Enhanced Instructional Transition Guide

Transcription

1 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Unit 07: Measurement (15 days) Possible Lesson 01 (9 days) Possible Lesson 02 (3 days) Possible Lesson 03 (3 days) Possible Lesson 02 (3 days) This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with districtapproved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district is implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis: Students extend the connection of increments of time to the number line with whole numbers and fractions in order to relate time intervals on analog and digital clocks to the minute and to tell the amount of time between two given times. TEKS: The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at Measurement. The student reads and writes time and measures temperature in degrees Fahrenheit to solve problems. The student is expected to: 3.12B Tell and write time shown on analog and digital clocks. Supporting Standard Underlying Processes and Mathematical Tools TEKS: 3.14 Underlying processes and mathematical tools. The student applies mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: page 1 of 50

2 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days 3.14A Identify the mathematics in everyday situations. 3.14D Use tools such as real objects, manipulatives, and technology to solve problems Underlying processes and mathematical tools. The student communicates about mathematics using informal language. The student is expected to: 3.15A Explain and record observations using objects, words, pictures, numbers, and technology. 3.15B Relate informal language to mathematical language and symbols. Performance Indicator(s): Grade 03 Unit 07 PI 03 Create a brochure or booklet with a schedule of times for various activities (e.g., classroom subjects schedule, birthday party with planned games, schedule of park activities, etc.). Each page in the booklet represents each scheduled activity displaying the beginning and ending time of the activity shown on both analog and digital clocks. Describe each time numerically and with words in terms of before and after the hour. Determine and write a time that could fall between the two times represented for each activity, including a written justification for the between time chosen. Standard(s): 3.12B, 3.14A, 3.14D, 3.15A, 3.15B ELPS ELPS.c.1A, ELPS.c.1E Sample Performance Indicator: Create a booklet showing a schedule of times for 7 different park activities. Each page in the booklet represents each activity and contains the following: (1) display the beginning and ending times of the activity on both analog and digital clocks; (2) describe each time numerically and with words in terms of before and after the hour; (3) determine and write a time that falls between the two times represented for each activity; and (4) write a justification for the between time chosen. Key Understanding(s): Time in real-life situations can be read, written, and expressed in terms of before the hour and after the hour as well as with fraction intervals, such as a half past five or a quarter til five. Between times can be determined when given a beginning and ending time for an event and identified on both analog and digital clocks. Time can be connected to a variety of concrete models, including analog and digital clocks and number lines. page 2 of 50

3 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Misconceptions: Some students may have difficulty reading time when the hour hand is closer to the next hour. Have them practice reading the hour as being close to 4 or just after 5. Vocabulary of Instruction: analog digital half hour half past increment (interval) quarter after quarter hour quarter til quarter to Materials List: brad (brass) (optional) (1 per student, 1 per teacher) cardstock (1 sheet per teacher) cardstock (optional) (1 sheet per student, 1 per teacher) chair (student-sized) (13 per teacher) construction paper (9 x 12 ) (12 sheets per teacher) glue (1 per teacher) meter or yardstick (1 per teacher) paper (plain) (2 sheets per teacher) plate (paper) (4 per teacher) plate (paper) (optional) (1 per student, 1 per teacher) ruler (standard) (1 per teacher) scissors (1 per teacher) STAAR Reference Materials (1 per student, 1 per teacher) string (2 yards per teacher) page 3 of 50

4 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days student clock with gears (1 per student, 1 per teacher) tape (1 per teacher) Attachments: All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Minute and Hour Arrow Paper Plate Signs Analog Clock Student Paper Plate Clock Student Recording Clock Minute Time Notes and Practice KEY Minute Time Notes and Practice Time in Jennie s Saturday KEY Time in Jennie s Saturday Time to Practice KEY Time to Practice 24-Hour Timeline Describing Time Notes and Practice KEY page 4 of 50

