Produced with Scholar
Icon for 2nd Grade Time Unit

2nd Grade Time Unit

Learning Module

Overview

Learning Module Objectives:

CCSS.MATH.CONTENT.2.MD.C.7

Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

I can tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

These objectives are standards from the Common Core State Standards for second grade.

 

Prerequisite skills:

I can name and label the parts of an analog clock.

I can tell and write time in hours and half-hours using analog and digital clocks.

 

Essential Vocabulary for this unit:

Analog Clock

Digital Clock

Minute Hand

Hour Hand

A.M.

P.M.

 

Looking ahead:

In third grade students will be working to tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Parts of a Clock

For the Student:

By the end of this lesson, you will review and remember the different parts of a clock and the difference between an analog and digital clock.

 

There are two major clocks that we use to tell time.  They are analog and digital clocks.  Analog clocks use different hands and numbers that move around a circle to tell time.  Digital clocks use numbers with a colon in between to tell us the time.  As you explore through this update, you will learn and review the different types of clocks and their parts.  

Analog Clock 

This is an analog clock. It has an hour hand, a minute hand, and a second hand. The clock hands always move around the clock to the right, this is called clockwise.

 

 

Hands of a Clock

Analog clocks have different hands to help us tell the time.  Look at the graphic below to tell you what each of them look like and what they tell us.  

We use the big hand to find the minutes and the small hand to find the hours.

 

 

Digital Clock

Below you will find a digital clock. They show the hour and minutes in numbers separated by a colon.

 

 

Watch this Brainpop video on parts of a clock.  If you would like to explore the activites attached or take the quizzes, please tell us your score in the comments and something you learned.

 

 

Homework:

  1. Comment - Why is being able to tell time an important skill?  Did you learn anything new from the Brainpop video?
  2. Update - Find and post 2 different pictures: one of a digital clock and one of an analog clock. How are they alike? How are they different?
  3. Comment - Comment on 2 other classmates updates.

 

 

Media References: 

https://i.pinimg.com/474x/7d/a2/69/7da269445f8f95dafc3e3afd8f72d860--teaching-time-teaching-resources.jpg

https://ecdn.teacherspayteachers.com/thumbitem/Free-Identify-Hour-Minute-Hand-Clock-Poster-1362007510/original-586799-1.jpg

https://i.pinimg.com/originals/0a/2d/4c/0a2d4c4445636e9ad000d182dcfb3bc2.png

For the Teacher:

Purpose of this update:

  • This module is the foundation for the upcoming modules. With this lesson, students learn what the important vocabulary is, the different types of clocks, and the parts of a clock. This is crucial for them to grasp before learning how to tell time to the nearest hour, half hour, and minute.

 

Teaching tips:

  • ​Students may confuse the hands of the clock, so it is important to always reiterate which is which.  The poster in the module gave a good way to remember it, minute is the bigger word and it is the bigger hand on the clock.  
  • Students need to be aware that there are only 60 minutes in an hour, and only 12 different hours on a clock.
  • Also make sure the students have the log-in information for their brainpop in their list of usernames and passwords out and ready.

 

Extension:

  • Some students may grasp this quicker than others. You can have those who finish early take the quiz on Brainpop found underneath the video, and/or complete the activity found there, too.

 

 

A.M. and P.M.

For the Student:

We organize and label time throughout the day with A.M. and P.M.  It is important to know what time of day it is in order to stay organized and to be on time for things.  

  • By the end of the lesson, you will be able to identify various events, what time they take place, and identify whether that time is a.m. or p.m.

Read the poster below to understand a.m.

Read the poster below to understand p.m.

 

Watch this video to understand the difference between the two different times of day.

Media embedded February 10, 2019

We use the label a.m. to tell us that the time is between midnight and noon.

A.M. = the time between midnight and noon.

We use a.m. to identify times that occur int he morning.  Here are some examples of A.M. Activities:  Waking up, getting ready for school, eating breakfast

  • Can you think of some things that you do in the a.m.?

 

 

We use the label P.M. to tell us the time is between noon and midnight. We usually say p.m. is the afternoon and nighttime.

P.M.= The time between noon and midnight.

Here are some examples of P.M Activities:  Going home from school, eating dinner, going to bed

  • Can you think of some things you do during the p.m. hours?

