Hands and Numbers

• Provide your students a worksheet with a picture of a clock. The clock should not only have minute marks and hour numbers, but also an hour hand and a minute hand. Explain that each number represents one hour and in what direction the hour hand revolves. Then explain that when the hour hand moves to the next number in the sequence, one hour has passed. Next explain each tick mark represents one minute and in what direction the minute hand revolves. Then explain that when the minute hand moves to the next tick mark in the sequence, one minute has passed, and that when the minute hand completes a circle, one hour has passed.
  
  

Counting

• Explain that besides marking the hours on the clock, the numbers also represent five-minute increments. Tell your students that counting by fives is the easiest way to find out the time. For example, if a clock reads 12:32, it's faster to count from the 12 by fives till you get to the 6, than count by ones. Emphasize that, as the hands of the clock move clockwise, so do you when telling time. Explain that there are 60 minutes in every hour.
  
  

Telling Time

• Explain that when telling time you always list or write the hour first. Explain that whatever number the hour hand is on or after is what hour of the day you're in and whatever tick mark the minute hand is on or after is what minute of the day you're in. Have your students practice telling and writing time using a colon to separate hours from minutes.
  
  

Terms

• Walk your students through alternative terms for half hours and quarters of hours: half past, quarter till and quarter after. Then explain the dual nature of reading time; some people might read 1:45, while another person staring at the same clock might read quarter till 2.