The Clock Struck What?

First Grade Math

by Sabrina LeBlond August 12, 2015

It's time-telling time with this fun lesson featuring Trudy Harris' 'The Clock Struck One.' Students will learning
about time with a short story and hands-on practice with analog clocks.

Learning Objectives

Students will be able to tell and write time to the hour and half hour.

Materials and preparation Key terms

The Clock Struck One by Trudy Harris analog clock

Demonstration analog clock hour hand
Small analog clocks minute hand
Class set of the Telling Time to the Hour digital time
worksheet
Class set of the Time Practice: On the Hour and
Half Hour worksheet

Attachments

Telling Time to the Hour (PDF)

Time Practice: On the Hour and Half Hour (PDF)
Half-Hour Match Up (PDF)
Telling Time to the Hour (PDF)
Telling Time: On the Half Hour (PDF)

Introduction (10 minutes)

Read aloud The Clock Struck One.

Ask students review questions from the story, for example: "What time did the mouse run up the clock?"
"At what time did the cat wake up?"
Tell the class that, today, they will tell and write time to the hour and half hour using analog clocks.
EL

Beginning

Before reading the story, ask students to name different devices for telling time, such as different types
of clocks and watches.
Show students the picture of the grandfather clock. Point to the other types of clocks in the book and
have students repeat as you name them: cuckoo clock, alarm clock, pocket watch, etc.

Intermediate

Rephrase the story as you read. Think aloud, "It says the clock struck one. That means it was 1 o'clock. I
see the clock shows 1 o'clock, so that makes sense with what I see in the picture.
Explain the struck is the past tense of strike. Strike can mean different things, including to hit something.

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 In the story it means to tell something by sound. The sound of bells is heard on a grandfather clock
exactly on the hour, so exactly at 1 o'clock, 2 o'clock, etc.

Explicit Instruction/Teacher modeling (10 minutes)

Show the class at least two different clocks from the book. Ask students to share any similarities and
differences they noticed.
Show students the demonstration clock and tell them it is called an analog clock. Introduce the short
and long hand.
Explain to the class that the short hand tells the hour and the long hand represents the number of
minutes. Model counting five minutes, by either pointing or moving the long hand to each digit on the
demonstration clock.
Repeat counting by five minutes, but placing emphasis on the 6 for 30 minutes and on the 12 for 60
minutes. Explain that 60 minutes equals one hour.
EL

Beginning

Have students repeat, "The hour hand is shorter, and the minute hand is longer." Gesture with your
hands close together when you say "shorter" and move them far apart to show "longer."
Ask students how to say "hour, minute, second, 1 o'clock" in their home language (L1). For Spanish-
speaking students, point out cognates: hora/hour, minuto/minute, segundo/second.
Ask students to name the shape of the analog clock.

Intermediate

Point to the clock in the classroom and tell students that it is an example of an analog clock. Ask them to
name other places they have seen analog clocks.
Create a Venn diagram to compare and contrast an analog clock with a digital clock. Display the sentence
stems:
The analog clock and the digital clock both ____ (have numbers/tell time).
The analog clock ____ (is round/has hands), but the digital clock (is a rectangle/does not have
hands).

Guided Practice (15 minutes)

Pass out analog clocks to the class.

Review with students that the short hand tells the hour and is known as the hour hand. The long hand
represents the number of minutes and is known as the minute hand.
Ask students to identify the hour and minute hand on their clocks.
Ask students to point to the digit 1. Starting at 1, have them count aloud by five minutes and place
emphasis on 30 and 60 minutes.
On the demonstration clock, show 8:00. Ask students to set their clocks to 8:00 and hold them up when
they have finished. Repeat using 9:00 and 10:00.
Ask the class, "What is the next hour after 10:00?" and "How many minutes are in one hour?"
Write 11:00 on the board and explain that this is known as digital time. Ask students to show this time
on their clocks. Repeat with 3:00 and 5:00.
Show students 5:30 on the board. Ask students to share how they would show this time on their analog
clocks. For better understanding, model showing the time to the half hour on the demonstration clock.
EL

Beginning

Teach students that the pointers on the clock are also called hands. Call out times and have them show
you these using their own arms/hands (i.e., left arm straight in the air and right arm to the side to show
3:00).
Show students how 30 minutes pass between and 5:30 with the demonstration clock. Ask students to

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 name activities that take about a half hour, such as taking a bath.

Intermediate

Show students times to the half hour, counting by fives on the demonstration clock as the minute hand
moves. Instruct students to write the times digitally on paper or personal whiteboards.
Display the sentence frame, "It is ____." Then, have students use a complete sentence to tell the time as
they set their analog clocks.

Independent working time (10 minutes)

Pass out the Telling Time to the Hour worksheets.

