ma.b.1.1.1.2.4 lesson focus the hans of time...

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MATERIALSExcursions student pages 115–122Home Connection pages 123 and 124Teacher Resource pages TR1–3Teacher-made Transparencies of Excursionsstudent pages 119 and 121

Teacher-made Transparencies: The Hans of Time TR1 and TR3

Judy clocks (or other manipulative clock for showing time)

Overhead clock or large Judy clock 1 paper fastenerRubber clock stamps (optional)

LESSON OVERVIEWIn this lesson, children will explore the representa-tion of time in verbal, visual, and symbolicformats. Children will learn and practice readingtime on analog and digital clocks to the hour, thehalf hour, and the quarter hour. Then they willmatch visual representations with verbal represen-tations.

SETTING THE STAGEPrepare materials for lessons.! If you do not have a Judy clock or other clockthat can be manipulated for each child, you canreproduce TThhee HHaannss ooff TTiimmee TTRR22 clock face priorto using the transparency. On the copies, pierce thecenter of the clock face and the ends of the hands.Use a paper tab to connect the two hands to theface of the clock so that the child can easily manip-

ulate the hands to show the time. Use TThhee HHaannss ooffTTiimmee TTRR22, with the hands attached, if you do nothave a large display clock.

! Copy TThhee HHaannss ooff TTiimmee TTRR33 twice. Cut theshaded half section from one page and the shadedand quarter section from the other.

Present a problem situation that involvesreading time.! Discuss the following scenario with the chil-dren:

Hans works at his uncle’s clock and watch repairshop during the summer. After his uncle repairs thetimepieces, Hans is responsible for setting them tothe appropriate time. On his first day, Hans arrivesat his uncle’s shop at a quarter to nine in the morn-ing. Hans’s uncle has two clocks ready to be set.

! Display TThhee HHaannss ooff TTiimmee TTRR11 on the over-head. Tell children that these are the two clocksthat Hans must set today but explain that there is aproblem: Hans has no idea how to set the twoclocks. He does not know how to tell time. Suggestthat they might help Hans and his uncle.

BUILDING CONCEPTUALKNOWLEDGEIntroduce digital and analog formats.! The two most familiar formats for representingtime, digital and analog clocks are explored in thislesson. Many children will have learned to read thenumbers on a digital clock before they learn to telltime by reading the hands on an analog clock.With TThhee HHaannss ooff TTiimmee TTRR11 still displayed on theoverhead, explain the difference between a digitaland an analog clock to children. Point out which iswhich on the overhead.

! Explain to children that digital clocks show dig-its that tell only the present time. Most analogclocks show numbers that represent span of 12hours. The time shown on an analog clock is an

The Hans of TimeThe Hans of Time

MA.B.1.1.1.2.4LESSON FOCUS Read digital and analog clocks (hours, halfhours, and quarter hours).COMPANION ANCHORS LESSONS Time to the Quarter Hour;Time to Five Minutes

LANGUAGE DEVELOPMENTanalogdigitalhalf hourhour

hour handminuteminute handquarter hour

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one hundred fifteen 115TOPIC 3 The Hans of Time

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The Hans of TimeCAN YOU FIND THE TIME?

Match the digital or analog clock with the correct time in word form.

A quarter past eight

A quarter to eight

Four o’clock

Six fifteen

Twelve o’clock

A half past twelve

A quarter past three

Eleven thirty

A quarter to three

A quarter to two

Eleven o’clock

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Five thirty or . . .

Six fifteen or . . .

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a half past five

a quarter

past nine or

nine fifteen

a half past

ten or ten

thirtya quarter after six

2 30

1 15

12 00

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estimated measure of time. This is because theclock face shows a kind of number line or measur-ing scale from 0 to 12 hours.

Explain the measurement of time in ananalog format.! Using your overhead analog clock or a largeJudy clock, explain to children the differencebetween the small hand and the large hand. Thesmall hand points to the designated hour, whilethe large hand points to the designated minute.

! Explain to children that the tick marks at eachnumber and between the numbers indicate theminutes. Ask children to count the tick marks fromone number to the next. Explain that there are fiveminutes from one number to the next, and that ittakes 60 minutes to make an hour. Count by fivesaround the clock with children to show the hour.

! Explain to children that as the minute handgoes around the clock, the hour hand slowly makesits way to the next number. In the time that ittakes the small hand to go from one number to thenext, the large hand will have gone all the wayaround the clock. The time that it takes for this to

happen is referred to as 60 minutes, or one hour.Explain that the numbers on the analog clock indi-cate the hour. Have children count around theclock from 1 to 12. Ask if they know what hourcomes after 12. Discuss the way that the clockshows the passage of time using a repeating systemof measurement. Explain that there are 24 hours ina day and the hours are divided into two 12 hoursections.

Explain the measurement of time in ananalog format.! Explain that the time shown on a digital clockis the time right now. If possible display a digitalclock and have the children observe when thenumber of minutes changes.

