## Here are some ideas and resources for teaching students to tell the time.

## Formative Assessment

Start with a question or problem to determine students’ level of understanding regarding time. For example, show students 2 clocks and have students record what they notice and what they wonder.

## Watching the clock

Whole class activity- Record the time very 5 minutes, for 35 minutes.

Students glued strips of clock faces into their maths book, prior to 9:00am.

I used the following clock to display the real time on the interactive white board, so all students could see: https://www.visnos.com/demos/clock

I thought students could do a colouring/mindfulness sheet in between the 5 minute intervals, however by the time we had discussed what the time was, different ways we could write it and what they noticed, we needed to record the next time.

## Clock as a timeline

As a class, we worked through the following steps:

- Each table group got an A3 piece of paper. The paper was folded into quarters (horizontally) and cut, to make strips of paper. Each student got one strip of paper.

- Each student, folded their strip in half (horizontally) and ruled a line along the fold.

- Next, each student folded the strip of paper into sixteenths (vertically), by folding the paper in 1/2, 4 times.

- Then, each student put a mark on each fold line. We numbered each mark, counting by ones. Students cut half way between 12 and 13, with the numbers above 12, being discarded.
- I then told students that we were going to have a second numberline on the same piece of paper, which counted in fives. Students used a different coloured marker to write the numbers. ***This is when students started to make connections between the numberline and a clock.

- We had a discussion about how the number line and clock were similar and different.
- Students cut their numbeline, between each number.
- Students then arranged their numbers to make a clock face. The picture of a clock in the middle of the number line numbers, was create without prompting and was the student’s way of comparing the two clocks.
- Students wrote a reflection, to demonstrate their understanding of the connections made during the lesson.

## Practise Telling the Time

***Students all have physical clocks on their tables (as shown in the picture on the right). When the minute hand moves, they can see how the hour hand moves.

**Match times,**includes: matching digital, analogue and time in words.**Ordering times:**Students draw hands on the analogue clock to match the digital clock or time in words, cut out the clocks and glue the clocks in order, in their maths book.**Time before and time after**: Students glue a clock face which shows the time one hour before, and one hour after.**Clock game**: (Free, with three levels of difficulty)

## Problem Solving with Time

I use the following sources for problem solving questions involving time:

- FREE: Past NAPLAN test papers. Examples of good questions.
- Expensive: Macmillan Maths: Problem Solving Box 1 to 6 pack. Comes with a CD, so resources can be put on a USB or hard drive.

## More maths…

Click here for more hands-on maths learning experiences.

Click here for information about the structure of maths lessons and effective pedagogical practice.

## More resources…

Click here for good resources for other curriculum areas.