# Question Detail

# I am teaching my first graders how to tell time and how to understand the half hour concept. Most of them seem to understand 11:00, 12:00, etc., okay, but 11:30, 12:30, etc. on the clock is a little more difficult to grasp. Any suggestions on how to make it more concrete, where they see the patterns? 11:08am

Sep 9, 2017 10:11am

- Math
- 1
- Assessment

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We have a unit on telling time to the hour and half hour in grade 1. We pair that standard with the standard about partitioning circles and rectangles into halves and fourths. Students get practice visually dividing up the space in multiple ways first. Then, the partitioning a circle transfers well to the clock. We begin the clock work with a "one handed clock" - only the hour hand. Students make a clock manipulative using a paper plate, brad and hour hand cut out of red cardstock (same color hour hand will be on the school Judy clocks). We talk about how it is short, moves slowly and at "o'clock" - it's pointing directly at the number for what o'clock it is! We add in the minute hand (blue cardstock) and demonstrate how when the minute hand moves around from the 12 to the 6, it is partitioning the clock in half - and that is half an hour. We use oral language - ie "half past 2", "half past 10". Lastly, we discuss how a whole hour is 60 minutes and half hour is 30 minutes, so you can write it on a digital clock as 2:30 or 10:30. They do matching games by matching analog and digital clocks alongside word phrases like "2 o'clock" and "half past 2". For enrichment with some students, we might extend it to fourths and talk about :15, :45 and quarter past/to OR about how we count by 5s going around the clock to figure out the minutes. (grade 2 standard)

I taught all my kindergarten students to tell time. First, I made it personal. I gave the analog clock a name; Ana Log. She has arms, ones is longer than the other because they have different jobs or functions. One points to the hour, and the other point to or tells the minutes. She also has a Face! We practice time every day as we did, counting, days of week, message board, months and dates. Evey day for a week one person was the time keeper. While holding the teaching clock in front of the time keeper and all the other students, the entire class would say, "time Keeper, time Keeper what time is it? The time keeper would look at the clock and say the time.

Make sure the children know there are 60 minutes in one hour, and 30 minutes is half of that.( use music; Intellitunes.com). To teach half hour, you must first teach what the hour hand looks like when it IS on the have hour. Have the children practice just with the hour hand between two numbers and ask them to tell you what hour it is. They will remember the minute hand is always on the 30, but it's when the hour hand is in-between that confuses them. Make up a story about

Ana not being sure about what time it is, and the children must help her. This also let's them know, the hour hand comes first. The Intellitunes music cd will help them count by fives around the clock, as well as other activities in mathematics. I hope there still movement in grade one! Once they know half past, they pick up the concept of going past 30 with ease. Many of my students asked their parents to buy them watches for birthdays and holidays. We always had a time keeper in our class once everyone know how to tell time. As a matter of fact, the children learned so well, that if I went over my time on a lesson, or time for lunch and recess, they would let me know!!

PS. We had many cheers of praise for the time keeper and who ever it was was always able to ask for assistance form another student. After a while, I was able to sit in the back of the room and let a student present the lesson. We touched on digital clocks, however the students soon realize that they "give" you the time. Be creative, use my story or make up your own! This was all done orally and by manipulating the teaching clock.

One more thing. The students were able to tell time to tell to the minute!