# “Round the Clock” is a unit on time to the half-hour and digital/analog clocks

Subject:

Math

PreK, K, 1

Title – Round the Clock
By – Fatima Tuz Zahra
Primary Subject – Math
Secondary Subjects –

Background:

• Since there are 60 minutes in an hour, children must be able to read and order numbers to 60 before they can read time on the digital clock.
• Since time is often referred to in fractional terms on analog clocks, it will be helpful if children have an understanding of halves and fourths.

Unit Introduction:

• Collect different types of clocks and storybooks and/or videos related to time.
• If possible set up a field trip to an appropriated museum, so that the students can learn more about time.
• Put useful books in the library corner for the students to read.
• Locate useful Internet resources.
• Find or create slide shows listed below.
• Acquire or make clock reading worksheets.

Day One:

1. Tracking Game:
• On the very first day of the unit, get the students to participate in a tracking game (outdoor activity).
• Draw two paths with the colored chalks from the entrance to the swings.
• Get the students to choose one.
• Note down the time with the hourglass.
2. Start your day with the essential questions.
• Is time something precious?
• What does time mean to you?
• Why do we need time in our daily life?
3. Explain:
• You can tell what time is in several ways: the position of the sun in the sky, the length of shadows, the activities people are doing, and clocks and watches.
• Arrange a puppet show in the class to explain time.
• Discuss their knowledge and record it in a KWL chart.
• Show them a movie in their video time ( Back to the Future ).

Day Two:

1. Relationship of time and clock:
• Teacher will tell them stories about time.
• Students will sing poems, Hickory, Dickory, Dock … etc.
• Students will conduct an assembly presentation on the poem.
2. Start your day with these questions.
• How do we measure time? With a ruler? Why not?
• Direct student’s attention to the clock in the teacher’s presentation.
• How many big numbers are on the clock?
• Have students point to the hour hand.
• Tell them that when the hour hand moves from one number to the next, one hour has passed.
• What can you do in an hour?
• Have students point to the minute hand.
• Tell them that when the minute hand moves from one tick mark to the next, one minute has passed.
• What can you do in a minute?
3. Show them a slide show ( What is Time ).

Day Three and Four:

1. Planning and conducting a survey:
• Plan for the clock day:
• Lead a discussion about different timepieces (clock, watch, and timer, hourglass) and the energy sources required to run them (electricity, battery, wind-up movements).
• Show them images from the computer.
• Conducting a Survey:
• Have students survey their homes and count the number of timepieces they find.
• Ask them to bring their clocks for the clock day celebrations.
• They should have wrist watches too on that day.
2. Analyzing data:
• Guide students to design a chart or poster that reflects their findings.
3. At the end of the day students will present their clocks in a clock parade.

Day Five:

1. Human Clock Activity:
• 12 students hold numbers and stand in a circle.
• One student holds big and little hands and stands in center of circle.
• Begin by pointing out the minute hand.
• Explain how the minute hand moves completely around the clock.
• Have them time events, such as the length of a TV commercial, class periods with an hour glass, and regular intervals (with a timer).
• Explain the hour hand.
• Give questions as you have in previous days and also have them time events around the house.
• Quiz with flash cards that depict different times on a clock.
• Start off with flash cards that have a marked clock at every hour.
• Once mastered, advance to an unmarked clock.
• Repeat as necessary until they fully understand.
• It’s a good idea to continue to quiz at least once a week to make sure they don’t forget the fundamentals to learning how to tell time.
• Explain that some clocks have second hand too, and some times alarm clocks have another hand.
• Get the students to find such clocks and bring them in the class.
2. Observing different times of the day:
• Explain the difference between AM and PM.
1. Times of prayers (if appropriate in your school)
2. Mealtime
3. Playtime
4. Bedtime
• Get students to make signs in MS Publisher for different activities.
• Get the students to conduct a survey:
• Question: Do you go to bed before or after 8 pm?
• Choices: Before 8’o clock, at or after 8’o’clock
• Collecting and representing the data: Each child places a cube in the appropriate pan of the balance.
• Analyzing the data:
• At what time do most children in our class go to bed?
• How do you know?
• How many of you go to bed at 8’o clock?

