we're not ready to go home

seven blue folders lay hands lock just

like here oh hey don't forget the trash

you guys guys did so I'm gonna give

yourself another point give yourselves

away do you think that you are

professional time tellers alright

so can't we tell time to a half hour do

we construct time on our digital block

did we construct time on our dry erase

clocks did we do small group good job

give yourselves a walk alright so now

I'm gonna show us how we're gonna play

our math game one more time I have who

has