Number Line Clock (If you are doing this activity as a separate lesson, let the student know that today we will continue to
learn how a clock is used to measure time).
Take the clothes line down and arrange the numbers in the position found on an analog clock. Have the student watch
you as you build the clock on the chalkboard or whiteboard. When the clock is made, repeat the silly pointing game.
Check for misunderstandings as they tell you if the pointer is right on the number, before the number, or after the number.
This knowledge is vital to their understanding of what hour it is on an analog clock.
Explain that a clock is used to keep track of the number of hours in a day. There are 24 hours in one day. We have 12
hours of day and 12 hours of night. This is why the clock has numbers from one to twelve. Each number represents the
hours in a day and in a night. We call the hours from midnight to noon the a.m. hours, and from noon to midnight the p.m.
Explain that when the pointer is pointing directly at the number, it is telling the name of the hour. An hour lasts for 60
minutes. If the pointer is after the hour, it is still the same hour and cannot change to the new hour until the pointer is right
on the next number. When the pointer points directly at the next number, a new hour has begun.
Using the pointer, point to a number and move toward the next number very slowly. Ask, “What hour is it?” Allow the
student time to respond. Then move the pointer to the next number. Ask, “What hour is it?” Allow the student time to
respond. Explain that when the pointer points to the new number, it is called o’clock. This means that a new hour has
begun. We say, “It is 5 o’clock” when the pointer is on the number 5.
Example: The teacher points to the number 4 on the number line clock. The student respond “four o’clock.” The teacher
moves the pointer slowly toward the number 5. When the pointer points right at the number 5, the student is asked “What
hour is it?” The student responds with “five o’clock.”
Revisit the number line clock using the pointer. Point at different numbers on the clock and have the student respond.
Make sure the student completely understands before moving to the next instructional procedure.