# What Students Should Understand You can tell and write time to the hour and the half hour on analog and digital clocks.

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1 What's the Math? State Standards FOCUS Domain: Measurement and Data Additional Cluster: Tell and write time. Objective Students will tell and write time using digital and analog clocks to the hour and the half hour. Standards 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Mathematical Practices 1 Make sense of problems and persevere in solving them. 2 Reason abstractly and quantitatively. 3 Construct viable arguments and critique the reasoning of others. 5 Use appropriate tools strategically. 6 Attend to precision. 7 Look for and make use of structure. COHERENCE Thinking Across Grades Previous Grade K K.MD.1 Now Grade 1 1.MD.3 Linking to Major Topics Connected to the following critical area of focus: 3. Developing understanding of linear measurement and measuring lengths as iterating length units. Connected to the following standards: 2.MD.7 RIGOR The exercises increase in complexity throughout the lesson. However, individual student thinking may vary during extended processing. Levels of Complexity Level 1 Understand Concepts Exercises 1 2 Level 2 Apply Concepts Exercises 3 8 Level 3 Extend Concepts Exercises 9 10; Write Math Next Grade 2 2.MD.7 What Students Should Understand You can tell and write time to the hour and the half hour on analog and digital clocks. What Students Should Be Able To Do Students should be able to tell time and show time on analog and digital clocks to the hour and half hour. In this lesson, students will build upon the skills and concepts needed to answer the chapter s Essential Question How do I determine length and time? Quick Check, Chapter 8, Lesson 9: Time to the Hour and Half Hour Answer Key, Quick Check, Chapter 8, Lesson 9: Time to the Hour and Half Hour Printed by: Lance Mayhew Page 1 of 10 Printed on 05/04/2020 6:37 AM

2 Developing Vocabulary / Get Ready Review Vocabulary analog clock digital clock Activity Write the review words on the board. Ask students what they have learned about these types of clock in this chapter. Browse the lesson as a class. Ask students if they have any predictions about what they will learn in this lesson. For example, students might read the header at the beginning of the lesson and predict they will learn about telling time to the hour and half hour. Construct Arguments Ask students to explain the difference between half hour and hour. Sample answer: An hour is 60 minutes, a half hour is 30 mintues. English Language Learner Instructional Strategy Collaborative Support: Share What You Know Write questions on index cards about time, such as: What time do you eat breakfast/lunch/dinner? When do you go to school? What time do you go to bed? What time does your favorite TV show start? Provide drawings or pictures for visual support. Divide students into pairs. Distribute one card, an analog clock, and a write-on/wipe-off board to each pair. Have one student read the card aloud and the other student answer the question with a time to the hour or half-hour. Students then write the time in digital form on the board and display the time on the analog clock. Have pairs share the question, answer, and times with the class. For example, I go to school at eight-thirty. My favorite TV show starts at half past seven. For non-spanish speaking ELLs, refer to the Multilingual eglossary for interactive definitions in 13 languages. My Vocabulary Cards Have students use a blank card to answer this chapter's Essential Question. Vocabulary Review, Grade 1 Chapter 8 Lesson 9: Student Chapter 8 Lesson 9: Teacher Printed by: Lance Mayhew Page 2 of 10 Printed on 05/04/2020 6:37 AM

3 Launch the Lesson / Investigate & Model Review Problem of the Day Use cubes to model the problem. Then solve. Wendy has 9 groups of pennies. There are 10 pennies in each group. How many pennies does she have? Wendy has 90 pennies. Use Appropriate Tools Ask students what other manipulative might be appropriate to use to model the problem, other than cubes. Sample answers: pennies; counters; color tiles Quick Check Use this activity as a quick review and assessment of the previous lesson. A printable version is available online. Additional review occurs at the end of the chapter. Additional Literature Connection Read a trade book, such as Chimp Math: Learning about Time from a Baby Chimpanzee by Anne Whitehead Nagda and Cindy Bickel, to prepare students for this lesson. Use the game Switch It! after this lesson. The Teacher Guide provides suggestions for differentiated instruction. Investigate the Math Target: Conceptual Understanding Materials: Lesson Presentation slides This investigation emphasizes mathematical reasoning and mathematical processes. What steps do you use to read time to the hour and half hour? Students investigate ways to tell time. Students come together to discuss their results and construct viable arguments and critique the reasoning of others. Model the Math Target: Procedural Skill and Fluency Materials: hundred chart, manipulative clocks, write-on/wipe-off boards, dry erase markers, crayons Give each student a hundred chart and a manipulative clock. Have students look at the clock and identify each number on the clock. As they identify each number have students color that number on the hundred chart. Are there any numbers on the clock that we do not see on the hundred chart? no Printed by: Lance Mayhew Page 3 of 10 Printed on 05/04/2020 6:37 AM

