Yesterday we reviewed what we know about time and telling time. We looked at an analog clock and a digital clock. We saw that there are 12 numbers, or hours, written around the edges of analog clocks. We learned that there are 24 hours in a day and that the hour hand on a clock goes all the way around two times every day. We break up the day into a.m. and p.m. The a.m. part of the day starts at midnight and goes until 12 noon, which is around the time we have lunch. can you tell me them three things you do in the a.m?
Math4u grade 2 first term
ماث فور يو جريد 2
math grade 2 first term
math grade 2 first term
شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
Mathematics Teacher`s Guide primary 2
Math primary 2 first term lesson 56
Learn (40 minutes)
Learn (40 minutes)
Directions
Directions
Note to the Teacher: In this lesson, students make their own model of an analog clock. It may take more than one math lesson, but this process helps students build a deeper understanding of the clock and telling time. It also enables them to have a clock they can personally manipulate and read. Additionally, since students fold their clocks from the 9 to the 3 and the 12 to the 6, they will have a visual reference for half and quarter hours.
1.TEACHER DO: Display an analog and digital clock.
STUDENTS DO: Turn to their Shoulder Partner and talk about things they do in the a.m.
TEACHER SAY: The p.m. starts at 12 noon and goes until midnight. What are some things you might do in the p.m.? Turn to your Shoulder Partner and tell them three things you do in the p.m.
STUDENTS DO: Turn to their Shoulder Partner and talk about things they do in the p.m.
TEACHER SAY: Good job. We do all kinds of things during the day at different times. Some in the a.m., or before noon, and some in the p.m. Today we are going to make our own analog clocks so that we can learn to read and write time. Look at the two clocks at the front of the room.
TEACHER DO: Point to the analog clock.
TEACHER SAY: This is an analog clock. The numbers around the clock tell us the hour. We read the time by looking at the two hands. The hands move constantly. The short hand tells us the hour. The long hand tells us the minutes.
TEACHER DO: Point to the hour hand on the clock.
TEACHER SAY: Last year we looked mostly at the short hand, which tells the hour.
TEACHER DO: Point to the minute hand on the clock.
TEACHER SAY: This is the long hand. This hand tells the minutes.
Note to the Teacher: Some clocks may have second hands, and some students may want to discuss or have knowledge about them, but for this lesson focus on hour and minute hands.
TEACHER DO: Move the hands of the analog (or teaching) clock to show 3:00.
TEACHER SAY: When it is exactly 3:00, the hour hand points to the 3 and the minute hand points to the 12. Last year, you learned how to tell time when the minute hand points directly to the 12. But the minute hand moves. It is not always at the 12. This year you will tell time to the hour and half hour.
TEACHER DO: Move the minute hand on the clock to point at the 6. Move the hour hand to point between the 3 and the 4.
TEACHER SAY: You are going to make your own clock so you can learn about both of these hands and how they work together. You will get a circle and two clock hands.
TEACHER DO: Hold up your large clock template for all students to see. Point to the lines on the circle.
TEACHER SAY: On the circle, you will notice that there are 12 lines drawn around this circle. What do you think these lines are for? Turn and Talk to your Shoulder Partner. Then give me a Thumbs Up when you are ready to share.
STUDENTS DO: Talk to Shoulder Partner about the lines around the circle. Give a Thumbs Up when ready. Selected students share their thinking.
TEACHER SAY: The 12 lines around the clock are for numbers, or hours. I am going to hand out materials for you to make your clock. Even though you will make your own clock, it is okay for you and your Shoulder Partner to help each other.
TEACHER DO: Hand out clock face templates. If the hour and minute hands have not been cut out, hand out scissors, too. Have students cut out the clock faces and hands.
STUDENTS DO: Cut out clock face and hands, if necessary.
TEACHER DO: Model for students how to add the numbers to their clock faces.
TEACHER SAY: You have a blank clock face that looks like mine. I am going to pick one of the lines on the clock and write the number 1 under it.
TEACHER DO: Write 1 under one of the lines on the clock.
TEACHER SAY: Now you do it.
STUDENTS DO: Write the number 1 under one of the lines on their clock face.
TEACHER SAY: Now I can keep numbering the lines around the clock until I get to 12. I want to make sure I write neatly and line up the numbers with the lines.
TEACHER DO: Add the rest of the numbers to your clock face.
TEACHER SAY: Now you do it.
STUDENTS DO: Write the rest of the numbers on their clock face.
TEACHER SAY: I am going to turn my clock so the 12 is at the top. Then I will fold my clock face in half. I am going to fold it in half so that the 9 line touches the 3 line. I want to make sure the lines match up perfectly. Watch me.
TEACHER DO: Fold your clock face in half so that the 9 touches the 3. Show students how the fold goes through the 12 line and the 6 line.
TEACHER SAY: Now you do it.
STUDENTS DO: Fold clock face in half.
TEACHER SAY: Nice job. Now open up your clock and look at it. You will see two parts, or two halves. We have folded the clock in half. I am going to fold my clock face in half again, but this time I am going to make the 12 line touch the 6 line. Again, I want to make sure the lines match up perfectly. Watch me.
