Show a REAL analog and digital clock samples:
Classroom play-items and materials (e.g. Judy Clock), as well as the common classroom wall-clock, and personal hand watches can be used to show the form, and functional qualities of clocks and watches.

A quick read of the story of Cinderella, having to be reminded of her midnight deadline at the palace ball, as well as the wake-up alarm ring at home to get ready for school, and the arrival and departure-time of a school bus, could be used to begin to get the students attention.

Teaching procedures (methods you will use)

SESSION 1

Show-and-tell of the page “The Clock", describing general concepts of time, clocks and watches.

• Analog wall-clock (top-left)
• Digital number-clocks 12-hour, and 24-hour displays (top-right)
• DAY-LONG time slider indicator (bottom)

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I - Explain the (bottom) slider: How time "slides" through, every day (focus on slider object), starting at midnight morning darkness and sleep, through morning daylight, get-ready routines, breakfast, go to school-&-work, and into evening and night routines, dinner, darkness and sleep until the end of the day, at midnight. NOTE THE SLOWER AND FASTER MOVEMENT OF THE SHORT AND LONG HANDS OF THE CLOCK throughout the day.

II - Slowly show how time passes, by clicking--and-dragging the MINUTES hand to advance time through the day. Explain how the hands go around-and-round "clock-wise" as time passes.

III - Use the "Hide Minutes" button to show only the hours number in the numeric clocks. While dragging the minutes hand forward, describe how the SMALL HAND (hours) behave, slowly moving from 1 to 12 until the middle of the day, and then again from 1 to 12 for the second half of the day. Describe how the two numeric (digital) displays on the right are different: while (SIMPLE) one repeats the 1-12 sequence, the other (MILITARY TIME) one continues on to 24.

GROUP ACTIVITY: Have all students call each of the hours while the day progresses. First following the small-hand (HOURS) in the analog clock and the 12 hour numeric display, and then, using the 24 hour numeric display. REPEAT at least once more.

IV - Go now slowly noticing each of the major events in a day, the position of the analog hands, and the numeric displays. Refer specifically to the classroom START, routine activities, and END of the "school day".

GROUP ACTIVITY: Have students call at will the events of the day as you move the slider to different positions in the slider (day) spread.

V - (some 15 to 20 minutes) After the teacher-directed slide presentation, students could participate directly, by passing around the wireless mouse, and asking them to click-and-drag the MINUTES hand to move the time to specific times in the day. Use EVENTS and HOURS to call for location of specific times of the day.

V - (some 15 to 20 minutes) Using the Practice Clock display, each student completes a printed copy of WORKSHEET # 1

SESSION 2

Show-and-tell again, the page “The Clock", but focusing on more specific concepts:

NOTE: If not showing, USE THE "Show Minutes" button to unmask-out the minutes number displays.

• Each hour consists of 60 minutes. Reading Hours-and-minutes
• Half-hour and quarter-hour lapses. a "quarter after, and a "quarter to/until" times
• Typical events through the day, and the use of 12-hour, and 24-hour (military time) displays

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I - Explain that the day is a long time, and that is why it is broken in 24 pieces called hours. Explain that hours can also be a long time, and that they are also broken down, in 60 pieces, called MINUTES. To show the 60 minutes in each hour, use the "ADJUST" / "minutes" (small, right) button in the middle of the page to advance one minute at a time, 60 minutes, to complete an hour.

II - Have the students REMAIN QUIET FOR ONE MINUTE, so as to have them feel a minute.

III - Explain that although not shown in many clocks (ncluding the one in the page), minutes can also be broken down in smaller pieces, sixty of them, called SECONDS. Seconds are shown in some clocks using a very narrow hand called the "SECONDS HAND". This hand moves faster, to complete ONE minute in sixty (60) steps. The time of each second lasts about the same time as that needed to say "ONE-ONE-THOUSAND", "TWO-TWOTHOUSAND", etc. If we count up to "SIXTY-SIXTY-THIOUSAND", it will take us about ONE MINUTE.

GROUP ACTIVITY: Move the slider (bottom) to different positions throughout the day, and ask the students WHAT TIME IS IT? - Students observe the time both in the analog hands position, and in the numeric displays.

GROUP ACTIVITY: Call the "Practice the Analog Clock" page, and ask the students to select the correct answer each time, for 20 different problems. If you have a shared screen and a wirelss mouse, alllow for group participation by passing around the wireless mouse. Different students can advance the problem number, and choose the correct answer.

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As available, use worksheets and re-writtable clock faces for students to complete the exercises provided in WORKSHEET #2

Formative check (progress checks throughout the lesson)

Through direct, hands-on participation, each student should their understanding at each step of the lesson.

Student Participation (how you will get the students to participate)

Make sure to call on each student to participate, and show progress within the activities. When used, make sure that no single studen monopolizes the wireless mouse. Turns can be repeated for students needing it.

Closure (how you will end the lesson)

Tell the students to look at the classroom wall clock and ask: "WHAT TIME IS IT?" now, "AT WHAT TIME DO WE GO TO RECESS?", "AT WHAT TIE DO WE GO HOME?"