5 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Describing Time Notes and Practice Between Times Between Times Practice KEY Between Times Practice Time to Go Evaluation KEY Time to Go Evaluation Park Booklet PI GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. Suggested Day Suggested Instructional Procedures Notes for Teacher 1 Topics: Time to the nearest half- and quarter-hour Engage 1 Students create a class clock to kinesthetically model the role of the minute and hour hands on an analog clock. Instructional Procedures: Spiraling Review ATTACHMENTS Class Resource: Minute and Hour Arrow (1 per teacher) Class Resource: Paper Plate Signs (1 per teacher) page 5 of 50

6 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Suggested Day Suggested Instructional Procedures 1. Prior to instruction, copy class resource: Minute and Hour Arrow on cardstock and laminate. Cut out the Minute Arrow and tape to a meter or yardstick. Cut out the Hour Arrow and tape to a standard ruler. Using tape, attach 1 yard of string to the minute arrow/yardstick and 1 yard of string to the hour arrow/ruler. Also, copy class resource: Paper Plate Signs on plain paper, cut out, and glue each sign onto a separate plain paper plate. Next, create number cards by writing the numbers 1 12 (large enough for the class to see) on separate pieces of construction paper. Place 12 chairs in a circle. Do not evenly space the chairs. Ask: Who is Father Time? Answers may vary. Allow students to discuss and and share their ideas. Explain to students that Father Time is a legendary figure who represents the passing of time. He is often depicted as an old man with a long beard, holding an hourglass. Explain to students that in this lesson, they will be acting as Father Time s helper. Notes for Teacher MATERIALS plate (paper) (4 per teacher) chair (student-sized) (13 per teacher) meter or yardstick (1 per teacher) ruler (standard) (1 per teacher) string (2 yards per teacher) tape (1 per teacher) construction paper (9 x 12 ) (12 sheets per teacher) scissors (1 per teacher) cardstock (1 sheet per teacher) paper (plain) (2 sheets per teacher) glue (1 per teacher) 2. Instruct twelve students to line up in a row to represent the twelve increments on a clock. Beginning with the first student as number one, give each student a number card. Facilitate a class discussion to compare the row of students to 12 numbers on a number line with twelve spaces. Ask: How is the clock face number line like a ruler? (The ruler counts by ones to 12, and the hours on a clock count by ones to 12 but in a circular pattern.) TEACHER NOTE The intent of this lesson is to have students scrutinize the position of each hand and to establish the job of each hand. Position the chairs to form a circle large enough to allow a student to walk freely inside the circle. The attached strings should allow the minute hand to extend outside of the circle over the clock students head, and the hour hand should extend inside the circle to the front of the clock students. page 6 of 50

7 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Suggested Day Suggested Instructional Procedures 3. Instruct the students with the numbers to form a large circle around the previously placed chairs. Then, instruct the students with the cards to sit in the twelve chairs, creating the hour pattern displayed on a clock. Stand behind the 12 hour student. Ask: Notes for Teacher If this is where the 12 hour is located on the clock, where should the 6 hour be located? (directly across from the 12 hour) Instruct the 12 hour student and 6 hour student to adjust their chairs so they are directly across from each other. Stand behind the 3 hour student. Ask: If this is where the 3 hour is located on the clock, where should the 9 hour be located? (directly across from the 3 hour) Instruct the 3 hour student and 9 hour student to adjust their chairs so they are directly across from each other. Ask: Where should the 1 hour student and 2 hour student be located? (evenly spaced between the 12 hour and 3 hour students) Instruct the 1 hour student and 2 hour student to adjust their chairs so they are evenly spaced between the 12 hour and 3 hour. Then instruct the remaining clock students to adjust their chairs if necessary. Ask: page 7 of 50

8 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Suggested Day Suggested Instructional Procedures If this is where the 4 hour is located on the clock, what hour should be directly across? (the 10 hour) Notes for Teacher Continue asking similar questions regarding the placement of all the hours on the clock. 4. Instruct another student to sit on a chair in the center of the circle. Distribute the Hour Arrow and Minute Arrow, with strings attached, to the center student. Explain that this student will hold the ends of strings and will represent the center of the clock. Instruct 2 different students to represent a minute person and an hour person. The minute person will stand outside of the circle and hold the meter stick that has been attached to the long string, extending the minute hand over the clock students heads. The hour person will stand inside the circle and hold the standard ruler attached to the short string, pointing the hour hand to, or between, the clock students. 5. Distribute the four paper plates which have been labeled with the Paper Plate Signs (expressions for the hour, quarter-hours, and half-hour) to four different students. 6. Instruct the hour person to point the hand to four. Take the place of the minute person to demonstrate how to represent the movement of the minute hand. Ask: What hour is it? (four o clock) I am going to stand close to the clock students and begin moving in a circle. Count by fives with me as I stop in front of each number. Why will I count by fives? (The minute hand counts by fives on the clock.) Where should I stop to show a quarter past the hour? (at the 3) What time is it? (4:15) page 8 of 50

