Global Concept Guides:Identifying Benchmark Times, Telling Time to the Nearest Minute, MeasuringElapsed Time
Prior Learning:MA.K.G.5.1, MA.1.A.6.2, MA.2.G.5.2
Progressions Document Link
Show What You Know Task:Go Math Ch. 12Time Show What You Know SE p. 507
Next Generation Sunshine State Standard for Mathematical Content:
MA.3.G.5.3 Tell time to the nearest minute and to the nearest quarter hour and determine the amount of time elapsed / Comments:
Learning to tell time has little to do with time measurement and more to do with the skills of learning to read a dial-type instrument. Clock reading can be a difficult skill to teach. (Van de Walle 7th ed., 2010, p. 383.)
Notes on Assessment:
Unit 9 (Go Math! Ch. 12)
See Common Performance Task link below
Additional Observational Checklist
Unpacking the Standards for this Unit:In grade 3, students tell and write time to the nearest minute and measure time intervals in minutes, quarter hours, half hours and hours.
This standard calls for students to solve elapsed time, including word problems. Students could use clock models or number lines to solve. On the number line, students should be given the opportunity to determine the intervals and size of jumps on their number line. Students could use pre-determined number lines (intervals every 5 or 15 minutes) or open number lines (intervals determined by students). NCDPI, p. 27
Common Performance Task with Rubric for this Unit: Time to Get Clean - In this performance task, students explore elapsed time in a problem-solving situation. Click here for the performance task and rubric.
Future learning:In grade 4, students use the four operations to solve word problems involving distances, intervals of time (hours, seconds, minutes). (NCDP1, p.20)
3rd / Global Concept 1 of 3 for this Unit of Study: Identifying Benchmark Times / Projected Time Allotment:2 days
Sample Essential Questions:
Day 1:How can a one handed clock help you tell time?
Day 2:How can you use benchmark times to help you tell time efficiently?
Related Unit 9 Assessment: Go Math Ch. 12 #1, 2, 7
Instructional Resources
Manipulatives:
- Snap Cubes- can be used to represent groups of 5 minutes and groups of 15 minutes (quarter hours)
- Fraction Circles-can be placed over the clock face (referenced below) to show half hours and quarter hours
- Scaled Clock Face-can be placed under the fraction tiles (referenced above) to show half hours and quarter hours
- Geared Clocks-can be used to show the relationship between the minute hand and the hour hand
- Go Math Lesson 11.1 Essentials- p. 511 (all), p. 512 #14-17, #19-20, FBP 281 (all), FBP 282 #1-2
- Voyages Gr. 2 Excursions: The Hans of Time (TE pages: 81-85)
- Time Concentration
- Time - Match Clocks – Convert time on an analog clock to a digital clock
Sample HOT Questions: Use these to facilitate student discussion.(SMP 1,3)
- How can you tell time on a clock with only one hand?
- What is different about the position of the hour hand for an hour time, half hour time and quarter hour time?
- Why is a quarter hour equal to 15 minutes?
- Why is a half hour equal to 30 minutes?
- How are benchmark times related to fractions?
- How can you communicate the time shown in other ways?
Our students are able to…
- Tell time on a one handed clock. (SMP 6)
- Represent benchmark times on both analog and digital clock faces. (SMP 6,7)
- Communicate times displayed in multiple ways. (SMP 3,6)
- Provide students with opportunities to communicate the time shown in multiple ways. (e.g. 5:15, 15 minutes after 5, quarter past 5, quarter after 5) (SMP 3,6)
- Expose students to both analog and digital clock faces. (SMP 5)
- Connect benchmark times to previously learned fractional concepts. (SMP 7)
3rd / Global Concept 2 of 3 for this Unit of Study:Telling Time to the Nearest Minute / Projected Time Allotment:3 days
Sample Essential Questions:
Day 1:How can you use skip counting to help you tell time?
Day 2:How do benchmark times help you tell time more efficiently?
Day 3: How can you tell the difference between time in the A.M. and P.M.?
Related Unit 9 Assessment: Go Math Ch. 12 #3, 4
Instructional Resources
Manipulatives:
- Number Line- can be used to show the connection between a number line and an analog clock face
- Geared Clocks-can be used to show the relationship between the minute hand and the hour hand
- Snap Cubes- can be used to represent groups of 5 minutes and groups of 15 minutes (quarter hours) on a human clock
- Go Math Lesson 12.2 essentials – Unlock the Problem p. 513, One Way and Another Way p. 514, Problem Solving p.516
- Go Math Lesson 12.3 essentials – Unlock the Problem p. 517, p. 519 (all), Unlock the Problem p. 520 (omit fill in the blank portion below), #20
- Twirling with Time- Using a large paper clip (min hand) and a small paper clip (hour hand), students spin 2 numbers and represent the time created on analog clock faces. Students are responsible for modifying the placement of the hour hand if it is not in the correct position based on the placement of the minute hand.
