Ask the students ‘How many other ways can you show this information?’ for example, in hours, in minutes.Pose the problem ‘How many days have you attended school this term/year?’ Students calculate a solution. ![]() Students convert between other units of time - examples: Students suggest an activity that can be carried out in a length of time.ġ4. Students match cards with alternate recording of the same times.ġ1. ![]() Students time activities in class that might take 5 minutes, 10 minutes, and so on, then practise estimating how long a task has taken.ġ0. Have students count by fives and ones to give the number of minutes past the hour/to the hour.ĩ. Students work in pairs to provide examples of the short hand pointing to each number to show various minutes around the clock face. With the bulk of time information being presented in digital form it is not a real problem that students read analogue time as ‘thirty minutes after/past five’.Ĩ. Note: Teaching students to read the time by this method makes it easier to teach minutes after the hour when the minute hand is ‘off a number’. Include examples of o'clock and examples of the minute hand pointing to a number. Combine the short hand and long hand by asking the students to identify the hour and the number of minutes after or past the hour. Tell students if it is thirty minutes after the hour we can also say half past.ħ. Provide examples of the long hand pointing to each number 12, 1, 2, 3, 4, 5 and 6 in random order and have students count by fives to give the number of minutes past the hour.Ħ. ![]() Practise pointing and counting by fives from zero to 30.ĥ. Say When we count the minutes past o'clock, we say zero at 12 then count by fives as we point to each number. Teach students that the long hand is the minute hand and it says to count by fives. With the predominant form of time display being digital time, it makes sense to teach students to read ‘minutes after the hour’ on an analogue clock.Ĥ. Determine that 60 minutes equals one hour. Count how many minutes around the clock face. Discuss patterns they can see, for example, counting by 5 seconds, 10 seconds. Write the minutes around the outside of the clock. Show students a blank analogue clock face - Worksheet - Analogue clock face (PDF 252.61KB). Students mark the clock if they have a matching time.ģ. The teacher calls out a time on the hour, half-hour or quarter-hour. They draw the hands on each clock face to show a time on the hour, half-hour or quarter-hour. Students are given a page of blank analogue clock faces - Worksheet - Draw a clock face (PDF 324.87KB). Students report to the class and describe the accuracy of their drawing.Ģ. They describe the features of their clock face to a small group, then compare to a real clock face. Students draw their own clock face from memory showing all the markings they know.
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