Objectives (5 minutes)

1. Understand the basic functioning of analog clocks: The teacher should explain how analog clocks are divided into hours, minutes, and seconds. They should help students understand the relationship between hours and the hands, demonstrating how the movement of the hands indicates the passing of time.

2. Identify and recognize the hours on an analog clock: The teacher should teach students to clearly identify the hours on a clock, showing how the numbers are arranged around the circle and how the hands point to the corresponding numbers for the hours. They should emphasize the difference between full hours and half hours.

3. Read the time on an analog and digital clock: The teacher should train students to read the time on both an analog and a digital clock. They should provide examples of both types and explain the differences in time representation in each.

Secondary Objectives:

• Develop the ability to count and recognize numbers: By learning to read the time, students will be encouraged to count and recognize numbers from 1 to 12 in a meaningful and contextualized way.

• Promote the notion of time: Reading clocks helps students develop a sense of time and understand how time unfolds in measurable units.

The teacher should clearly explain these objectives to the students at the beginning of the lesson so that they know what is expected of them and can focus on achieving these goals during the lesson.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should start by reminding students about the concepts of numbers and counting, which are fundamental for reading clocks. This can be done through games or interactive activities involving counting objects.

2. Problem-solving situations: The teacher can propose two problem-solving situations to introduce the topic. For example: "Imagine you have a birthday party scheduled for 5 o'clock in the afternoon. How would you know when it's time to go to the party if you didn't have a clock?" and "If you wake up at 7 o'clock in the morning, when is lunchtime?" These situations help students understand the importance of knowing how to read the time.

3. Contextualization: The teacher should explain that reading clocks is an important skill in daily life, as it helps us organize our activities and be in the right place at the right time. Examples of situations where reading clocks is necessary can be mentioned, such as planning time to do homework, watch a TV show, or go out to play.

4. Introduction to the topic: To spark students' interest, the teacher can share curiosities about clocks. For example, they can talk about how clocks were invented thousands of years ago and how they have evolved over time, from sundials to today's digital clocks. Another interesting curiosity is that in some parts of the world, people use 24-hour clocks instead of 12-hour clocks, like in Brazil.

5. Capturing students' attention: To capture students' attention, the teacher can show different types of clocks, such as a wristwatch, a wall clock, a sundial, and a digital clock. The teacher can briefly explain how each one works and why it is important to know how to read the time on different types of clocks. Additionally, the teacher can pose the following question: "Who here can tell me what time it is?" and show a clock, challenging the students to read the time.

Development (20 - 25 minutes)

1. Theory (10 - 12 minutes)

   1. Clock division and its components: The teacher should start by explaining the division of the clock into hours, minutes, and seconds. They should mention that the largest hand (the largest hand in the center of the clock) represents the hours, the middle hand (the second largest hand) represents the minutes, and the smallest hand (the smallest hand) represents the seconds. The teacher can visually demonstrate using a real clock or an image of a clock on the board.

   2. Different types of clocks and their readings: The teacher should then explain how time reading varies in different types of clocks. For example, on an analog clock, students need to look at the position of the hands to determine the time, while on a digital clock, the numbers are displayed clearly.

   3. The cycle of hours: The teacher should then explain the concept of the 24-hour cycle, mentioning that the day starts at midnight (12:00 AM) and ends at midnight (12:00 PM). The teacher can ask students what time they wake up, what time they have lunch, and what time they go to bed, to help them understand the 24-hour cycle.

   4. Full hour and half-hour: Finally, the teacher should explain the difference between full hour and half-hour. It should be emphasized that when the minute hand is pointing directly to the 12, it is a full hour, and when the minute hand is pointing directly to the 6, it is half an hour.

2. Practice 1 - Reading analog clocks (5 - 7 minutes)

   1. "What time is it?" Game: The teacher can organize a game activity called "What time is it?" to practice reading analog clocks. The teacher can draw an analog clock on the board and then show different times, asking students to identify them. Students who get it right can earn points or stickers. This activity can be done in groups or individually, depending on the class size.

3. Practice 2 - Reading digital clocks (5 - 7 minutes)

   1. "What time is it?" Game on the digital clock: The teacher can organize another round of the "What time is it?" game, this time using a digital clock. The teacher can project the image of a digital clock on the board and then show different times, asking students to identify them. This activity helps students practice reading digital clocks, which is an important skill in the current world.