4 What do the numbers on the clock represent? hours or minutes on a clock Name a time to the hour or the half hour. Have students show that time on their manipulative analog clocks and write the time digitally on their write-on/wipe-off boards. Have a volunteer present the time on both clocks to the class. Repeat this activity, having students show different times to the hour or half hour. Problem of the Day, Grade 1, Chapter 8, Lesson 9 Answer Key, Problem of the Day, Grade 1, Chapter 8, Lesson 9 Clocks: Analog and Digital blank Clocks: Analog and Digital Clocks: Analog Clockface Hundred Chart Clock Investigate the Math, Grade 1, Chapter 8, Lesson 9 Printed by: Lance Mayhew Page 4 of 10 Printed on 05/04/2020 6:37 AM

5 Teach Explore and Explain You will need manipulative clocks Read the directions at the bottom of the student page. What time did the class go to the library? one-thirty Have students show the same time on their analog clocks. Where is the analog clock? on the wall Where should the hour hand point? halfway between the one and two Draw the hour hand on the analog clock. Where should the minute hand point? to the six Draw the minute hand on the analog clock. Where is the digital clock in this picture? the wrist watch Which number should be written before the colon? 1 Write the number. Which numbers are written after the colon? 30 Write the numbers. Students should write 1:30 on the picture of the watch Make Sense of Problems What is another way we could say one-thirty? Sample answer: half past one See and Show Guide students through the example at the top of the student page. Have students point to the analog clock on the left side of the box. Explain to students that one hour is 60 minutes. What time is shown on the analog clock? nine o clock Tell students to point to the digital clock below it. What time is shown on the digital clock? 9:00 Tell students to trace the dashed 9:00. Attend to Precision Have students point to the analog clock on the right side of the box. Explain to students that a half hour is 30 minutes. What time is shown on the analog clock? nine-thirty Tell students to point to the digital clock below it. What time is shown on the digital clock? 9:30 Tell students to trace the dashed 9:30. Work through Exercises 1 and 2 as a class. Talk Math: Collaborative Conversation Discuss with students What is the difference between an analog clock and a digital clock? Sample answer: An analog clock shows numbers 1 to 12 in a circle and a digital clock shows numbers on a screen. Use Structure Remind students how to find one hour later on a clock. What time will it be exactly one hour past nine o clock? ten o clock Virtual Manipulatives Tell Time to the Hour and Half Hour Clocks: Analog and Digital blank Clocks: Analog and Digital Clocks: Analog Clockface Hundred Chart Printed by: Lance Mayhew Page 5 of 10 Printed on 05/04/2020 6:37 AM

6 Practice & Apply On My Own Based on your observations, you may choose to assign exercises as noted in the levels below: Approaching Level Guide students through the exercises in On My Own. Help them to use manipulatives while working through the exercises. On Level Have students complete the exercises independently. Beyond Level Have students complete the exercises independently without manipulatives. Problem Solving Persevere in Solving Problems Exercise 9 Have students pair up with another classmate and share how they solved the problem. Reason Abstractly Write Math Extend students thinking by asking, How many minutes past the hour would the clock show if the minute hand was on the 12? 0 minutes past the hour Formative Assessment Exit Slip Ask the students the following questions. Have them respond on a slip of paper or index card. When an analog clock shows the minute hand on the 6 and the hour hand halfway between the 1 and the 2, what time is it? 1:30 What is another way to say one-thirty? half past one Fact Dash Tick Tock! Tick Tock! Math Song: Tick! Tock! Lesson Plan Printed by: Lance Mayhew Page 6 of 10 Printed on 05/04/2020 6:37 AM