9 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Suggested Day Suggested Instructional Procedures Where should the hour hand be pointing? (a little after 4 or between the 4 and 5) Notes for Teacher Instruct the hour hand person to adjust the hour hand appropriately. Instruct the student with the plate sign for quarter after to stand behind the 3 hour clock student. How is this time represented on a digital clock? (four colon fifteen; 4:15) 7. Instruct the minute hand person to begin again at the 12 hour and move around the clock to the place on the clock that would be half past. Ask: Where did stop to show half-past the hour? (at the 6) Where should the hour hand be pointing? (halfway between the 4 and the 5) What time is it? (4:30) Instruct the hour hand person to adjust the hour hand appropriately. Instruct the person with the half-hour Paper Plate Sign to stand behind the 6 hour person. How is this time represented on a digital clock? (four colon thirty; 4:30) 8. Repeat the activity and questions for a quarter til and a full hour. Ask: If we divide twelve into four equal parts, how many numbers do we have in each part? (three) Explain that the job of the long minute hand is to make an entire circle, beginning and ending at the page 9 of 50

10 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Suggested Day Suggested Instructional Procedures 12, while the job of the short hour hand is to move from one hour number to the next (e.g., 4 to 5). Notes for Teacher 9. Display 12:00 for the class to see the way the time is shown on a digital clock and instruct students to physically show 12:00 on the student clock. Allow time for students to represent the correct time. The minute person should be standing behind the 12 hour student and the hour hand should be pointing to the 12 hour student. Say/Ask: Show five minutes passing. What would that look like on the clock? (The minute hand should move to number 1 and the hour hand barely moves.) How is this time represented on a digital clock? (twelve colon zero five; 12:05) Allow the clock students to explain the physical locations of the minute hand in relation to their positions. Say/Ask: Show 12:17. Where should the hour and minute hands be pointing, and what part of an hour has passed? (The minute hand should move slightly past the 3. The hour hand has moved just enough to look like it is a quarter of the way between the 12 and 1. Slightly more than one-fourth of an hour has passed.) How is this time be represented on a digital clock? (twelve colon seventeen; 12:17) We know that if it is 12:35, it is just five minutes past the half hour. Where are the minute hand and hour hand at 12:35? (The minute hand is at the 7 and the hour hand is about halfway between 12 and 1, just ever so slightly closer to 1.) How is this time represented on a digital clock? (twelve colon thirty-five; page 10 of 50

11 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Suggested Day Suggested Instructional Procedures Notes for Teacher 12:35) 10. Instruct the minute hand and hour hand students to demonstrate moving from 12:35 to1:35, and tell students to watch the movement of the minute hand as it moves all the way around the circle, from its location at the seven back around to the seven, while the hour hand moves from the twelve to the one. Ask: Where is the minute hand at 1:35? (back at the 7) How has the hour hand moved? (It moved from half past 12 to half past 1.) Topics: ATTACHMENTS Telling time to the nearest minute Explore/Explain 1 Students use analog clocks to investigate telling time to the nearest minute. Instructional Procedures: 1. Prior to instruction, if student clocks are not available, use class resource: Student Paper Plate Clock to create a Student Clock for each student and each teacher, by copying the clock on cardstock, cutting out the clock face, and gluing it onto a plain paper plate. Carefully trim the hour hand and minute hand arrows and fasten to the center of the paper plate using a single brad. Teacher Resource: Analog Clock (1 per teacher) Handout (optional): Student Paper Plate Clock (1 per student) Handout: Student Recording Clock (1 per student) Teacher Resource: Minute Time Notes and Practice KEY (1 per teacher) Handout: Minute Time Notes and Practice (1 per student) page 11 of 50

