Day 4

Materials:

  • Journals
  • Can You Tell Time? flipchart
  • Day 1 Flipchart on Telling Time to 5 Minutes
  • Demonstration Analog Clock
  • Number Lines - 2 versions - 1 blank and the other one labeled
  • Judy Clocks for students - borrow these from 1st or 2nd grade teachers OR use either of the two versions of the Blank Clock Template for students to create their own clock
  • NY Engage Lesson 2 Exit Ticket
  • NY Engage Problem Set
  • NY Engage Homework

In this lesson -

1)Students will relate skip-counting by 5 on the clock and telling time to a continuous measurement model, the number line.

Application Problem:

Open up with this problem because it will lead in to the lesson -

Christine has 12 math problems for homework. It takes her 5 minutes to complete each problem. How many minutes does it take Christine to finish all 12 problems?

It takes Christine 60 minutes or 1 hour to finish her homework. (Students will use the solution to this problem as a springboard for modeling 12 intervals of 5 minutes on the number line.)

TeachingStrategies:

This lesson comes fromNY Engage Module 2 Lesson 2.

  1. Review telling and writing time to the nearest 5 minutes. You may use “Can You Tell Time?” flipchart.
  1. Teachers - Go back to the Application Problem and talk with students about a different way to model this problem using a number line that represents 60 minutes. You may want to have the number lines run-off for students to use first instead of having them draw them so use your discretion (remember go from concrete - using a ready-made number line to pictorial - drawing your own number line to abstract - just being able to tell time without the help of a number line, etc.).

Steps on how to use the number line

  1. Give each student a copy of the blank number line (Resource Box) like the one above (students may also draw their own number lines). One page does not have the numbers on it so students will need to fill them in by skip counting by 5's to 60. Remind students to start at 0 minutes so write 0 under the first tick mark on the left. Then skip count by fives. The space between 2 tick marks represents a 5 minute interval.

Ask some questions like-

  • How many minutes are in the interval from 0 to 10? (10 minutes)
  • From 0 to 60? (60 minutes)
  • From 15 to 30? (15 minutes)
  1. Let's use the number line to find out how many minutes it takes Christine to do 4 math problems. (Place finger at 0. Move to 5, 10, 15, and 20 as you count 1 problem, 2 problems, 3 problems, 4 problems.)

So it takes Christine 20 minutes to do 4 math problems.

  1. Now we are going to label another number line and show the hours between 1:00 p.m. and 2:00 p.m.(Teachers - pick anytime hours.)

Ask some questions like-

  • We start recess at 1:10 p.m. Is that time between 1:00 p.m. and 2:00 p.m.? Find 1:10 on the number line and label it R.
  • At 1:35 p.m. we start science. Is 1:35 p.m. between 1:00 p.m. and 2:00 p.m.? Find 1:35 p.m. on the number line and label it C.
  • How does the number line that you have labeled compare to the analog clock on the wall? (The clock is like the number line wrapped in a circle.)
  1. Teachers - Now relate the number line to the clock and tell time to the nearest 5 minutes.

It helps to have clocks for each student like Judy Clocks. Try to borrow these from 1st or 2nd grade teachers. Or you may use the Blank Clock template so that students may create their own clock.

  • We started at 0 on the number line, but a clock has no 0. Where is the starting point on a clock? (The 12)
  • Have students count 5-minute intervals on clock that they create or on Judy Clocks.
  • Demonstrate some times on the clock like 1:00, 1:10, 1:35 and 2:00 p.m. from the number line.
  • Write other times like 9:15 a.m., 3:30 p.m., and 7:50 a.m. on the board as they would appear on a digital clock, or say the time rather than write it. Students copy each time, plot points, and draw hands to show that time either on clocks or on number lines.

Classwork:

Have students complete NY Engage Lesson 2 Problem Set.

SummarizingStrategy: Choose to use any of the questions below to lead the discussion-

  • Each interval on the analog clock is labeled with the numbers 1 - 12. Compare those with our labels from 0 to 60 on the number line. What do the labels represent on both tools? (The analog clock 1 means 1:00 when the hour hand is pointed towards it, but it also can mean 1-five minute interval :05 when the minute hand is pointed towards it.)
  • How does multiplication using units of 5 help you read or measure time?
  • Problem 4 - Students may have different answers. Allow students with either answer a chance to explain their thinking.

Homework: Teacher Choice - Use NY Engage Lesson 2 Exit Ticket or Homework (Resource Box).