Math - Time Lessons (5) 45 minutes a piece

 Lesson 1 - Intro to the clock Lesson 2 - Half Hours Lesson 3 - Five Minute Intervals Lesson 4 - Analog and Digital Lesson 5 - Elapsed Time Differentiated Instruction - For challenge students have them investigate time zones:Web resource: Click Here (thanks Tracy for sharing this!)

Lesson Plan: Day 1

Topic:

Introduction of the clock

Student Outcomes:

All students shall:

Understand the difference between the hour and minute hands.

Identify the hours on the clock and properly transfer them from digital to analog.

Standards:

State Standard 2.3.3.A. Measurement and Estimation: Compare measurable characteristics of different objects on the same dimensions.

State Standard 2.3.3.C. Measurement and Estimation: Determine and compare elapsed times.

NCTM Measurement Standard for Grades K-2: Recognize the attributes of length, volume, weight, area and time.

NCTM Measurement Standard for Grades K-2: Select and appropriate unit and tool for the attribute being measured.

Activities:

1.      Ask how we tell time.  Discuss various tools that are used in telling time (sundial, analog clocks, digital clocks, moon, stars etc.)

2.      Introduce a number line that has the numbers one through twelve. Bend the number line into a circle to resemble a clock face. Provide a paper plate to the students. Ask the students to draw the numbers inside the circle to make a clock face using markers. According to the ability of the group, you may wish to place some marks on the circle to facilitate spacing of the numbers.

3.      Hand out two lengths of hands to the students.  Teach that the minute hand is longer, while the hour hand indicates the hour and is shorter. Have the students place the long hand only on the clock and attach it using brads.

4.      Discuss with the students the hours and how to tell what hour it is using the hour hand only on the clock.  Use the overhead projector with a created transparency of the clock face.

5.      Using the manipulative created by the students, have the students pair up and quiz each other using language such as: “It’s about seven o’clock,” It’s a little past nine o’clock,” or “It’s halfway between three and four o’clock.”

6.      Enrichment activity: Hand out the sundial worksheet and have students cut out and make the sundial.  At recess or at a planned time, students should be allowed to go outside and test their sundial and discuss why time is easier to tell using clocks.

Student Assessment:

Students will be assessed on their understanding of time through teacher observation and the accurate completion of the analog to digital and digital to analog worksheets.

Teacher Resources:

Elementary and Middle School Mathematics – Van De Walle

Clock transparency

“Digital to Analog” hour worksheet

“Analog to Digital” hour worksheet

“Sun dial” worksheet – http://www.nasa.org

Lesson Plan: Day 2

Topic:

Half Hours

Student Outcomes:

All students shall:

Understand the purpose of the minute hand.

Identify the half-hours on the clock and properly transfer them from digital to analog.

Standards:

State Standard 2.3.3.C. Measurement and Estimation: Determine and compare elapsed times.

State Standard 2.3.3.D. Measurement and Estimation: tell time (analog and digital) to the minute.

NCTM Measurement Standard for Grades K-2: Recognize the attributes of length, volume, weight, area and time.

Activities:

1.      Assessment Activity: Using the “Write the time in words” worksheet, assess students using the rubric upon completion of the sheet.  This provides proof for understanding of the underlying concepts needed for the rest of the lessons.  If the students need, re-teach the concepts of hours to ensure understanding for future lessons.

2.      Discuss the differences between the two clocks: digital and a clock with hands. Use the overhead and the manipulative the students made and add the minute hand.

3.      Discuss the differences between the hour hand and minute hand.  Discuss the fraction ½.

4.      Show 4 o’clock on a demonstration clock. Move the minute hand halfway around the clock to 6 while children count by fives.  Ask:

How many minutes have passed?
Where does the minute hand point?
Where does the hour hand point?
What time is it?
Write four-thirty, 4:30 and half past 4 on the chalkboard. Continue moving the minute hand around the clock to 12 while children count by fives.  Ask:

How much time has passed?
What time is it now?

5.      Discuss the two ways to read time at the half-hour. (4:30 and half past 4)

Where is the minute hand at half past the hour?

Student Assessment:

Students will be assessed on their understanding of time through teacher observation and the accurate completion of the analog to digital and digital to analog worksheets as well as the TV Guide worksheet.

Enrichment activity: Have students make their own TV guides. For each program the student must record the day, channel and time, and draw a clock face indicating when the show begins.

Teacher Resources:

Van De Walle text                                            “Digital to Analog” half hour worksheet

Overhead projector                                          “Analog to Digital” half hour worksheet

Clock transparency                                           “Write the time in words” hour worksheet

“My TV Guide” worksheet

## Rubric for Assessment

### Math - Write the Time in Words - hours

 Teacher Name: Mr. Engle Student Name: ________________________________________

 CATEGORY 4 3 2 1 Mathematical Concepts Explanation shows complete understanding of the mathematical concepts used to solve the problem(s). Explanation shows substantial understanding of the mathematical concepts used to solve the problem(s). Explanation shows some understanding of the mathematical concepts needed to solve the problem(s). Explanation shows very limited understanding of the underlying concepts needed to solve the problem(s) OR is not written. Mathematical Errors 90-100% of the steps and solutions have no mathematical errors. Almost all (85-89%) of the steps and solutions have no mathematical errors. Most (75-84%) of the steps and solutions have no mathematical errors. More than 75% of the steps and solutions have mathematical errors. Neatness and Organization The work is presented in a neat, clear, organized fashion that is easy to read. The work is presented in a neat and organized fashion that is usually easy to read. The work is presented in an organized fashion but may be hard to read at times. The work appears sloppy and unorganized. It is hard to know what information goes together. Completion All problems are completed. All but 1 of the problems are completed. All but 2 of the problems are completed. Several of the problems are not completed.

