 Determining new time with analog clocks with whole hours

# Determining new time with analog clocks with whole hours

Students learn to determine new time on analog clocks with whole hours.

Start a free trial. 8,000 schools use Gynzy 92,000 teachers use Gynzy 1,600,000 students use Gynzy

## General

Students learn to determine a new time on analog clocks with whole hours.

## Standards

CCSS.Math.Content.3.MD.A.1

## Learning objective

Students will be able to determine new time on analog clocks.

## Introduction

Ask students to match the given times and clocks. Drag the times to the clocks that show that time.

## Instruction

You may choose to give each student an instruction clock at the start of the lesson so that they can follow along with the explanation.
Discuss the importance of being able to determine a new time on the analog clock with whole hours. Refresh student's knowledge of what the big hand and little hand stand for. Ask students if they remember that the big hand is the minute hand and tells us how many minutes have passed, while the little hand is the hour hand, and tells us which hour it is. When the big hand is on the 12, it is a whole hour. Show the clock with the big hand on 12 and the little hand on 1. It is now one o'clock. Next use the clock showing 12 o'clock to demonstrate to students what happens to the hands if the time is set an hour back or an hour forward. You can do this by turning the hands by dragging or to use the buttons below the clocks. Show how you can determine a new time. Use the example of going for a walk to visually show how you end at 3 o'clock. Select a time and set that on the left analog clock. Ask a student to name the time. Then set the right analog clock an hour earlier or later. What time is it now? Repeat this a number of times using different times. You can ask students to follow along on their own instruction clocks, or have them set their times an hour earlier or later than the time you give. Check that students are able to set the analog clocks earlier or later with the following problems. Then there are two problems in which students must select which clock shows the correct new time. Finally discuss with students how to determine the new time when given in a story problem. Have students solve the last two story problems individually or in pairs to check their understanding.

Check that students are able to determine new time on analog clocks with whole hours by asking the following questions:
- How do you determine new time on analog clocks with whole hours?
- Which hand tells you which hour it is?
- What does it mean when the big hand is on the 12?

## Quiz

Students are given ten questions in which they must determine a new time on analog clocks by comparing two clocks, by reading a story problem, and by selecting the correct time for a given problem.

## Closing

Discuss the importance of being able to determine a new time with whole hours on the analog clock. Remind students that they can use this to determine what time they arrive or left home for example. To close the lesson set a time on the left analog clock. Use the spinner to select how many hours earlier/later to set the right analog clock. You can have students come to the board to set the clock or have them set the new time on their individual instruction clocks.

## Teaching tips

Students who have difficulty with this learning goal can be supported by practicing setting the time on the analog clocks and telling time on the analog clocks in whole hours. Students can work in pairs to set a time and then their partner can tell the time. By increasing comfort with the times, students gain the confidence to determine if a given time is earlier or later.

## Instruction materials

instruction clocks

### The online teaching platform for interactive whiteboards and displays in schools

• Save time building lessons

• Manage the classroom more efficiently

• Increase student engagement 