Andrew Walling

First Grade Math

Lesson: Learning Basics of Time and Clocks

Objective:
To expand concepts of time and introduce the clock and numbers on the clock.
1st grade TEKS Addressed:
Language Arts
(C) ask and answer relevant questions and make contributions in small or large group
discussions (K-3)
(B) use graphs, charts, signs, captions, and other informational texts to acquire information (1)
(B) use pictures, print, and people to gather information and answer questions (K-1)
Math
(B) describe time on a clock using hours and half hours
(D) use tools such as real objects, manipulatives, and technology to solve problems
Social Studies
(A) distinguish among past, present, and future
(C) use vocabulary related to chronology
(B) create visual and written material including pictures, maps, timelines, and graphs
Materials:
-Large clock with hands
-Dry Erase boards , markers, and tissues for erasing
-CD player
-CD with song with words and then just with accompanying music
-Words to the clock song written out
-Small clocks for each student
Procedure:
Review
a. We will begin by reviewing what we have learned about the concept of time:
events occurring at certain times of the day, the schedule of our class, and why
knowing what a clock says is important (being on time).
b. Ask students to share what time they know things occur, examples: school starts
at 8:00, dinner time is at 5:00, or bedtime is at 9:00.
Introduction
a. Introduce the large clock, the numbers on it, the hands, and the way that the
hands move.
b. Show the students the hands and what they mean when they are at different
locations. Explain the intervals and the unmarked numbers. Practice counting by
five and then filling in the blanks.
 c. Demonstrate the hands at different locations and ask the students to write what
time they think it is on their dry erase boards and hold them up. Progress from
simple: 1:00, to harder: 2:30, to even harder: 4:42.
d. Assess students as you go to see if they understand. If they are not, go back and
re-re-teach from (b).
e. Introduce the song with words in the front as a song to help us remember the
important parts of a clock.
f. Play the song (listening only the first time), play the song with words two more
times (have students attempt to sing along), play the song a fourth time without
the words accompanying to see if the students can sing it themselves.
Song: One o'clock.
Two o'clock.
The second hand is the fastest around.
First, it goes up and then, it goes down.
We're learning how to tell time.
Three o'clock.
The minute hand isn't quite as fast.
On twelve it's on the hour on six it's half past.
We're learning how to tell time.
Four o'clock. Show me.
Five o'clock. Show me.
Six o'clock. Show me.
Seven o'clock. Show me.
Eight o'clock.
The hour hand goes so slow.
It tells you the hour don't you know.
We're learning how to tell time.
Nine o'clock. Show me.
Ten o'clock. Show me.
Eleven o'clock.
Show me.
Twelve o'clock....

g. Pass out the small clocks and move into guided practice.
Guided Practice
a. We will give each student a turn with a small clock and let them experiment
with turning the hands to represent a desired time.
Assessment:
a. Informal: Students will be asked to come up to the large clock at the front of the room and
move the hands of the clock to represent different times of the day. We will make it a game
and the students can race and compete in teams.
b. Formal: Students will be given an assignment to draw hands on the clocks provided to
represent the desired times.
Citations:
http://www.songsforteaching.com/mral/telltime.htm (song lyrics cited here)
 Clock Worksheet
Draw hour and minute hands onto each clock to
show the time. *Remember the hour hand is short
and the minute hand is long.
1. 2:00
12
11 1

10 2

9 3

8 4

7 5
6

2. 4:15
12
11 1

10 2

9 3

8 4

7 5
6
3. 6:45
12
11 1

10 2

9 3

8 4

7 5
6
4. 9:20
12
11 1

10 2

9 3

8 4

7 5
6
5. 10:32
12
11 1

10 2

9 3

8 4

7 5
6