 

 

Play this GAME to understand telling time and a.m. and p.m.  Pay attention to when it is light out and when it gets dark to help you know the difference!

 

 

 

Homework:

  1. Comment - How can you tell the difference between A.M. and P.M.?  
  2. Update - Make an update and list 5 things you do during the A.M. and 5 things you do during the P.M.  
  3. Comment - Comment on 2 other classmates updates.  Do you have any of the activities they listed in common?

 

 

Media References:

https://ecdn.teacherspayteachers.com/thumbitem/AM-and-PM-Posters-Freebie-CCSS-2MDC7-1079104-1398334883/original-1079104-2.jpg

https://www.youtube.com/watch?v=p1Kl2K_XSoY

https://ecdn.teacherspayteachers.com/thumbitem/A-M-and-P-M-Anchor-Chart-2215822-1500875442/original-2215822-3.jpg

 

 

 

 

For the Teacher:

Purpose: 

  • Students will be able to tell the difference between A.M. and P.M.  This will help them when they are telling and labeling time.  It is directly connected to the second grade Data and Measurement Standard:  

CCSS.MATH.CONTENT.2.MD.C.7:   Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

 

Teaching Tips:

  • Be sure to remind students that even though we use a.m. to label morning hours,  we are asleep for many of them.  Helping them grasp the concept of midnight staring a.m. and noon starting p.m. is important.  

 

Extension/Reteach Activities:  

Time to the Nearest Hour

For the Student:

By the end of this update, you will be able to tell time to the nearest hour on analog clock.  

 

We remember from the first update that the small hand on the clock tells us the hour.  As the minute hand moves around the clock, the hour hand isn't always pointing directly at the number.  You need to be aware that even though the hour hand is halfway between two numbers, it is still within the hour of the number it hit first.

The minute hand is the bigger hand, the hour hand is the smaller hand.

You can think of this like you think of reading a chapter in a book.  When you start a chapter, you are in that chapter until you reach the next one, which is very similar to the hands on the clock.

Another way to think of it is to think of each hour having their own room. This clock helps demonstrate that.

 

Here are some examples of times on a clock.

 

Watch this Brainpop on telling time to the nearest hour.  Complete either the easy or hard quiz found underneath the video.  

 

Play this Clock Splat Game.  Start with Level One which focuses on finding the hours.  Challenge yoursel and see if you can do the other levels, too!  

 

 

Homework:  

  1. Comment:  Comment on this update and tell us something you learning about from the Brainpop video.  What is something that takes you about an hour to do?  
  2. Update:  Create an update.  Find 3 different examples of clocks with different times.  Tell us what the hour is on each clock.  
  3. Comment:  Comment on 2 other classmates updates giving them kind feedback and checking to see if their times were right.  

 

For the Teacher:

Purpose:   By the end ot this update, students will be able to tell time to the nearest hour on analog and digital clocks.  They will explore different videos, posters, and anchor charts to learn about the topic.  They will complete some online activities to practice the skill.  Then they will discuss and create an update with their own clocks they have found and will tell their classmates what time the clocks say and how they know they are correct.   This is an important skill to master in order to achieve the learning standard target of telling time to the nearest 5 minutes.

 

Teaching Tips:  

  • Make sure students have their Brainpop log in cards out and ready.
  • A common misconception of students is that even though the hand isn't pointing directly at the number, that it is the next hour.  You need to be sure they grasp the concept of a little past, or half past the hour. 
  • Here is a good article helping to correct this teaching mistake. 

 

Extra Resources:

 

 

Media References:

http://ainsleelabs.com/blog/wp-content/uploads/2015/02/Slide4.jpg

 

 

Time to the Nearest Half Hour

For the Student:

By the end of this update, you will be able to tell time to the nearest half hour on an analog clock.

 

Now that you have mastered how to tell time to the nearest hour, we will move on to telling time to the nearest half hour.   Watch the video below to help explain this.

Media embedded February 11, 2019

When the big hand is on the six, it means it is 30 minutes past the hour.  Both of these clocks below show the time 3:30.

This clock shows 3:30. See how the big hand is on the 6. This is 30 minutes past the hour.
This is a digital clock showing the time 3:30. It says the same time as the analog clock above.