- Time Tasks-Students read analog clock faces and apply their own reasoning to a math argument.
- Time - Analog and Digital Clocks – Interactively set the time on digital and analog clocks
- Time - Match Clocks – Answer questions asking you to show a given time on digital and analog clocks
- iTools – Activity 3 – Under activities, click Clocks
Sample HOT Questions:Use these to facilitate student discussion. (SMP 1, 3)
- How do the hour and minute hands on a clock move differently?
- How does skip counting by fives help you tell the time when the minute hand is on a number?
- How can you tell time more quickly than counting by fives?
- How do you know when to start counting by ones?
- How do you know when to use A.M.? P.M.?
- How are the times before and after noon different?
- How are the times before and after midnight different?
Our students are able to…
- Read, write and tell time to the nearest minute. (SMP 6)
- Tell the difference between A.M. and P.M. (SMP 6)
- Evaluate clock-reading strategies for efficiency. (SMP 1,3)
- Communicate times displayed in multiple ways. (SMP 6)
- Emphasize the precise use of vocabulary: minute hand, hour hand, midnight, noon, A.M, P.M., timeline. (SMP 6)
- Provide students with a variety of real world situations to measure time. (SMP 5)
- Provide students with times displayed on analog and digital clock faces. (SMP 5)
3rd / Global Concept 3 of 3 for this Unit of Study: Measuring Elapsed Time / Projected Time Allotment: 4 days
Sample Essential Questions:
Day 1:What does the term elapsed time mean?
Day 2:How can a number line help you solve elapsed time problems?
Day 3: How is using a number line to solve elapsed time problems similar to using a clock face?
Day 4: How can calendars and time lines help you solve elapsed time problems?
Related Unit 9 Assessment: Go Math Ch. 12 #8, 9, 10, 11, 12, 13, 14, 15
Instructional Resources
Manipulatives:
- Geared Clocks – Can be used to show the relationship between the minute hand and the hour hand and calculate elapsed time
- Number Lines – Can be used to model and measure elapsed time problems
- Calendar – Can be used to measure larger units of time that show days, weeks and months of a year
- Timelines – Can be used to measure larger units of time: years, decades and centuries
- Go Math Lesson 12.4 essentials – Unlock the Problem p. 523, Share and Show p. 525, Problem Solving p. 526
- Go Math Lesson 12.5 essentials – Unlock the Problem p. 527, Try Another Problem p. 528, Share and Show p. 529, Problem Solving p. 530
- Go Math Lesson 12.6 essentials – Unlock the Problem p. 531, On Your Own p. 533, Unlock the Problem p. 534
- Go Math Lesson 12.7 essentials – Unlock the Problem p. 535, Share and Show p. 536, On Your Own p. 537
- Time - Analog and Digital Clocks – Interactively set the time on a digital and analog clocks.
- Time - Match Clocks – Answer questions asking you to show a given time on digital and analog clocks.
- Time - What Time Will It Be? – Answer questions asking you to indicate what time it will be before or after a given time period.
- iTools – Activity 3 – Clocks & Activity 4 - Calendar
Sample HOT Questions: Use these to facilitate student discussion.
- How is finding elapsed time on a number line and on an analog lock similar? How is it different?
- What are some real world situations where knowing elapsed time would be important? Explain.
- What do you know from the problem? (Start time? End time? Elapsed time?) How can you use this information to solve?
- How can you use addition on a calendar to find elapsed time?
- How is a time line like a number line?
Our students are able to…
- Read, write and tell time to the nearest minute. (SMP 4, 6)
- Solve elapsed time problems using the linear model. (SMP 5, 7)
- Find elapsed time in various problem types. (SMP 1, 6)
- Evaluate the efficiency of strategies for finding elapsed time. (SMP 1, 3)
- Emphasize the precise use of vocabulary: A.M., P.M., elapsed time, calendar, time line, year, decade and century. (SMP 6)
- Provide students with a variety of real world situations to measure elapsed time. (SMP 1, 4)
- Facilitate discussions highlighting multiple strategies for solving the same problem. (SMP 1, 3)
- Allow students to be flexible in the ways they break apart times (ex: 45 = 15 + 30, 15 + 15 + 15, 5 + 5 + 5 +5 +5 + 5 + 5 + 5 + 5, 10 + 10 + 10 + 10 + 5.) (SMP 7, 8)