Exploring a Clock
Start with a handless clock
- Start with a very big handless clock with numerals 1-12 (make from a large sheet of craft paper) and put blocks around the perimeter, one for each minute or glue dots on to represent minutes.
- Count the blocks and write how many are at each point.
- How many blocks are there at each number (1-12)?
- What does that mean.
- Stack blocks to represent the minute value for each numbered place 1-12 (five blocks at the one for five minutes, ten blocks at the two for ten minutes, and so on).
- Count by fives.
- How does that compare to counting by ones?
- Practice counting and have a student point to different numbers and ask the other students what the value is.
- Discuss strategies to remember what value is at different points around the clock.
- If desirable put blocks for the other minutes or ask students how many blocks would be at each minute and write the values on the clock.
Move to a one Handed Clock
- Next put an hour hand on a clock to make a one handed clock.
- Move the hand and have students tell the time by saying something like one o'clock, one something, 12 something, or two something
- Create a rule that explains how they decide what to say.
Last a two Handed Clock
- Introduce a clock with two hands.
- Have students explain how the hands move
- What is the relation of each.
- Have them demonstrate how each hand moves for minutes, hours, and a day.
- Ask them to write a rule for telling time to the minute and hour.
Sample rules created by students
Estimating and Calculating Length of Time
- Have students show the placement of hands for before, later, earlier
- Have students shade the area swept by the hands to tell the time elapsed from one time to another.
- If they sweep past the hour have them cross off the present hour and continue to do so every time the hand passes another hour.