The teacher should guide students during practical activities, providing feedback and clarifying any doubts that may arise. It is important for the teacher to circulate around the classroom, observing students' progress and offering additional support if needed.

Feedback (10 - 15 minutes)

1. Group discussion (5 - 7 minutes)

   1. Review of answers: The teacher should start a group discussion, inviting students to share the answers they found during the practical activities. The teacher should ask "What time did you think it was?" and "How did you know what time it was?" The teacher should praise correct answers and reinforce correct concepts if there are errors.

   2. Comparison of results: The teacher should then ask students if everyone found the same times and, if not, why they think that happened. This helps promote discussion and critical thinking, allowing students to see that there are different ways to approach a problem and that not everyone sees things the same way.

2. Connection to theory (3 - 5 minutes)

   1. Theory and practice: The teacher should discuss how practical activities connect with the theory presented at the beginning of the lesson. It should be emphasized that theory is the basis for practice and that by understanding the theory, students can apply it in different situations.

   2. Importance of reading clocks: The teacher should reinforce the importance of reading clocks in daily life, mentioning again examples of situations where this skill is necessary. The teacher can also ask students to share situations where they have had to use this skill.

3. Reflection (2 - 3 minutes)

   1. Reflection questions: To end the lesson, the teacher should propose two questions for students to reflect on what they have learned. The questions could be: "What is the most challenging part of reading the time on a clock for you?" and "What can you do to improve your ability to read the time?" The teacher should give a few minutes for students to think about the answers and then invite some students to share their reflections.

Feedback is a crucial part of the lesson plan, as it allows the teacher to assess students' understanding of the topic and identify any learning gaps that need to be addressed. Additionally, it promotes reflection and critical thinking, essential skills for effective learning.

Conclusion (5 - 10 minutes)

1. Summary and Recap (2 - 3 minutes)

   1. Review of key points: The teacher should start the conclusion by reviewing the key points covered during the lesson. They should summarize the division of the clock into hours, minutes, and seconds, the difference between analog and digital clocks, reading full hours and half an hour, and the 24-hour cycle.

   2. Reminder of the topic's importance: The teacher should reinforce the relevance of the topic, reminding students that reading clocks is an essential skill for time organization in daily life. They should mention again examples of situations where this skill is necessary, such as waking up, eating, going to school, doing homework, watching TV, playing, among others.

2. Extra Materials (1 - 2 minutes)

   1. Reading suggestions: The teacher can suggest some children's books that address the theme of time and reading clocks, such as "The Story Time" by Denise de Albuquerque and "Grandpa's Clock" by Anne-Sophie Baumann.

   2. Educational games and apps: The teacher can indicate some online games and apps that help practice reading clocks, such as "What time is it?" from TV Escola, "The Time Game" from the site ABCya.com, and "Telling Time Quiz" from the site MathPlayground.com.

3. Connection of Theory to Practice (1 - 2 minutes)

   1. Importance of theory: The teacher should explain that the theory presented in the lesson is the basis for the practice of reading clocks. It should be emphasized that understanding how clocks work and how time is represented helps us interpret the hours correctly.

   2. Relevance of practical activities: The teacher should mention that the practical activities carried out during the lesson were designed to help students apply theory in practice. It should be emphasized that practice is essential for improving the skill of reading clocks.

4. Closure (1 minute)

   1. Encouragement of curiosity: The teacher should encourage students to continue exploring the topic of reading clocks, encouraging them to observe the clocks around them and try to read the time whenever possible. They should remind them that practice makes perfect and that the more they practice, the more confident they will become in their ability to read the time.

   2. Continuous relevance: The teacher should conclude the lesson by reiterating that the skill of reading clocks is one that students will use throughout their lives, as time is an essential part of our daily routines. They should remind them that by knowing how to read the time, they will be able to better organize their time and fulfill their commitments more efficiently.

The conclusion is an important moment to consolidate learning and motivate students to continue exploring the topic outside the classroom. Additionally, it reinforces the applicability of the learned content, helping students understand the relevance of the topic to their daily lives.