1. Mrs. Taney- “Hello class”
Class-“Hello Mrs. Taney”
Mrs. Taney- “Today we will be learning how to identify the parts of a clock and how to read and write the time. Please write you name at the top of the ”What time is it?” worksheet I am passing out and then wait for further instructions.”

2. Learning How to Tell Time
Mrs. Taney’s 2nd grade class

3. Mrs. Taney- “The clock we will be learning how to read today is called an Analog Clock. Now before we get started can anyone tell me where they might see a clock that looks like the one’s on your worksheet?
Student 1- “ There's one on the classroom wall.”
Mrs. Taney- “Very good, Anyone else?”
Student 2- “My mom has a clock that looks like that in our kitchen.”
Mrs. Taney- “ Excellent example. Analog clocks can be found all over the place which is why it’s so important to know how to read one.

4. Mrs. Taney- “Now, does anyone in the class know what the hands of the clock are and what they mean?”
Student 3- “My mommy told me that those lines are called hands and that the stand for hours and minutes.”
Mrs. Taney- “Very good, does anyone else have anything to add?”
Student 4- “The long hand is minutes and the short hand is hours. I don’t know what the skinny hand is. My clock only has two hands. The long and the short.”
Mrs. Taney- “You are correct, the short hand (or line) stands for minutes and the long hand (or line) stands for hours. Like your clock at home, most clocks only have two hands, however you occasionally see clocks with a really skinny hand that moves at a fast steady pace. This hand stands for seconds.”

5. What are clock hands? 3 types of clock hands
Short hand – points to the hour
Long hand- points to the minute
Skinny hand- points to the second

6. The Two ways to use the numbers on the clock
Mrs. Taney- “All clocks are labeled 1-12, when the short hand is pointing at a number, like the red hand in the picture, it states the hour.
Student 5- “So its 2 in the picture?”
Mrs. Taney- “ That is correct. For the long hand though, you must do some math. As we said before, the long hand stands for minutes. If you notice between each number on the clock, there are little lines, each line represents a minutes and each number represents 5 minutes. If you remember from yesterday, there are 60 minutes in an hour. I would like you all count by fives and label the number 1-12 as you see in the picture…now can anyone tell me what time it is in the picture?”
Student 6- “2:30?”
Mrs. Taney- “Good job.”

7. How to write our answers
Mrs. Taney- “Before we work on our worksheets I need to tell you how to write your answers in the correct order. First you look at the short hand to find out the hour. First I would like every one to look at their worksheets. Notice the symbol that looks like this : . This sybol goes between the hour and the minutes. The hour always comes first. Can anyone tell me what time the class clock says?”
Student 7- “It’s pointing at the twelve Mrs. Taney.”
Mrs. Taney- “Thank you. So first we write the number twelve in front of the : symbol like so. Now can someone tell me what number the long hand is pointing at and how many minutes that number stands for?”
Student 8- “It’s on the 12 as well Mrs. Taney, so 0 minutes?”
Mrs. Taney-” That is correct. So after the : symbol we place two 0’s. So know our answer should look like so, 12:00.”

8. Class Practice
Mrs. Taney- “Now that we know how to read the clock and write our answers, lets practice as a class. Please pick up your pencils and look at the “What time is it?” worksheet. I will go over the first two questions on the board and then I would like you all to work at your tables as a group. I will then assign each group two problems to work on for the next five to ten minutes. When the time is up I will ask each group to provide their answers. The class will then decide if it is correct or not together and if it’s wrong we will go over the correct answer.”

9. Class Practice
Mrs. Taney- “Lets look at the first clock. The short hand is pointing at the 12. This means that its 12 o’clock. So lets place a 12 before the : symbol on the worksheet. Next lets look at the long hand. It’s pointing at the three. Now what does that mean? Count by fives.”
Student 9- “It means that its been 15 minutes?”
Mrs. Taney- “good job. So we want to writ 15 after the: symbol. So the full answer is 12:15.”

10. Class Practice
Mrs. Taney- “Lets move on to the second clock. This time I want someone in the class to tell me what hour the short hand is telling us it is?”
Student 10- “It’s 3’o clock?”
Mrs. Taney- “Correct. So lets write a three before the : symbol. Now what number is the long hand pointing at and how many minutes dies it mean?”
Student 11- “the hand is pointing at the 7..so that’s…35 minutes!”
Mrs. Taney- “Fantastic job. So we write 35 after the : symbol. The full answer is 3:35. Now I going to give your tables 10 minuets to work on the 2 problems I assigned you. Then I will ask for answers.”

11. Class Practice
Mrs. Taney- “Table 1 what answer did you get for your first clock?”
Table 1 student 1- “Um, 5:45?”
Mrs. Taney- “Does the class agree?”
Class- “yes”
Mrs. Taney- “That is correct. What did table 1 get for their second answer?”
Table 1 Student 2- “11:30.”
Mrs. Taney- Class do you agree?”
Mrs. Taney- “And once again you are all correct.”

12. Class Practice
Mrs. Taney- “Ok so table two what did you get for your answers?”
Table 2 Student 1- “We got 1:05 and 9:02.”
Mrs. Taney- “Does the class agree to table twos answers?”
Class- “no”
Mrs. Taney- “The class is right so lets see where you went off track. It look like your table forgot that when reading minutes you count by five so lets count the minuets on this first clock together as a class. 5,15,15,20,25…So the correct minutes is 25. Your answer should be 1:25. Lets do the same for question 2. 5, 10… so your answer should be 9:10.”

13. Class Practice Mrs. Taney- “Now to get our final answers. Table 3?”
Table 3 Student 1- “We got 8:50 for our first answer and 5:35 for our second answer.”
Mrs. Taney- “Class are the Correct on their first answer?”
Class- “Yes”
Mrs. Taney- “What about their second?”
Class- “No”
Mrs. Taney- That is right. It looks like your table made the simple mistake of mixing up the short hand and the long hand. Know that you know how to fix your answer does anyone want to take a second guess?”
Table 3 Student 2- “Is it 7:25 Mrs. Taney?”
Mrs. Taney- “You are correct. Good job. Now its time for some individual group practice.”

14. Independent group practice
Mrs. Taney- “For the next minuets I would like you all to work at your tables on the “Telling Time” worksheet I am handing out. You may ask you table mates to help or you may raise your hand. When you finish the assignment I would like you to flip it over to the back and a draw a clock with a short hand, a long hand and labels telling me which is for telling hours and which is for telling minuets. I will be collecting your paper’s when the timer goes off. You may begin.”

15. End of Lesson Works Cited/Worksheets available at
Campbell, Beth. Pinterest. N.p., 04 Feb Web. 06 May 2017. /
Printables. Measuring Time Worksheets. Gozoneguide Thousands of Printable Activities. N.p., n.d. Web. 06 May 2017.
time-worksheets/