 

 

Complete this lesson on telling time to the nearest hour and half hour.  

 

 

Watch this Brainpop and complete either the easy or hard quiz found below.  

 

 

 

Homework:

  1. Comment:  Comment below- what was one thing you learned from the brainpop?  What is something that would take you about a half hour to complete?  
  2. Update:  Make an update.  Find images of 3 different clocks showing us a time to the nearest half hour.  Label what times they are.
  3. Comment:  Comment on 2 other updates and give them constructive feedback on their work and if the times they posted were correct.  

 

 

 

 

 

 

Media References: 

https://www.youtube.com/watch?v=n_daAYx6krg

https://4vector.com/i/free-vector-digital-clock-3-30-clip art_116229_Digital_Clock_330_clip_art_hight.png

https://www.quia.com/files/quia/users/ichinensei/Time/0330.png

For the Teacher:

Purpose:  The purpose of this update is to teach students how to tell time to the nearest half hour on an analog clock.  This skill is important when building to the standard of being able to tell time to the nearest 5 minutes. 

 

Teaching Tips:

  • Be sure to remind students that the hour hand will not be directly on the number when you are talking about half hour timeframes.
  • Make sure students have their Brainpop login cards out and ready.  

 

Extensions/Extra Resources:  

Time to the Nearest 5 Minutes

For the Student:

By the end of this update, you will have a clear understanding of how to tell time to the nearest 5 minutes when looking at an analog clock.

 

You have learned a lot (and maybe reviewed a lot!) about different clocks, telling time to the nearest hour, half hour, and now we are going to go over how to tell time to the nearest 5 minutes.  The first thing you need to know in order to do this is that when using the big hand to read the minutes, each number stands for 5 minutes.  We know that there are 60 minutes in an hour. 

 

Review this anchor chart for help.

You have to be able to count by 5's in order for this to be the quickest!  Look at the chart below and listen to the song to review counting by 5's.  

Let's count by 5's! Memorizing this order will making telling time to the nearest 5 minute much quicker.
Media embedded February 12, 2019

 

 

Watch this video to see some examples and how to walk through the process of telling time to the nearest 5 minute.  

 

This clock shows you 11:05 on a digital clock.
Like the digital clock above, this analog clock shows 11:05. Notice how the big hand is on the 1, this represents 5 minutes. Likewise, the 2 is 10 minutes, 3 is 15, 4 is 20, etc.

 

Complete this online activity to practice telling time to the nearest 5 minutes.  

 

 

 

Homework:

  1. Comment:  Comment below and tell us something that takes you about 5 minutes to complete.  Do you find telling time on an analog easy or hard?  Why?  
  2. Update:  Make an update.  Upload 3 different pictures of different clocks telling us times to the nearest 5 minutes.  Explain how you figured out what time they said either on video or in written form. Be sure to label your times with a.m. or p.m. and tell us an activity someone may be doing at that time.
  3. ​Comment:  Comment on at least 2 other students updates giving them a compliment for their work with reasoning behind it (say BECAUSE and give your reason!).

 

 

 

 

 

 

 

 

Media References: 

https://ecdn.teacherspayteachers.com/thumbitem/Telling-Time-Anchor-Chart-1453432785/original-331891-1.jpg

https://www.youtube.com/watch?v=uDSWMjtMff4

https://i.pinimg.com/originals/05/b9/04/05b904fac873b070a4392239ed345038.png

https://ae01.alicdn.com/kf/HTB1qr6QSFXXXXa3XXXXq6xXFXXXt/Retro-Table-Clock-Auto-Flip-Clock-12-Hours-AM-PM-Format-Display-Timepiece-Desk-Clock-Flip.jpg_640x640q70.jpg

https://etc.usf.edu/clipart/34200/34259/nclock-11-05_34259_sm.gif

For the Teacher

Purpose:  The purpose of this update is to teach students how to tell time to the nearest half hour.  All of the updates have been building upon each other, and this one helps reach the final desired outcome of the learning standard 

CCSS.MATH.CONTENT.2.MD.C.7

Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

 

Teaching Tips:  Be sure to allow plenty of time for practice with this skill.  It is hard for 2nd graders to remember that they need to count by 5's for the minutes, but the hours are just what the number says on the clock.  Continue to remind them the hour hand is the short hand and the minute hand is the long hand.  