7 Differentiated Instruction Differentiated Instruction TIER 2: Strategic Intervention Hands-On Activity Materials: demonstration clock, write-on/wipe-off boards, dry erase markers Help reinforce concepts by breaking the skills down step by step. Use your demonstration clock and a write-on/wipe-off board. Show a time to the half hour on your demonstration clock. Have students identify the hour shown on the analog clock first and then identify what it would look like on a digital clock. Then have students identify the minutes shown on the analog clock and then identify them on the digital clock. TIER 1 Hands-On Activity Materials: crayons, paper, manipulative clocks, markers Have a group of students choose 6 8 classroom activities from the daily schedule. Have them draw a picture of the each activity. Then have students write the times these activities take place to the nearest half hour just below their picture. Have students lay the pictures facedown in a pile. Have students take turns choosing a picture and then modeling the time the activity happens on the manipulative clock. Continue play until all pictures have been used. Extend Hands-On Activity Materials: 2 manipulative clocks per student, index cards Have pairs of students use two index cards, and write one that says before and write on the other after. Review with students that before means earlier and after means later. Call out two times such as 4:00 and 4:30. Have partners show both times, one on each of their clocks. Have partners decide which time comes before and which time comes after. Have them place the correct index card beneath the appropriate clock. Repeat the activity with other times. Printed by: Lance Mayhew Page 7 of 10 Printed on 05/04/2020 6:37 AM

8 Differentiated English Language Learner Support Look, Listen and Identify Display 8:30 on an analog or digital clock. Say, My clock shows nine-thirty. Discuss whether the clock really shows 9:30. Tell students to look closely at the time you display on your demonstration clock and listen closely to the time you say aloud. Direct students to give a thumbs-up if the time you said matches the clock or a thumbs-down if you made a mistake. Repeat the activity, with times to the hour or half hour. Randomly say the correct or incorrect time. Show What You Know Distribute analog clocks. Write a time to the hour or half hour the way it would be seen on a digital clock. Then read the time aloud. Have students show the same time on their analog clocks. Check clocks for understanding. Repeat, having volunteers first write and then say a time to the hour or half hour. Have students work with a partner to compare the times on their clocks. Repeat until all students, who want to volunteer, have had a chance to present and say a time. Riddle Me This! Distribute write-on/wipe-off boards and analog clocks. After each time riddle, students should write the time in digital form on their boards. Analog clocks may be used, if needed. Say, My hour hand is between 9 and 10. My minute hand is on 6. What time am I? 9:30 Repeat with similar riddles, such as: The time on my clock is one hour after 7:00. What time am I? 8:00 I have a 6 before my colon and a 30 after my colon. What time am I? 6:30 Fact Dash Tick Tock! Tick Tock! Math Song: Tick! Tock! Lesson Plan Enrich Worksheet: Time to the Hour and Half Hour Enrich Worksheet: Time to the Hour and Half Hour, Answer Key Reteach Worksheet: Time to the Hour and Half Hour Reteach Worksheet: Time to the Hour and Half Hour, Answer Key Enrich Worksheet: Time to the Hour and Half Hour Reteach Worksheet: Time to the Hour and Half Hour Time Printed by: Lance Mayhew Page 8 of 10 Printed on 05/04/2020 6:37 AM

9 Wrap It Up My Homework Assign homework after successful completion of the lesson. Students who understand the concepts may skip the Homework Helper section. Problem Solving Make Sense of Problems Exercise 5 Have students write how this time would look on a digital clock. Test Practice Diagnose Student Errors Class trends in wrong answers may indicate common errors or misconceptions. 8:30 does not understand the term, o clock 9:00 tells time incorrectly 8:00 correct 7:30 tells time incorrectly Formative Assessment Line Up Display a different time on a digital clock for each student. Have the students show the time on a manipulative analog clock before lining up. Tick Tock! Tick Tock! Math Song: Tick! Tock! Lesson Plan Clocks: Analog and Digital blank Clocks: Analog and Digital Clocks: Analog Clockface Hundred Chart My Homework, Chapter 8, Lesson 9 Answer Key, My Homework, Chapter 8, Lesson 9 Printed by: Lance Mayhew Page 9 of 10 Printed on 05/04/2020 6:37 AM

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