First Grade Math Lesson Time To The Half Hour On An Analog Clock
Summary
TLDRIn 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
🕒 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.
📚 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.
🤔 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.
🎲 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.
📝 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.
🏆 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.
Mindmap
Keywords
💡Analog Clock
💡Half Past
💡Minute Hand
💡Hour Hand
💡Soccer Practice
💡Learning Activity
💡Dry Erase Clock
💡Complete Sentence
💡Small Group
💡Math Journal
💡I Have Who Has
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
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