 

Creating some of these as a mini lesson with the kids and posting them in the room will help them to reference and recall the information.

 

 

Extra resources:  

 

 

 

Media References:

https://i.pinimg.com/originals/04/43/2d/04432d6b92984ffb137c05a474170a88.jpg

https://i1.wp.com/bergthenerd.com/wp-content/uploads/2017/07/Telling-Time-Anchor-Chart.jpg?resize=234%2C300

Showing and Writing Time: Let’s Practice!

For the Student:

By the end of this update, you will have practiced telling time to the nearset hour, half hour, and 5 minutes. You will also be labeling your times with the correct a.m. or p.m. label to show what time of day something is ocurring.

 

Hopefully this module has helped you have a better grasp of being able to tell time using an analog clock. I know it can be tricky to remember all of the important things we have gone over!

  • The hour hand is the short hand, just like the word hour is shorter than the word minute!
  • Whenever the minute hand is on the 6, it is 30 minutes past the hour.
  • There are 60 minutes in an hour, and 24 hours in a day.
  • We use a.m. to label any time between midnight and noon (in the morning).
  • We use p.m to label any time between noon and midnight (afternoon, evening, and night time).
  • To tell time to the nearest 5 minute, you have to count by 5's at each number around the clock.
Look at this chart for a good reference on how to tell time using an analog clock.

Here are some great games and activities you can play and go through in order to practice telling time. With practice and hard work, it will become easier for you- so don't give up!!

 

 

Homework:

  1. Comment:  Which activity or game was your favorite and why?
  2. Update:  Create an update and tell us what the trickiest thing is for you to remember when telling time on an analog clock.  Do you have any tips for your classmates?
  3. Comment: Comment on at least 2 other updates from this week.

For the Teacher:

Purpose: The purpose of this update is to review all of the skills that have been taught throughout the module.  Students will be reminded of important points to remember when learning to tell time, and will be given opportunities and games to practice the skills. 

 

Teaching tips:

Remind students of these important facts:

  • The hour hand is the short hand, just like the word hour is shorter than the word minute!
  • Whenever the minute hand is on the 6, it is 30 minutes past the hour.
  • There are 60 minutes in an hour, and 24 hours in a day.
  • We use a.m. to label any time between midnight and noon (in the morning).
  • We use p.m to label any time between noon and midnight (afternoon, evening, and night time).
  • To tell time to the nearest 5 minute, you have to count by 5's at each number around the clock.

Display anchor charts on the walls for reference when the students are learning.  You can start with a quick telling time check at the beginning of the lesson by showing a clock and having the students write quick responses on white boards.  

Peer Review Project

For the Student:

For the peer review project, you will be creating a video lesson in which you will represent timelines and scenarios using different times throughout (paying attention to a.m. and p.m labels). For the video lesson you will choose one from the following three topics and present them in video form. These stories/timelines should be different than previous ones you have posted on your updates. You may use any of the moveable clocks, white boards, or math resources from our math cubby station (or any from home!) to complete this.  

Each scenario that you present should be followed by a few sentences explaining the sequential order with written times. Make sure to include important vocabulary words and thoroughly explain your thought process.

Topics:

  • Show and explain using clocks and written times what your normal daily schedule looks like
  • Make up a story with a fictional character.  Tell the story using clocks and times throughout to help us with the sequential order.
  • Pick an event from history and make up a story (realistic, historical fiction) how this event would have played out using times

 

Below is the rubric for you to reference as you create your project.

 

 

For the Teacher:

This peer reviewed project is the final assessment for this learning module. This will allow students to demonstrate their understanding by applying the knowledge they have gained. It will allow them to think creatively and have ownership of their work with the flexibility of the assignment. Students will also be able to access their creative work in the future and it will act as an example for future students. Ideally, this work should be assigned by the fourth update so that students have sufficient time to complete the task.

Here is the rubric to assess the work:

 

 

Knowledge Survey: Show Me What You Know!

For the Student:

For the Teacher:

This knowledge survey is a formative assessment to provide the teacher with data needed to extend or reteach a lesson. This survey can be used as a pre-test, midpoint check, and/or an end of the lesson check.