Term 3 Week 5 – Number 12 Part 2 The Clock

This week we continued building on the number work we had started last week for number 12.  We tackled the much awaited clock.  The children often asked me, “When are we going to do the clock?”…. and here it is   🙂

We always start the lesson with a very quick revision of sequencing numbers in this case 1-12 by using the counting song till 20.  (Found in previous blogs).  The children were reminded that this is a special number for two reasons.

  • First of all there are two numbers standing up next to each other. I played a small game with them where I pretended to say the number 12 as two-elve so they could listen to the numbers that are in the word.  Then I told them to help me fix it.  We then said twelve together.  I do this mostly with 12, 13 and 15 to help them recognize the numbers.
  • 12 are the numbers which are found on the clock.

The Clock


In Pre-Junior we cover the following points.

  • Very simple language related to the clock: face, hands and numbers.
  • Face – The face can be of different shapes and sizes.
  • Hands – One hand is short and this is called the hour hand. This always moves to show us the o’clock. So we say 1 o’clock, 2 o’clock, 3 o’clock etc.
  • One hand is long and this is the minute hand. This stays stuck to 12. (For this year).

We brainstormed why we need the clock.  The children came up with the following ideas:

To wake up on time for school, to know when to have your breakfast, lunch, dinner, to know when it is time for bed, when we should go to the park and play, to know when we need to wash.

I explained that time helps us get organized through the day knowing what comes after what.  In fact after getting familiar with the basic components of the clock we went through a journey of how our day would be like if we had to use the o’clock as our guideline.  We used the clocks the children created themselves in class out of paper plates, foam hands and sticker numbers to show the time.

This is a just a glimpse of how our imaginary day evolved.


Picture 1 – 6 o’clock: Wake Up and Washing Routine

Picture 2 – 7 o’clock:  Dress up time

Picture 3 – 8 o’clock: Start school, breakfast and circle time

Picture 4 – 9 o’clock: Activities: Painting, literacy, numeracy, playtime, story time etc.

Picture 5 – 10 o’clock: Lunchtime

Picture 6 – 11 o’clock: Activities: Painting, literacy, numeracy, playtime, story time etc.

Picture 7 – 12 o’clock: P.E.

Picture 8 – 1 o’clock: Home time

I explained that the time that we do things at home may vary according to family routine.  You can recreate this as a game at home.  Here are also some ideas which might help you with creating routine at home in a simple way.


(The box contains 6 different leveled clocks which you can keep as a resource through the junior years.  It is both in English and Maltese.  It is a BDL product which you can purchase from BDL itself or from other stationery outlets which sell their products).

The children also read the time through clock games on the interactive whiteboard such as

BBC o’clock game –


Interlaced with all this were video clips which the children danced to.

Hickory Dickory Dock | Super Simple Songs


The Flower Song –

Tick Tock Clock Song


To understand the clock further the children became a human clock themselves. Twelve of them were numbers, others became the hands.  We also played, What’s the time Mr. Wolf? during a couple of our P.E. lessons which the children really enjoyed.

They consolidated their clock work with sequencing numbers on a clock face in their scrapbook and colouring it in.

Here are all the photos taken during all the work done with the clock in the past week or so.



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