Have students complete the worksheets independently. Remind them that they may use their analog
clocks for help.
Monitor students to provide support when needed.
EL

Beginning

Instruct students to circle the shorter hand on the worksheet. Remind them that this is the hour hand,
and the longer hand is the minute hand.
Tell them that when no minutes in the hour have passed, the minute hand points straight up at the 12.
We say, "It is ____ o'clock."

Intermediate

Tell students to practice saying the times in a complete sentence using the sentence frames.
Tell students that 7:00 is read "7 o'clock."

Related books and/or media

Find interactive books for each child’s level.

Differentiation

Enrichment:

Allow advanced students to pair up with their analog clocks to quiz each other on telling time to the hour
and half hour. Provide these students with the Time Practice: On the Hour and Half Hour worksheet.

Support:

For students who need support, provide time-telling practice within a small group. Show students times to
the hour and half hour on the demonstration clock and guide students to tell the time. Provide context by
showing familiar times, such as the time that students go to lunch or arrive at school.

Assessment (5 minutes)

To check for student understanding, monitor the classroom as students are working on their analog
clocks and worksheets.
Check students' worksheets for correctness.
EL

Beginning

Assess students' oral language by assigning them work in partners. One partner shows a time to the hour
on their analog clock and asks, "What time is it?" The second partner answers, "It is ____ o'clock." Then,
write the time digitally.

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Intermediate

Tell students the story problem, "Tito reads every night after school. He starts reading at 5:30, and
finishes 30 minutes later. What time does he finish reading?"
Provide the sentence frame, "Tito finishes reading at ____ ."
Discuss student thinking and responses.

Review and closing (10 minutes)

Ask students to share what they learned in today’s lesson.

For a quick review, students can use the demonstration clock to show some example times.
EL

Beginning

Chorally count by fives to 60, pointing to the numbers on a number line or hundreds chart.

Intermediate

Arrange students in a circle. Students can count on by five, saying the next number in the sequence
when they are past an item. Remind students that there are 60 minutes in one hour, and tell them to
start over at zero after reaching 60.

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 Silly Clocks Telling Time to the Hour 2
Below each clock, write the time to the hour using numbers
and words. Use the example below as a guide.

Example:

11 12 1
10 2 11 12 1
11 12 1
3 10 2
9 10 2
9 3 9 3
8 4
7 6 5 8 4 8 4
7 6 5 7 6 5

11 12 1 11 12 1
11 12 1 10 2
10 2 10 2
9 3 9 3
9 3
8 4 8
8 4
4
7 6 5
7 6 5 7 6 5

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 Name Date

Time Practice:
On the Hour and Half Hour
1. Look at each clock carefully and write the time.

11 12 1 11 12 1
10 2 11 12 1 11 12 1 10 2
10 2 10 2
9 3 9 3
9 3 9 3
8 4 8 4
7 6 5 8 4 8 4 7 6 5
7 6 5 7 6 5

6:00 : : :

2.

11 12 1 11 12 1
10 2 11 12 1 11 12 1 10 2
10 2 10 2
9 3 9 3
9 3 9 3
8 4 8 4
7 6 5 8 4 8 4 7 6 5
7 6 5 7 6 5

: : : :

3.

11 12 1 11 12 1
10 2 11 12 1 11 12 1 10 2
10 2 10 2
9 3 9 3
9 3 9 3
8 4 8 4
7 6 5 8 4 8 4 7 6 5
7 6 5 7 6 5

: : : :

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 Half-Hour Match Up
View the time on the clocks. Draw a line from the time to the correct time on the clock.

11 12 1 11 12 1
10 2 11:30 10 2
9 3 9 3
8 4
7 6 5 2:30 8
7 6 5
4

11 12 1 11 12 1
10 2 4:30 10 2
9 3 9 3
8 4 8 4
7 6 5 7:30 7 6 5

11 12 1 11 12 1
10 2 12:30 10 2
9 3 9 3
8 4
7 6 5 3:30 8
7 6 5
4

11 12 1
10 2
9:30 10
11 12 1
2
9 3 9 3
8
7 6 5
4
5:30 8
7 6 5
4

11 12 1
10 2 1:30 10
11 12 1
2
9 3 9 3
8 4
7 6 5 8:30 8
7 6 5
4

10
11 12 1
2
10:30 10
11 12 1
2
9 3 9 3
8
7 6 5
4
6:30 8
7 6 5
4

Copyright © 2013-2014 by Education.com More worksheets at www.education.com/worksheets

 Silly Clocks Telling Time to the Hour 2
Below each clock, write the time to the hour using numbers
and words. Use the example below as a guide.

Example:

11 12 1
10 2 11 12 1
11 12 1
3 10 2
9 10 2
9 3 9 3
8 4
7 6 5 8 4 8 4
7 6 5 7 6 5

11 12 1 11 12 1
11 12 1 10 2
10 2 10 2
9 3 9 3
9 3
8 4 8
8 4
4
7 6 5
7 6 5 7 6 5

Copyright © 2013-2014 by Education.com More worksheets at www.education.com/worksheets

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