One exercise to help younger children grasp the time measurement concept of quarter and half-past the hour increments can be played out by having children play mime. Children stand up and use their arms to form the hands of a clock to represent time measurements. For example, tell children to pretend to be a clock representing 12:15. Kids place one hand straight above their head, and another out to their right side so the time being represented is oriented to the child. Continue having kids use their arms to show you how to represent various times to increase knowledge of time measurement.
One teaching activity to help strengthen kids' understanding of time involves using blank clocks and pencils for children to draw clock hands. Use one sheet of paper and have two blank clocks per page. Instruct children to draw the time they get to school on one clock and the time school is over on another. Explain to children the time measurement between the two times. Repeat the process for easy-to-understand activities such as the start and stop time of recess and lunch to further strengthen understanding.
A simple way to help demonstrate and have children actively participate in showing you their knowledge of time measurement is done by manipulating a clock with moveable hands. You can use an actual clock with exposed hands or have children create their own by cutting out a clock face from paper, drawing the numbers on the clock and attaching moveable hands by using cut-out paper and an earring with a back to hold the hands in place. Have children move the hands of the clock to the time units you request. For example, have all kids place the hands to the 12:00 position and ask students to move hands to show a time increment of 15 minutes. Continue by using time measurements in which time moves forward and back to help drive home the lesson.
You can further strengthen time measurement understanding by using pre-drawn clocks showing various times on different clocks. You need to keep the units of measurement in line with student knowledge, such as sticking to 15- and 30-minute increments or adding in one-minute or other small increments for more advanced students. Students point to, or circle, the appropriate clock showing a time you request. For example, if you ask students to point to a clock showing the time after 15 minutes have passed after 12:00, you should have children pointing to a clock illustrating the time of 12:15.