Telling Time Activities for Kindergarten Math

This free classroom lesson introduces young learners to time through hands-on routines, movement, and everyday schedules. Students explore clocks, measure short intervals, and connect daily activities to specific hours.

Overview

Students develop an early understanding of time by observing routines, measuring short periods, and reading clocks to the hour. The lesson begins with concrete experiences such as estimating one minute and sequencing familiar events. Students then build and use simple clocks to connect daily activities with specific times of day.

Subject Connections

This lesson develops early measurement and sequencing skills in mathematics. Students practice ordering events, comparing durations, and using a tool to represent time. Speaking and listening skills are strengthened as students explain schedules and describe what happens at different hours of the day.

Learning Goals

• Recognize analog and digital clocks
• Understand the difference between hour and minute hands
• Tell time to the hour
• Sequence events during a typical day
• Estimate and experience the passage of one minute

Materials

• Paper plates or cardstock circles
• Brass fasteners
• Markers and crayons
• Chart paper
• Index cards
• Timer or stopwatch
• Sand timer (or bottle timer)
• Variety of classroom clocks
• Lined writing paper

Preparation

• Prepare clock templates or paper plates
• Create picture cards showing daily activities
• Set up a visible classroom clock
• Prepare number cards 1–12
• Gather multiple types of clocks if available

Teaching Procedure

Each session fits a standard class period of 30–45 minutes.

Session 1 – Experiencing Time

1. The teacher asks students what they did before school and records answers. Students help arrange the activities in the correct order on chart paper.
2. Activity: The teacher explains that a minute is a short amount of time and sets a one-minute timer. Using paper and pencil, students estimate how many times they can write their name in one minute, then write until the timer ends and count their total.
3. The teacher repeats the activity and students try to improve their estimate. Students discuss why their guesses changed.
4. Students sit quietly for one minute while watching the second hand on a classroom clock and describe how the minute felt.

Session 2 – Life Without Clocks

1. The teacher covers the classroom clock and asks how people might know the time without one. Students suggest ideas such as sunlight, routines, and meals.
2. Activity: Outside or near a window, the teacher places a stick upright in modeling clay on a paper sheet and marks the shadow. Students return later to mark the new shadow position and compare locations.
3. Students use a sand timer to measure how long common tasks take such as cleaning up materials or putting books away.
4. Students sort picture cards into “takes longer” and “takes less time” categories and explain their reasoning.

Session 3 – Exploring Clocks

1. The teacher displays several clocks and students identify similarities and differences.
2. The teacher explains hour hand and minute hand. Students move their arms to show which hand is longer and which is shorter.
3. Activity: The teacher distributes paper plates, markers, number cards, and fasteners. Students build a working clock by placing numbers 1–12 and attaching movable hands, then demonstrate a chosen hour.
4. Students compare analog clocks to a digital display and match examples shown by the teacher.

Session 4 – Telling Time to the Hour

1. The teacher models times such as 3:00 and 6:00 using a demonstration clock. Students copy the time on their own clocks.
2. Students work in pairs. One student calls a time and the other sets their clock, then they switch roles.
3. Activity: The teacher announces a daily event such as “lunchtime” or “bedtime.” Using their clocks, students set the correct hour and hold up their clocks to demonstrate understanding.
4. The class checks the real classroom clock at a selected hour and records what activity they are doing at that time.

Session 5 – My Daily Schedule Book

1. The teacher gives each student a booklet with pages labeled by hour.
2. Students draw clock hands to match the hour and illustrate what they do at that time of day.
3. Students share one page with the class and explain their drawing.
4. The teacher compares similarities and differences among student schedules.

Assessment

The teacher observes students setting clocks, matching times, and sequencing events. Students demonstrate understanding by correctly placing hands on clocks and explaining daily routines linked to specific hours.

Differentiation

• Provide pre-numbered clocks for students needing extra support
• Allow students to verbally explain time instead of writing
• Challenge advanced learners to compare a.m. and p.m. routines

Grade Adaptation

Kindergarten students focus on recognizing clocks, sequencing daily activities, and telling time to the hour with guided practice. Grade 1 students extend the lesson by independently setting times and explaining schedules using complete sentences.

Extension Ideas

• Create a classroom daily schedule clock wall
• Have students track bedtime and wake-up times for one week
• Use a tablet clock app for additional matching practice
• Measure how many classroom activities fit into five minutes