Students practice telling hour times by moving the hands on a geared clock and saying times (Activity 1). Students match analog and digital hour times in the Time Concentration game and on the digital/analog cut-and-paste sheet (Activities 2 and 3). Students write times to the hour in both digital and word form using the Write-and-Wipe clock and the "Writing Time Two Ways" worksheet (Activity 4).

Students draw hour hands on analog clocks and write corresponding digital times and labels (e.g., drawing the hour hand at 4, writing "4:00" and "4 o'clock") in Activity 1. In Activity 2 students stand on a large clock, move hands on a geared clock to show half hours, say times in two ways (e.g., "two thirty" and "half past two"), and complete a matching sheet connecting analog half-hour clocks with digital times. Activities 3 and 4 have students cut, sequence, and play concentration with cards showing hour and half-hour times in both analog and digital forms, and the wrap-up asks students to set times including 7:30 and 12:30 on the geared clock.

Students add missing minute hands to analog clocks and write the matching digital times and two word forms (e.g., "two thirty" and "half past two") on the "Half Hour Times" sheet. Students practice sequencing digital times to the hour and half-hour by ordering cards and by using a geared clock as needed. Students manipulate an interactive clock by moving the minute hand to show given digital times (including half-hours) and then show specified times in both analog and digital forms on a wipe-and-write clock with attention to correct hand placement.

The lesson's Skills list explicitly names "Tell and write time in hours and half hours using analog and digital clocks." Activity 4 directs students to match analog clocks to digital times (Option 1) and to match analog clocks with digital and written time expressions (Option 2), with shown example times such as 6:30, 8:00, 12:00, 10:30 and labels like "half past 5" and "8 o'clock." Activity 3 also asks students to order time units and to discuss activities that take seconds, minutes, or hours, reinforcing reasoning about hours and half-hours.

Students practice with a geared analog clock to show specific times including half-hours (3:30, 9:30, 7:30) and whole hours (1:00, 6:00). Students draw hour and minute hands on blank clock faces and are instructed how to place the hour (shorter) and minute (to 12) hands, and to write the matching digital time (e.g., "7:00"). Students use a scheduling sheet marked in half-hour increments, are asked to place activities at hour and half-hour times, and must have at least three activities begin on the half hour.

Students are given a geared (analog) clock and asked to show specific times: 1:00, 4:30, 6:00, and 10:30. Students are also asked to write times in digital form on a whiteboard, e.g., two o'clock (2:00), five thirty (5:30), and eleven o'clock (11:00). These tasks require students to represent hours and half-hours on an analog clock and to produce matching digital notation.

Activity 4 "Some Review with Time and Money" asks students to complete "Time and Money Review" sheets in which they match analog clock faces to digital times (examples given: 1:30, 12:00, 8:30, 4:00). One sheet asks students to "Circle the correct time," and another shows clocks labelled with both digital and verbal descriptions such as "half past 6" and "10 o'clock," requiring students to read analog clocks and connect them to hour and half-hour expressions. The student pages therefore require students to read analog clocks and identify corresponding digital or written time forms.

Students are given a geared (analog) clock and asked to show specific times: 2:00, 5:30, 8:00, and 11:30. Students are also shown times on the clock and asked to say the times aloud: 1:30, 3:00, 6:30, and 10:30. These tasks require students to recognize and produce times on an analog clock at the hour and half-hour.

Students are asked to view times shown on a Write-and-Wipe (analog) clock and to write those times in digital format: 11:00, 5:30, 8:30, and 2:00. The Measurement Tools page includes a clock showing 12:30 as an example of time measured with a clock. The lesson prompts students to recall that we measure time with clocks and watches and to describe different ways to write and say time.

Students are asked to identify and set times on a geared (analog) clock: they are shown 3:00, asked what time it shows, and asked to move the hands to show the next hour (4:00). Students are then asked to show specific times on the clock including 12:00, 6:30, 9:30, and 1:00, which includes practice with both whole hours and half-hours on an analog clock.

Students sort words and pictures into a category labeled "time" on the Measurement Sorting activity and glue those items to a paper for reference. The provided image and student page show clocks and the digital time "12:30," and students are instructed to place clock images into the time category. The activities ask students to discuss differences among types of measurement including time.

Activity 2 directs students to use a Write and Wipe Clock to say times shown (4:00, 10:00, 5:30, 3:30), and then to show and write times on the clock as the teacher says them (3:00, 8:30, 2:30, 11:00, 1:30). The instructions explicitly model half-hour language by telling students they can say both "five thirty" and "half past five." Students are asked to both read (tell) and produce (show/write) hour and half-hour times using the classroom clock.