![]() Have students place their right arm down at their side and their left arm outstretched placing their hand on their neighbor’s shoulder. Tell your students that each of them represents the hour on the clock that is written on their sticky note. Place a sticky note on each child’s shirt with a number in order from 1-12. Have groups of 12 students form a circle. Explain to your students that when the hour hand is in that space we say, “_ (however many) minutes after _ (that hour).” Try this with your class: This makes it easy to see “who owns the space”. Get your kids up and moving by having them use their bodies to create hour spaces. I teach this strategy early on when introducing time as it’s important for students to understand “who owns the space” between the numbers on a clock. ![]() Once students understand the purposes of the minute and hour hands and the direction they move, introduce the hour space. ![]() These along with practice clocks help students to visualize the hour space, identify the correct hour when the hand falls between two numbers, and to manipulate models that represent time. Is it 5:30 or 6:30? 11:30 or 12:30?īelieve it or not, using manipulatives like connecting cubes and pipe cleaners can make telling time much easier for kids. Many students get thrown for a loop when the hour hand falls between two numbers. Telling time past the hour can prove to be an even bigger challenge for some. When reading a clock it can be difficult for some students to make the leap in thinking to one is five, two is ten, three is fifteen and so on. Telling time is one of the more abstract concepts we teach during our math instruction. I should also mention they are hands-on, concrete, and FUN! Be sure to download all of the FREE resources at the end of this post so your students can practice these simple strategies that really do work! In this post I’ll share with you some easy tips and simple strategies you can use as you teach your class to tell time. Teaching primary kids to tell time past the hour can be a challenge but it doesn’t have to be a struggle for you or your students.
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