TEACHER DO: Fold your clock face in half so that the 12 touches the 6. Show students how the new fold goes through the 9 and 3 lines.
TEACHER SAY: Now you do it.
STUDENTS DO: Fold clock face in half again.
TEACHER SAY: Open your clock. Now the clock face has four sections. Now we need to put the hands on our clock. Give me a Thumbs Up if you remember something about the hands of the clock.
STUDENTS DO: Give a Thumbs Up to share. Selected students share what they remember about the hands of a clock.
TEACHER SAY: There are two hands. One hand is for the hour and one is for the minutes. The hour hand is shorter. The minute hand is longer. You will see that you have one long hand and one short hand. They are labeled. I am going to punch a pole in the center of your clock and at the ends of your clock hands. I am also going to give you a brad, which you will use to connect the hands to the clock. Watch me attach the hands. Once I have punched holes in your clock and hands, you can attach your hands.
TEACHER DO: Model attaching the hands. Then walk around to students to punch holes in their clocks and in the hands. Give each student a brad. When finished, help students attach the hands to their clocks, if needed.
STUDENTS DO: Attach hands to clock face.
TEACHER SAY: Give me a Thumbs Up when you are ready to start using your clock.
STUDENTS DO: Give a Thumbs Up when ready.
TEACHER SAY: Great work. Now we all have our own analog clocks to practice telling time. Let’s show a couple times on our clocks to get used to them. I will write a time on the board. You show the time on your clock. All of the times I will say today will be exact hours, like 8:00. When it is exactly 8:00, where will the minute hand be? Whisper the answer into your hands.
STUDENTS DO: Whisper: on the 12.
TEACHER SAY: Yes, the minute hand will be on the 12. Let’s practice. Remember, when we write time, we put the hour first and then the minutes, separated by a symbol called a colon.
TEACHER DO: On the board, write 8:00 and label.
TEACHER SAY: Show 8:00 on your clock. When you are finished give me a Thumbs Up.
STUDENTS DO: Move hands to show 8:00 on their clocks. Give a Thumbs Up when ready. Selected students show the time on the teacher’s large clock.
TEACHER DO: Repeat the process a few more times until the end of the Learn segment.
Note to the Teacher: If small student teaching clocks are available and you do not want to make clocks due to time or other constraints, start the lesson by having students discuss what they notice about the clock, where the minute hand is when it is exactly an hour, the length of both hands, and other observations about the analog clock. Th en write a time on the board and have students show it on their clocks.
STUDENTS DO: Read each time written on the board, show it on their own clocks, and watch as a volunteer shows it on the large teacher clock.
TEACHER SAY: Great work today making your own clocks. Put away your clocks for today. We will use them again tomorrow.
STUDENTS DO: Put away clocks.
1.TEACHER DO: Display an analog and digital clock.
STUDENTS DO: Turn to their Shoulder Partner and talk about things they do in the a.m.
TEACHER SAY: The p.m. starts at 12 noon and goes until midnight. What are some things you might do in the p.m.? Turn to your Shoulder Partner and tell them three things you do in the p.m.
STUDENTS DO: Turn to their Shoulder Partner and talk about things they do in the p.m.
TEACHER SAY: Good job. We do all kinds of things during the day at different times. Some in the a.m., or before noon, and some in the p.m. Today we are going to make our own analog clocks so that we can learn to read and write time. Look at the two clocks at the front of the room.
TEACHER DO: Point to the analog clock.
TEACHER SAY: This is an analog clock. The numbers around the clock tell us the hour. We read the time by looking at the two hands. The hands move constantly. The short hand tells us the hour. The long hand tells us the minutes.
TEACHER DO: Point to the hour hand on the clock.
TEACHER SAY: Last year we looked mostly at the short hand, which tells the hour.
TEACHER DO: Point to the minute hand on the clock.
TEACHER SAY: This is the long hand. This hand tells the minutes.
Note to the Teacher: Some clocks may have second hands, and some students may want to discuss or have knowledge about them, but for this lesson focus on hour and minute hands.
TEACHER DO: Move the hands of the analog (or teaching) clock to show 3:00.
TEACHER SAY: When it is exactly 3:00, the hour hand points to the 3 and the minute hand points to the 12. Last year, you learned how to tell time when the minute hand points directly to the 12. But the minute hand moves. It is not always at the 12. This year you will tell time to the hour and half hour.
TEACHER DO: Move the minute hand on the clock to point at the 6. Move the hour hand to point between the 3 and the 4.
TEACHER SAY: You are going to make your own clock so you can learn about both of these hands and how they work together. You will get a circle and two clock hands.
TEACHER DO: Hold up your large clock template for all students to see. Point to the lines on the circle.
TEACHER SAY: On the circle, you will notice that there are 12 lines drawn around this circle. What do you think these lines are for? Turn and Talk to your Shoulder Partner. Then give me a Thumbs Up when you are ready to share.
STUDENTS DO: Talk to Shoulder Partner about the lines around the circle. Give a Thumbs Up when ready. Selected students share their thinking.