! Point out that the time on a digital clock isshown in two parts, with a colon between them.The number to the left of the colon tells the hour,the number to the right of the colon tells the num-ber of minutes after the hour. Ask children if theyhave ever seen digital clocks that show three sets ofdata (hours, minutes, seconds—on some stopwatches) or that show 24 hours rather than 12(clocks set to European or military time). Explain

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that for this excursion, the digital clocks will showhours and minutes and will use the 12-hour cycleof time.

Transfer time between analog and digitalformats.! Distribute a manipulative clock to each child orpair of children. Explain to children that the handson the analog clock point to numbers to show thetime. At 3:00, the short hand or hour hand pointsto the three. The minute hand points to the 12.Provide other examples. Ask, Where is the minutehand when the clock shows the time on the hour?Children should realize that the minute handalways points to the 12 on the hour.

! Display the time 9:00 on the analog clock. Havechildren manipulate their small clocks so that theyalso show 9:00. Children should use your displayor overhead clock as a model. Ask children whattime the clock shows. Now move the minute handto the 3. Tell children to mirror whatever move-ments you perform on the overhead clock on theirsmaller clocks.

! Ask children how many minutes there arebetween the 12 and the 3. Count with children,minute by minute, counting each mark. Remindchildren that they can skip-count by fives fromnumber to number. Demonstrate that 15 minutespass as the long minute hand moves from 12 to 3.Explain that this time can be named as nine fifteenor fifteen minutes after nine.

! Cover the numbers 12 through 3 with the shad-ed quarter section. Explain to children that thetime shown on their clocks can also be referred toas a quarter past nine. Explain the reasoning behindthis. The clock can be split into four equal sections,each section referred to as a quarter. Using theshaded quarter section cut from The Hans of TimeTR3, illustrate how a quarter of the hour, or fifteenminutes, has elapsed.

! Move the minute hand to the 6. Move the hourhand between 9 and 10. Explain to children thatsince the minute hand is halfway around the clock,the hour hand should be halfway to the next hour.Discuss what time is shown on the clock now. Thistime can be named as “nine thirty” or “half past

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Twelve thirty or . . .

Seven thirty or . . .

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Eight forty-five or . . .

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a half past twelve

a half past seven

a quarter to nine

a quarter to

twelve or eleven

forty-five

a half past

one or one

thirty

two forty-five

or a quarter

to three

3 45

4 15

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HANS FINDS THE TIMEHelp Hans do his job by solving the problems he has at his uncle’s clock and watch repair shop.

1. Hans arrived for his first day of work at a half past eight. Circle the clock that shows the time Hans arrived at work.

2. The next day, Hans’s uncle repaired the analog and digitalclocks shown below. Hans arrived at work and asked his unclewhat time it was. His uncle said it was a quarter after ten.

Complete the clocks to show a quarter after ten.

3. On his third day at work, Hans set the time on three digitalclocks. He thought he set them to the time of a quarter tothree. He accidentally set two clocks to the wrong time.

Circle the clock that is set to the right time.

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nine.” You can use the shaded half section cutfrom The Hans of Time TR3 to illustrate why werefer to this time as half past nine.

! Move the minute hand to the 9. Move the hourhand a little closer to the 10. Discuss what time isshown on the clock now. Have children skip-countby fives from 12 to 9 and explain that anothername for this time is nine forty-five. Use the shad-ed quarter section to illustrate a quarter of the sixtyminutes still left in the nine o’clock hour andexplain that you can also say “quarter to ten.”

! Move the minute hand to the 12. Move thehour hand so that it points to the 10. Have thechildren name the time (10 o’clock). Continuemodeling different times in this manner with chil-dren. Children should manipulate their clocks asyou manipulate the overhead clock.

Practice matching times expressed inverbal, digital, or analog formats.! Have children turn to Can You Find the Time?,page 115, in their books. Explain to children thatthey are to match each time shown on the digitalor analog clock to one of the word names.

! Work through the first two problems with chil-dren, then let them work in pairs to complete therest. Go over the answers after everyone has com-pleted the page.

BUILDING SKILLS ANDSTRATEGIESPlay a game to reinforce skill in readingtime in different formats.! Place children in pairs or groups no larger thanfour. Have one child in each group tear The Hansof Time Game Cards, pages 117 and 119, out oftheir books. Each group cuts out a complete set of20 cards. If possible, laminate the pages before chil-dren cut out the cards.

! Demonstrate the game. Shuffle the cards andplace them face down in the center of the table.Players take turns drawing a card. There are fourtypes of cards. Show an example of each on theoverhead and explain how to complete the card.

•If the card shows an analog clock with no handsand a digital clock in the corner with a time, thechild must draw in the hands of the clock to matchthe digital time.

•If the card shows an analog clock with hands anda digital clock with no time on it, the child mustwrite the digital form of the time displayed by theanalog clock.