Day Six:

1. Comparing Digital and Analog Clocks:
• Discuss the differences between the two clocks: digital and a clock with hands.
• Show them the slide show of digital and analog clocks.
2. Make a Clock Activity:
• Divide the class into two groups.
• One group makes analog clocks with paper plates
• The other group makes digital clocks with shoe boxes.
• Make two holes on both sides of the shoe box and pass a stick through them.
• Attach papers with time written on them with this stick.
• When you roll the stick, the clock will show different times written on the papers.
3. Conduct a Survey – Clothes Peg Graph

Day Seven:

1. Telling time by hour and half hour
• Discuss the differences between the hour hand and minute hand.
• Discuss the fraction 1/2.
• And show the children the interactive clock on the slide show ( Telling Time by Pooh )
2. Questions:
• How do we measure time? With a ruler? Why not?
• What happens if we cannot tell the time? What happened in the story?
• Would you like to see if you can tell the time? You can tell the o’clock time just by looking at the hour hand.
3. Practice finding the o’clock.
• Get the students to work on time worksheets. They will practice drawing hands and showing time.
• Show them the slide show of digital and analog clocks
• Ask: Show four-thirty; 4:30 on the digital clock and half past 4 on an analog clock.
• Continue moving the minute hand around the clock to 12.
• Ask: What time is it now?
• Discuss the two ways to read time at the half hour. (4:30 and half past 4)
• Where is the minute hand at half past the hour?
4. Analog and Digital Clock Comparison:
• Identify time on analog clock and create matching time on digital clock using magnetic numbers.
5. Conduct a survey – Pictograph Activity
6. Play time games with your teacher
• Children could have fun snapping fingers to catch a second.
• They could clench fists as in one potato, two potatoes, etc. to build seconds into a minute.
• They could then stamp their feet to make an hour.
• Use www.aramazu.com to access, then build a second and minute game with partner.
7. Use worksheets to reinforce telling the time.

Plenary:

• Practice telling the time with all.
• Play games with the teacher at home or in school.
• Reinforce the importance of being able to tell the difference between AM and PM and get them to find ways to remember them.
• Time management and saving tips:
• Offer daily tips about time management. These tips should be 10-minute mini-lessons covering one skill.
• setting aside study time
• setting goals for assignments
• using agendas to make sure work is completed on time
• making a list of things that need to be completed
• Discuss tips with parents and other teachers too.
• Creating student multimedia presentations:
• Title slide
• Explanation of daily activities
• Explanation of how they can manage time and keep a balance between school, family and other personal activities.
• Get the students to insert pictures with the help of the teacher in the template.
• Get the students to select suitable time clocks from the images for their slides too.

At the end of the unit:

• Teacher will enlarge images of clocks and get these photocopied for the student booklets.
• Students will make their own booklets by using templates.
• Get the students to complete their booklets and display them on the door.
• Ask questions about their books and fill the last column of the KWL.
• Award students on their good efforts. Get gold medals at IXL.com

Class Surveys and Graphs

 Type Content Procedure Balance Graph Question Do you go to bed before or after 8 pm? Choices Before 8’o clock, at or 8’o clock Collecting and representing the data Each child places a cube in the appropriate pan of the balance Analyzing the data At what time do most children in our class go to bed? How do you know? How many of you go to bed at 8’o clock? Clothes Peg Graph Question Do you like digital clocks? Choices Yes No Collecting and representing the data Each child places a peg on the appropriate side of the graph. Analyzing the data Do more students like digital clocks? How can you tell? How many students altogether put a peg on the graph? Pictograph Question What time do you wake up? Choices 7:00 ,7:30 , 8:00, 8:30 Collecting and representing the data Children draw hands on a clock to show the time closest to their wakeup time and tape each clock in the appropriate column of the graphing chart. 7:00 7:30 8:00 8:30 Analyzing the data At what time do most children in our class wake up? How do you know? How many of you wakeup at 7’o clock How many of you do not wake up before 9’o clock? If a 5 th grade class made a graph like this, do you think it would look similar to our graph?

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