Subject: Math

Grade Level: Kindergarten

Objective: Recognize and name the hour and minutes hands in a clock

Learning within and across curriculum:

- Within:

1) Language: Understanding the concept of time and using time-related vocabulary.

2) Science: Exploring the concept of day and night based on the position of the
clock's hands.

3) Fine Motor Skills: Practicing fine motor skills by drawing clock faces and labeling
the hour and minute hands.

Review Motivation:

[Teaching Strategy: Storytelling]

[Instructional Materials: Clock model, storytelling props]

Engaging Activity 1: Storytelling session about a character learning to tell time

using a clock.

Engaging Activity 2: K-W-L Chart on the concept of time and clocks.

Engaging Activity 3: Picture Analysis of different clocks in various settings.

Activity 1: Clock Craft

[Teaching Strategy: Experiential Learning]

Materials - Paper plates, brads, markers

Significance - Develops fine motor skills and reinforces understanding of clock

hands.

Instructions -

1) Cut out two sets of clock hands from paper.

2) Attach the clock hands to the center of the paper plate using brads.

3) Label the hour and minute hands.

Rubric

- Accuracy of labeling - 15 pts.

- Neatness of craft - 10 pts.

- Participation in activity - 5 pts.

Assessment Questions:

1) How many hands does a clock have?

2) Can you point to the hour hand on the clock?

3) What does the minute hand point to at 12 o'clock?

Activity 2: Clock Math Game

[Teaching Strategy: Games and Gamification]

Materials - Dice, clock model

Significance - Reinforces understanding of hour and minute hands through a fun

game.

Instructions -

1) Roll the dice and move the hour hand to the number rolled.

2) Roll again and move the minute hand to the number rolled.

3) Form sentences based on the time shown on the clock.

Rubric

- Accuracy of time sentences - 15 pts.

- Participation in the game - 10 pts.

- Understanding of clock hands - 5 pts.

Assessment Questions:

1) What time is shown if the hour hand is on 3 and the minute hand is on 12?

2) How do you read the time when the minute hand points to 6?

3) Can you draw the clock hands to show 2 o'clock?

Inclusive Activity 3: Clock Movement Activity

[Teaching Strategy: Experiential Learning]

Materials - None

Significance - Encourages students to move like clock hands to reinforce their

learning.

Instructions -

1) Stand in a circle and pretend to be the hour and minute hands of a clock.

2) Move according to the teacher's instructions (e.g., walk in a circle to represent the
movement of clock hands).

3) Practice calling out the time shown by the movements.

Rubric

- Participation in movement - 10 pts.

- Understanding and following instructions - 10 pts.

- Correct identification of time shown - 5 pts.

Assessment Questions:

1) What time is shown if the minute hand is pointing upwards?

2) Can you show 6 o'clock with your body movements?

3) How do you move to show 30 minutes past the hour?

ANALYSIS:

Activity 1 - Students demonstrated a good understanding of labeling the clock hands

and identifying their purpose.

Activity 2 - Students were engaged in the game and successfully formed time-related
sentences.

Activity 3 - Students actively participated in the movement activity and accurately

identified the time shown.
ABSTRACTION:

Understanding the position of the hour and minute hands in a clock is essential for
telling time accurately. By recognizing the hour and minute hands, students can
deepen their understanding of time concepts and develop essential skills for telling
time.

Supporting Material 1 - Book: "Telling Time with Clocks" - Introduces young

learners to the concept of time using colorful illustrations and interactive clocks.

Supporting Material 2 - Worksheet: "Match the Clock Hands" - Engages students

in matching digital and analog times by drawing the correct clock hands.

APPLICATION:

[Teaching Strategy: Inquiry-Based Learning]

Task 1 - Ask students to create their own clock faces using paper plates and practice
moving the hands to different times.

Task 2 - Guide students in creating a class timeline using clock visuals to show daily
activities and their corresponding times.

ASSESSMENT:

[Teaching Strategy: Direct Instruction]

[Instructional Materials: Assessment sheets]

Question 1 - What time is shown when the hour hand is on 6 and the minute hand is
on 3?

Question 2 - Can you show 10 minutes past 12 using a clock model?

Question 3 - How would you write the time if the hour hand is on 9 and the minute
hand is on 6?
H.O.T.S.:

Question 1 - Explain the difference between the hour and minute hands on a clock.

Answer 1 - The hour hand shows the hour while the minute hand shows the minutes,
helping us tell time accurately.

Question 2 - How can you represent 45 minutes past the hour using the clock
hands?

Answer 2 - The minute hand moves to the 9 position while the hour hand remains on
the same hour.

Question 3 - Why is it important to understand the position of the clock hands when
telling time?

Answer 3 - Recognizing and naming the hour and minute hands helps us read the
time correctly and plan our activities effectively.

Assignment:

1) Draw a clock face and label the hour and minute hands to show different times of
the day.

2) Practice telling time at home with a family member using an analog clock.