Telling TimeUnit of Study 7: Money and TimeGlobal Concept Guide: 3 of 4

Content DevelopmentThe goal of this GCG is to build students understanding of time by first telling time on a number line using only an hour hand. While this may be new to some teachers, research (NCTM) shows that first developing the concept of the hour hand using a number line increases student understanding of time. See Directions to Make Number Line Clock or these directions. This link also has pictures as shown below to build teacher understanding.This is a great video for the teacher to watch prior to teaching the lesson. While AM and PM is not in the standard, it may be a part of the discussion you have with your students. The teacher can take the number line and make it into a circle to show how the clock is also a number line. This helps students understand that when the hour hand is between the 3 and 4, the hour is 3 and it is half way to 4. The time would be about 3:30.

Content development continued Learn Zillion – these are the quick codes to learn zillion you might find

helpful.

2382 - Passage of Time in Units - frames of references for what units of time are

2618 - Distinguishing between am and pm

2660 - Reading and recording time with a digital clock

2625 - Telling time using the hour hand

2628 - Telling time using the hour and minute hands

2629 - Telling time to the nearest five minutes using analog and digita clocks

Class Schedule Ideas

Day 1 Prior to this day, you might want to pre-assess whether

the students remember telling time to the hour and half hour using R73. Do this prior to planning this unit.

Essential question: How can I relate a number line to a clock to tell time?

Day 1 is about building student understanding of the clock as a number line and to show students they can estimate the time by looking at the hour hand. Using only the hour hand students can make statements as shown to the right.

Lesson Plan – Time! Time! Time! ~ This lesson allows students to apply their knowledge of a linear number line to telling time on an analog clock. One Handed Clock – worksheet with word problems and one handed clocks.

By the end of Day 1, students will be able to relate a number line to a clock in order to tell time. Possible daily journal question.

Day 2 Essential question: How do I tell time to the nearest 5 minutes?

Engage: Using the number line clock activity from Day 1, provide 3 students a stack of 5 snap cubes. Ask the class to determine how many snap cubes the students are holding.

Continue to ask questions to help students see the connection with skip counting by fives and the numbers represented on the clock. Questions to ask:

What if there were 5 children? What if there were 7 children? What if there were 12 children? What if there were 10 children? What if there were 2 children?

Day 2Essential question: How do I tell time to the nearest 5

minutes?

Engage by using the number line and focusing on the dots and how they relate to the minutes on a clock.

Lesson idea:How Many Minutes After??? ~ Game to practice telling time

to the nearest 5 minutes. Human Clock activity

By the end of Day 2, students will be able to tell time to the nearest 5 minutes. Possible daily journal questions.

Enrich/Reteach/InterventionReteach – Give students more opportunities to build understanding

with the number line and hour hand before moving on to include the minute hand.

Feel free to share these games and videos with parents to support your students at home.

On Time- students set analog clocks based on given timeClock Shot

- students target digital times that match analog clocks

Enrich – Provide students opportunities to relate time to real life

events, for example, making a daily schedule and create corresponding times/clock faces.

Literature for your Classroom Library