12 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Suggested Day Suggested Instructional Procedures 2. Remind students that they have investigated telling time to the nearest half-hour and quarter-hour, and that now they will tell time to the minute. Ask: Can you think of some real-life situations where exact times are used? Answers may vary. Movie times; sports events; etc. 3. Distribute student clocks to each student. Display the digital time, 5:37, for the class to see: Ask: A train is scheduled to arrive at 5:37. How can you use an analog clock to show this time? (The hour hand will be a little more than half-way past the five, and the minute hand will be 2 minutes past the 7.) Instruct students to use their clock to show and record this time. Monitor and assess students to check for understanding. 4. Display teacher resource: Analog Clock for the class to see and model 5:00. Explain to students that they will confirm their placement of the clock hands by following along as you demonstrate 5:37. Instruct students to model the same on their clocks. Ask: Notes for Teacher Teacher Resource (optional): Time in Jennie s Saturday KEY (1 per teacher) Handout (optional): Time in Jennie s Saturday (1 per student) Teacher Resource (optional): Time to Practice KEY (1 per teacher) Handout (optional): Time to Practice (1 per student) MATERIALS student clock with gears (1 per student, 1 per teacher) cardstock (optional) (1 sheet per student, 1 per teacher) brad (brass) (optional) (1 per student, 1 per teacher) plate (paper) (optional) (1 per student, 1 per teacher) To show 5:37, where will the hour hand point? (between the 5 and the 6) Instruct students to move the hour hand to that position. Explain to students that they will now count and move the minute hand to represent the minutes. Additional Practice Handout(optional): Time in Jennie s Saturday and Handout (optional): Time to Practice may be used if page 12 of 50

13 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Suggested Day Suggested Instructional Procedures Where do you begin counting minutes? (at the 12) Do you count by 1s or 5s? (by fives) Why? (It takes 5 minutes to move from one number on the clock to the next.) When counting by fives, at which number would you stop for 5:37? (at the 7) Why? (Because that would be 5:35, and you cannot count by 5s again or you would go past the time.) Have you reached 5:37? (no) What could you do to reach 5:37? (Count by ones from 5:35 until you reach 5:37.) Notes for Teacher students need additional practice with telling time. Explain to students that it takes the minute hand 1 minute to move from one mark to the next. Instruct students to count the minutes as they move the minute hand on their clock to represent 5:37. Ask: At which mark did you stop to show 5:37? (at the second mark after the 7) What are some different ways to record this time? Answers may vary. Five thirtyseven; 37 minutes past 5; 23 minutes to 6; etc. 5. Display teacher resource: Student Recording Clock and distribute handout: Student Recording Clock to each student. Model how to represent and record the movement of the minute hand on the clock to find the time 5:37 on the top portion of the recording sheet. page 13 of 50

14 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Suggested Day Suggested Instructional Procedures Notes for Teacher Remind students to write three different ways to record this time: (five thirty-seven; 37 minutes past 5; 23 minutes to 6.)Present another digital time to the class. Instruct students to represent the time on the lower portion of the recording sheet and to record the movement of the minute hand on the clock. 6. Distribute handout: Minute Time Notes and Practice to individual students to complete independently. Monitor and assess students to check for understanding. 2 Topics: Between times Elaborate 1 Students find and describe between times. Instructional Procedures: 1. Display the STAAR Reference Materials chart, for the class to see and distribute 1 STAAR Reference Materials to each student. Instruct students to find the section of the chart that addresses time. Ask: Spiraling Review ATTACHMENTS Teacher Resource: 24-Hour Timeline (1 per teacher) Teacher Resource: Describing Time Notes and Practice KEY (1 per teacher) Teacher Resource: Describing Time Notes and Practice (1 per teacher) Handout: Describing Time Notes and page 14 of 50

