1.MD.B.3

Tell and write time in hours and half-hours using analog and digital clocks.

 

Summary:

Students should know how to read an analog and digital clock, to the hour and the half-hour. Students should also know how to write the time for both hour and half-hour.

 Understanding the Standard:


    • Students need lots of practice with telling time and in transferring their skills from an analog clock to a digital representation. The use of individual clocks with moving parts allows for students to have practice with the concrete experience of telling time. A lesson in moving the minute hand forward in time, and not backwards, is necessary for correct depiction of time on an analog clock.
    • Relate the telling of time to everyday activities within the classroom. Integrate this skill by surveying the class on times they go to bed, times they get up, times they arrive at school in order for this skill to be more meaningful to their everyday lives. Additionally, look for opportunities throughout the day to incorporate time and the length of activities.
    • The teacher can talk about and discuss with students, more specifically, 60 seconds in 1 minute, and 60 minutes in one hour, and 12 hours in the morning, 12 hours in the afternoon/evening, is easier for students to understand (they can see this actually happen on a clock). It is best to go smallest unit to largest unit, as the larger the unit, the more abstract for young children.
    • Use timers or hour-glasses to show the passage of time.
    • Use technologies that allow students to match digital times to analog representations.

      Questions to Focus Instruction:


        • Can my students distinguish between an analog and digital clock?
        • Can my students tell time if the time is a whole hour or half-hour?
        • Can my students accurately manipulate an analog clock in order to accurately depict time to the hour and half-hour?
        • What activities will provide opportunities for students to match time on an analog clock with that on a digital clock?
        • How can I make sure students understand that skip counting by fives is a skill that is important to telling time?
        • How can I incorporate the use of telling time throughout my day in order to make this skill more meaningful to students’ everyday lives?


          Skills

          Prior to: While time is not an introduced skill prior to first grade, students should have a basic understanding of night and day, seasons, and that clocks are used to measure the passage of time from hour to hour.

          At Grade Level: Students can identify an analog clock and a digital clock. When given a time to the hour or half-hour, students are able to make that time on an analog clock showing the positions of the minute and hour hand as well as write the time correctly in digital form. When shown a time on an analog clock, students can precisely name the time to the hour or half-hour. Students are able to match the time on an analog clock with the same digital representation. Students are able to express the written form, ex.” 8 o’clock” or even “eight o’clock” as other ways to write time.

          Moving Beyond:
          Students will accurately tell time to the five minute mark, as well as determine if the time is a.m. or p.m. Students will accurately make the time on an analog clock and also write that time in digital form. Students will recognize patterns in time as an introduction to the concept of elapsed time. Students will estimate the amount of time an activity might take in order to complete. Go to 2.MD.C.7 to see the progression of related skills.