•If the card shows a digital clock with the time onit and a blank space at the bottom of the card, thechild must write a word name for the displayedtime. On some cards, one word name is alreadycompleted for them. In this case, the child mustwrite the time in a different form. For example, if“two fifteen” is written, the child could write “aquarter after two.”

•If the card shows an analog clock with the timeon it and a blank space to the right, children are towrite a word name for the displayed time.

! After a player completes a card, the other mem-bers of the group check the work. If the groupagrees that the child correctly completed the card,then that child gets to keep the card and the nextplayer draws a card. The game ends when all thecards have been drawn and correctly completed.


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4. On Hans’s fourth day at work, his uncle fixed ananalog watch at seven thirty, a digital clock at ahalf past one, and another analog clock at aquarter to five. Hans set the time on eachtimepiece when his uncle had finished fixing it.

Fill in the clocks to show the times Hans set them to.

seven thirty a half past one a quarter to five

5. Hans arrived at work on the fifth day and foundthe following note left by his uncle:

Dear Hans,

Please put the watches that show the timesof two fifteen, a half past six, and aquarter past nine on my workbench.

Circle the watches below that Hans should put onhis uncle’s workbench.

122 one hundred twenty-two TOPIC 3 The Hans of Time

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! If you want children to play this game morethan once, you will need to have them write theirresponses on a separate sheet of paper instead ofon the card. There are rubber stamps in the shapeof clocks with no hands that help children useblank paper instead of cards.

! Circulate and assist children as they discussappropriate answers. At the end of the game, youmay wish to display a transparency copy of thecards and go over the answers with the groups.

PUTTING IT INTO ACTIONComplete exercises to reinforce timereading skills.Have children open their Excursions books to CanYou Find the Time?, page 115, and Hans Findsthe Time, pages 121–122. Children should workindependently to complete the problems. Thenpair children and have them compare their

responses. Move from pair to pair and address anyquestions or concerns that arise. Invite pairs toshow and explain one of their answers to the class.

HOME CONNECTION! Have children take home Home Connection:Tell It Like It Is, pages 123 and 124 and completeit with the help of their families. Ask children tocount how many digital and analog clocks (includ-ing wrist watches) there are in their homes.Encourage them to bring the pages back to class toshare with their classmates.


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The Hans of TimeCAN YOU FIND THE TIME?

Match the digital or analog clock with the correct time in word form.

A quarter past eight

A quarter to eight

Four o’clock

Six fifteen

Twelve o’clock

A half past twelve

A quarter past three

Eleven thirty

A quarter to three

A quarter to two

Eleven o’clock

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one hundred nineteen 119TOPIC 3 The Hans of Time

Twelve thirty or . . .

Seven thirty or . . .

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Eight forty-five or . . .

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HANS FINDS THE TIMEHelp Hans do his job by solving the problems he has at his uncle’s clock and watch repair shop.

1. Hans arrived for his first day of work at a half past eight. Circle the clock that shows the time Hans arrived at work.

2. The next day, Hans’s uncle repaired the analog and digitalclocks shown below. Hans arrived at work and asked his unclewhat time it was. His uncle said it was a quarter after ten.

Complete the clocks to show a quarter after ten.

3. On his third day at work, Hans set the time on three digitalclocks. He thought he set them to the time of a quarter tothree. He accidentally set two clocks to the wrong time.

Circle the clock that is set to the right time.

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4. On Hans’s fourth day at work, his uncle fixed ananalog watch at seven thirty, a digital clock at ahalf past one, and another analog clock at aquarter to five. Hans set the time on eachtimepiece when his uncle had finished fixing it.

Fill in the clocks to show the times Hans set them to.

seven thirty a half past one a quarter to five

5. Hans arrived at work on the fifth day and foundthe following note left by his uncle:

Dear Hans,

Please put the watches that show the timesof two fifteen, a half past six, and aquarter past nine on my workbench.

Circle the watches below that Hans should put onhis uncle’s workbench.

122 one hundred twenty-two TOPIC 3 The Hans of Time


HOME CONNECTIONS:TELL IT LIKE IT ISDear Parent or Guardian:

Your child is learning to read time in both digital and analog formats. Turn the page overand help your child complete the page.

• If the card shows an analog clock with no hands and a digital clock in the corner witha time, have your child draw in the hands of the clock to match the digital time.

• If the card shows an analog clock with hands and a digital clock with no time on it,have your child write the digital form of the time displayed by the analog clock.

• If the card shows a digital clock with the time on it and a blank space at the bottom ofthe card, have your child write a word name for the displayed time. On some cards,one word name is already completed for them. In this case, have your child write thetime in a different form. For example, if "two fifteen" is written, your child could write“a quarter after two.”

• If the card shows an analog clock with the time on it and a blank space to the right,have your child write a word name for the displayed time.

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HOME CONNECTIONS:TELL IT LIKE IT IS

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ma.b.1.1.1.2.4 lesson focus the hans of time...

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