Lesson Plan: Day 3

Topic:

Five minute intervals

Student Outcomes:

All students shall:

Be able to tell time to the quarter hour.

Identify the minutes on the clock and properly transfer them from digital to analog.

Understand counting by fives on the clock.

Standards:

State Standard 2.3.3.C. Measurement and Estimation: Determine and compare elapsed times.

State Standard 2.3.3.D. Measurement and Estimation: tell time (analog and digital) to the minute.

NCTM Measurement Standard for Grades K-2: Recognize the attributes of length, volume, weight, area and time.

Activities:

1.      Practice counting by fives in unison and individually.

2.      Using the manipulative the students created and overhead clock, have students point both hands of their clocks to 12. Ask what time does the clock show?

3.      Have students move the minute hands of their clocks, counting the minutes by fives as the hands pass each number until they get to 15. Ask what time is it now?

4.      Write 12:15 on board and fifteen minutes after 12 on the board.

5.      Have students continue moving the minute hands around the clocks and counting by fives, stopping at each quarter hour and saying the time. Write each time on the chalkboard.

6.      Discuss what happens during the students' day at specific times. Have students write the time in standard notation form, then draw a picture to illustrate the activity. This activity can be varied to incorporate ideas such as a picture diary of a day at school, at home, or visiting a special place.

7.      Enrichment Activity: Play "Time tic-tac-toe." Prepare blank tic-tac-toe grids and duplicate these for the students. Print Grid Have students write in times on the hour. (The degree of difficulty can be adapted as the students progress.) Display a clock showing a time. If the student has that time written on his/her game board, he/she may cover it with a marker. The first person to complete a row horizontally, vertically or diagonally wins.

8.      Technology Activity: Have students practice what they have learned to this point at http://www.teachingtime.co.uk/clock/clockres.html.

Student Assessment:

Students will be assessed on their understanding of time through teacher observation and the accurate completion of the analog to digital and write the time 5-minute intervals worksheets.

Teacher Resources:

Van De Walle text                                “Digital to Analog” five-minute worksheet

Clock transparency                               “Write the Time” five-minute worksheet

Lesson Plan: Day 4

Topic:

Two ways to read the time

Student Outcomes:

All students shall:

Be able to tell time using two “time languages”

Accurately read time before the hour

Standards:

State Standard 2.3.3.C. Measurement and Estimation: Determine and compare elapsed times.

State Standard 2.3.3.D. Measurement and Estimation: tell time (analog and digital) to the minute.

State Standard 2.3.3.G. Measurement and Estimation: Estimate and verify measurements.

NCTM Measurement Standard for Grades K-2: Recognize the attributes of length, volume, weight, area and time.

Activities:

1.      Discuss the two different ways of reading time.  Explain the 7:40 can be read 7:40 as well as 20 minutes to 8 using the student’s created manipulative clock and the overhead clock.

2.      Ask the students to estimate what time it would be near if you said a time to the nearest hour.  List times and write on the board the times that the students estimated to.

3.      Ask students: “Why is it important to have schedules? What are some of the schedules that children keep?”

4.      Explain the importance of schedules and hand out the “My Schedule Worksheet.”

5.      Enrichment Activity: Display the time on a large clock.  Divide the class into teams.  Each member must read the time on the clock in two ways: in standard notation and as “___ minutes to ___.”  Score one point for each correct response.  The team with the most points wins.

Student Assessment:

Students will be assessed on their understanding of time and organizing time through teacher observation and the accurate completion of the My Schedule worksheet.

Teacher Resources:

Van De Walle text                                “My schedule” worksheet

Clock transparency

Lesson Plan: Day 5

Topic:

Elapsed Time

Student Outcomes:

All students shall:

Understand time skills.
Determine the time before or after an interval of hours.
Identify the time at the end of an interval of hours and minutes.

Standards:

State Standard 2.3.3.C. Measurement and Estimation: Determine and compare elapsed times.

State Standard 2.3.3.D. Measurement and Estimation: tell time (analog and digital) to the minute.

NCTM Measurement Standard for Grades K-2: Recognize the attributes of length, volume, weight, area and time.

Activities:

1.      Discuss the importance of knowing how to tell elapsed time. Use the manipulatives and the overhead to show how the minute hand moves around the clock every 60 minutes, while the hour hand moves from one number to the next so that at every hour.

2.      Explain that the minute hand points to 12 and the hour hand points to the number that shows the hour.

3.      Discuss times of events during the day while students move hands of clock to demonstrate suing their manipulatives.

4.      Hold up a clock with the minute hand at 12 and the hour hand at 1. Have the students count by ones as you move the minute hand around the clock.

5.      Technology Activity: Have students visit: http://www.time-for-time.com/interactive.htm and practice their time-telling skills on the “teaching clock.”

Student Assessment:

Students will be assessed on their understanding of time and minutes through teacher observation and the accurate completion of the “Digital to Analog” minute worksheet.

Teacher Resources:

Van De Walle text                                “Digital to Analog” minute worksheet

Clock transparency

## Resources

·        Elementary and Middle School Mathematics – Van De Walle

or

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