Tell Time, Use Money

Overview

In this 30-minute small-group lesson, students practice reading time to the hour or half-hour and identifying common coin values. The lesson builds functional measurement and money skills through concrete materials, visual supports, oral practice, and tasks matched to each student’s instructional level.

Learning intentions

• Students will be able to read an analog clock to the hour or half-hour.
• Students will be able to match an analog clock to a digital or spoken time.
• Students will be able to identify pennies, nickels, dimes, and quarters.
• Students will be able to state the value of a common coin.

Success criteria

• I can read a clock showing an hour or half-hour.
• I can match a clock to the correct time.
• I can name common coins.
• I can tell how much each coin is worth at my instructional level.

Curriculum links

• Measurement and Data — tell and write time using analog and digital representations.
• Measurement and Data — recognize and use the value of common coins and solve simple money situations.
• Mathematical reasoning — represent information with concrete models, pictures, and numbers.
• Measurement and Data — use visual representations and real-world contexts to communicate mathematical thinking.

Lesson structure (30 minutes)

1. 0–3 min · Welcome and visual schedule. Teacher previews the routine using the visual agenda slide and states, “Today we will practice time and coins.” Students point to or say the first activity and choose a response mode: speaking, pointing, matching, or writing.

2. 3–10 min · Read the clock. Teacher displays large, uncluttered clocks from the clock demonstration slides and models that the short hand shows the hour; when the minute hand points to 12, it is “o’clock,” and when it points to 6, it is “half past.” Students use teaching clocks to make and read times such as 3:00, 7:00, 2:30, and 9:30. Pause after each example for a quick check: “What time is it?” Students may answer orally, point to a choice, or show the time on their own clock.

3. 10–15 min · Clock matching practice. Teacher places three time cards or pictures on the table and presents one teaching clock at a time, using the clock matching prompt for directions. Students match the clock to the correct time, then explain or demonstrate how they know. Work one skill at a time: students needing support use only “o’clock” clocks; students ready for more practice include half-hour times.

4. 15–22 min · Identify coins. Teacher uses real or plastic coins and the coin identification slides to compare size, color, and identifying features. Model and repeat: penny = 1 cent, nickel = 5 cents, dime = 10 cents, quarter = 25 cents. Students sort or point to named coins, then match each coin to its value. Avoid requiring students to count mixed coins unless that is their current instructional target.

5. 22–27 min · Independent or supported practice. Distribute the time and money practice sheet. Students complete the section matched to their level: matching clocks to times, circling “o’clock” or “half past,” naming coins, or matching coins to values. Teacher works with individuals or pairs, presenting one item at a time and recording whether each response was independent, prompted, or incorrect.

6. 27–30 min · Review and exit check. Teacher returns to the final review slides and shows one clock and one coin. Each student responds to both at an appropriate level: name the time, match it, name the coin, or select its value. Students complete the sentence, “I can ___,” verbally, by pointing, or on the final worksheet box.

Resources

• the time and money teaching deck
• the time and money practice sheet
• Teaching clocks with movable hands
• Real or plastic pennies, nickels, dimes, and quarters
• Large-print time and coin response cards
• Visual schedule
• Pencils, crayons, and highlighters
• Individual response boards or communication supports
• Tactile coin samples

Assessment

• During clock practice, check whether students identify the hour hand and minute hand and read or match at least two times.
• During coin practice, record whether students identify at least two common coins and their values with the expected level of prompting.
• Use the final clock-and-coin response as an exit check; note the next instructional step for each student.

Differentiation

• Support: Use teaching clocks, uncluttered faces, color-coded hands, visual choices, repeated modeling, and one skill at a time. Provide sentence frames such as “The time is ___” and “This is a ___ worth ___ cents.”
• Special education and communication access: Accept pointing, matching, eye gaze, sign language, speech-generating devices, or oral responses. Reduce the number of choices and provide frequent, brief movement or sensory breaks.
• Dyslexia-friendly options: Use large print, clear sans-serif text, high contrast, generous spacing, tactile coins, uncluttered clock faces, and oral directions. Read all worksheet directions aloud and avoid unnecessary written copying.
• Advanced learners: Ask students to solve simple elapsed-time problems, such as “It is 2:00. What time will it be in 30 minutes?” or simple money problems, such as “Which two coins make 15 cents?” Use real coins and encourage students to explain their strategy.

Extension

• Students solve a simple elapsed-time problem using a teaching clock.
• Students choose coins to make a target value up to 25 cents and explain their choice.
• Students create one clock-and-coin challenge for a partner.