TEACHER SAY: The 12 lines around the clock are for numbers, or hours. I am going to hand out materials for you to make your clock. Even though you will make your own clock, it is okay for you and your Shoulder Partner to help each other.
TEACHER DO: Hand out clock face templates. If the hour and minute hands have not been cut out, hand out scissors, too. Have students cut out the clock faces and hands.
STUDENTS DO: Cut out clock face and hands, if necessary.
TEACHER DO: Model for students how to add the numbers to their clock faces.
TEACHER SAY: You have a blank clock face that looks like mine. I am going to pick one of the lines on the clock and write the number 1 under it.
TEACHER DO: Write 1 under one of the lines on the clock.
TEACHER SAY: Now you do it.
STUDENTS DO: Write the number 1 under one of the lines on their clock face.
TEACHER SAY: Now I can keep numbering the lines around the clock until I get to 12. I want to make sure I write neatly and line up the numbers with the lines.
TEACHER DO: Add the rest of the numbers to your clock face.
TEACHER SAY: Now you do it.
STUDENTS DO: Write the rest of the numbers on their clock face.
TEACHER SAY: I am going to turn my clock so the 12 is at the top. Then I will fold my clock face in half. I am going to fold it in half so that the 9 line touches the 3 line. I want to make sure the lines match up perfectly. Watch me.
TEACHER DO: Fold your clock face in half so that the 9 touches the 3. Show students how the fold goes through the 12 line and the 6 line.
TEACHER SAY: Now you do it.
STUDENTS DO: Fold clock face in half.
TEACHER SAY: Nice job. Now open up your clock and look at it. You will see two parts, or two halves. We have folded the clock in half. I am going to fold my clock face in half again, but this time I am going to make the 12 line touch the 6 line. Again, I want to make sure the lines match up perfectly. Watch me.
TEACHER DO: Fold your clock face in half so that the 12 touches the 6. Show students how the new fold goes through the 9 and 3 lines.
TEACHER SAY: Now you do it.
STUDENTS DO: Fold clock face in half again.
TEACHER SAY: Open your clock. Now the clock face has four sections. Now we need to put the hands on our clock. Give me a Thumbs Up if you remember something about the hands of the clock.
STUDENTS DO: Give a Thumbs Up to share. Selected students share what they remember about the hands of a clock.
TEACHER SAY: There are two hands. One hand is for the hour and one is for the minutes. The hour hand is shorter. The minute hand is longer. You will see that you have one long hand and one short hand. They are labeled. I am going to punch a pole in the center of your clock and at the ends of your clock hands. I am also going to give you a brad, which you will use to connect the hands to the clock. Watch me attach the hands. Once I have punched holes in your clock and hands, you can attach your hands.
TEACHER DO: Model attaching the hands. Then walk around to students to punch holes in their clocks and in the hands. Give each student a brad. When finished, help students attach the hands to their clocks, if needed.
STUDENTS DO: Attach hands to clock face.
TEACHER SAY: Give me a Thumbs Up when you are ready to start using your clock.
STUDENTS DO: Give a Thumbs Up when ready.
TEACHER SAY: Great work. Now we all have our own analog clocks to practice telling time. Let’s show a couple times on our clocks to get used to them. I will write a time on the board. You show the time on your clock. All of the times I will say today will be exact hours, like 8:00. When it is exactly 8:00, where will the minute hand be? Whisper the answer into your hands.
STUDENTS DO: Whisper: on the 12.
TEACHER SAY: Yes, the minute hand will be on the 12. Let’s practice. Remember, when we write time, we put the hour first and then the minutes, separated by a symbol called a colon.
TEACHER DO: On the board, write 8:00 and label.
STUDENTS DO: Move hands to show 8:00 on their clocks. Give a Thumbs Up when ready. Selected students show the time on the teacher’s large clock.
TEACHER DO: Repeat the process a few more times until the end of the Learn segment.
Note to the Teacher: If small student teaching clocks are available and you do not want to make clocks due to time or other constraints, start the lesson by having students discuss what they notice about the clock, where the minute hand is when it is exactly an hour, the length of both hands, and other observations about the analog clock. Th en write a time on the board and have students show it on their clocks.
STUDENTS DO: Read each time written on the board, show it on their own clocks, and watch as a volunteer shows it on the large teacher clock.
TEACHER SAY: Great work today making your own clocks. Put away your clocks for today. We will use them again tomorrow.
STUDENTS DO: Put away clocks.
Reflect (5 minutes)
Directions
1.TEACHER SAY: Today you made your own analog clock and used it to tell time to the hour. We will Popcorn around the room. When we Popcorn, I choose a student to start. Th at student will share. Th en they will Popcorn to someone else by calling on another student to share. For today’s Popcorn, I want you to share one thing about clocks. It could be tips for telling time, differences between analog and digital clocks, or other information. Let’s Popcorn.
TEACHER DO: Select one student to start Popcorn.
STUDENTS DO: Selected student shares one observation about clocks or time and then Popcorns to another student.
TEACHER DO: Continue until Reflect time is over.
TEACHER SAY: You all know a lot about clocks and telling time. Tomorrow we will use our analog clocks again, but we will talk about telling time when the minute hand moves away from the 12.