15 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Suggested Day Suggested Instructional Procedures How many hours are in a day? (24 hours) Remind students that although our day is 24 hours long, it is divided into two periods. What two periods are our days divided into? (A.M. and P.M.) What are the times that mark the division of these two periods? (noon OR 12:00 P.M. and midnight OR 12:00 A.M.) How many times does the hour hand go around the clock in one day? (twice) Explain. Answers may vary. There are only 12 hours shown on a clock face and there are 24 hours in a day; so the hour hand goes around the clock face twice each day to measure 24 hours; etc. 2. Display teacher resource: 24-Hour Timeline for the class to see. Notes for Teacher Practice (1 per student) Teacher Resource: Between Times (1 per teacher) Teacher Resource: Between Times Practice KEY (1 per teacher) Handout: Between Times Practice (1 per student) Teacher Resource (optional): Time to Go Evaluation KEY (1 per teacher) Handout (optional): Time to Go Evaluation (1 per student) MATERIALS Explain to students that you will be reading some daily situations aloud and that they are to tell you whether to write the situation under A.M. or P.M. on the displayed timeline in order to indicate the time of day that activity is most likely to occur. STAAR Reference Materials (1 per student, 1 per teacher) student clock with gears (1 per student, 1 per teacher) TEACHER NOTE page 15 of 50

16 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Suggested Day Suggested Instructional Procedures Notes for Teacher Possible situations: - School day ends - Eat breakfast - Go to bed - Go to school - Wake up - Eat lunch (Note: answer could be A.M. or P.M. Facilitate a discussion regarding when lunch would be in the A.M. and when it would be in the P.M.) 3. Distribute a student clock and handout: Describing Time Notes and Practice to each student. Display teacher resource: Describing Time Notes and Practice for the class to see. Facilitate a discussion explaining the notes on telling time before and after the hour. Instruct students to use their student clock to show each time and then complete the table with the appropriate times. Allow time for students to complete the table. Monitor and assess students to check for understanding. Ask: How do you know where to position the hands on your clock when given a time? (The hour tells you where to position the shorter hand. The minutes tell you where to position the longer hand.) Why might you start counting by 5s instead of 1s? (Counting by 5s is faster than counting by ones.) How do you know when to stop counting by 5s and to start counting by 1s? Answers may vary. When counting by 5 again would put you past the minute needed, you would switch to counting by 1s; etc. Texas Education Agency. (2011). State of Texas Assessments of Academic Readiness: STAAR Reference Materials. Austin, TX: Author. According to the STAAR Reference Materials chart, students need only understand that there are 24 hours in a day, and that the hours consist of minutes, and minutes consist of seconds. Additional Practice Handout (optional): Time to Go Evaluation may be used if students need additional practice with the concept of time. page 16 of 50

17 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Suggested Day Suggested Instructional Procedures How is telling the time after the hour related to telling the time before the hour? Answers may vary. Both times added together equal 60 minutes; etc. Notes for Teacher Facilitate a class discussion to debrief and allow students to share their answers. 4. Display teacher resource: Between Times for the class to see. Allow students to use their student clock to display the times shown. Ask: What time is shown on the first clock? (8:15) What time is shown on the last clock? (10:45) Explain to students that there is no time shown on the clock face in the middle. Emphasize that sometimes you need to know if a time is between two given times. In real life between times are often used in creating, using, and reading schedules. Invite students to share a time that might fall between the two given times. After students have shared multiple possibilities, invite a student to draw the hands on the analog clock to show one between times, and then record it digitally. 5. Distribute handout: Between Times Practice to each student. Instruct students to complete the handout independently. Monitor and assess students to check for understanding. page 17 of 50

18 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Suggested Day Suggested Instructional Procedures Notes for Teacher 3 Evaluate 1 ATTACHMENTS Instructional Procedures: 1. Assess student understanding of related concepts and processes by using the Performance Indicator(s) aligned to this lesson. Handout (optional): Park Booklet PI (1 per student) Performance Indicator(s): page 18 of 50

19 Enhanced Instructional Transition Guide / Unit 07: Suggested Duration: 3 days Suggested Day Suggested Instructional Procedures Notes for Teacher Grade 03 Unit 07 PI 03 Create a brochure or booklet with a schedule of times for various activities (e.g., classroom subjects schedule, birthday party with planned games, schedule of park activities, etc.). Each page in the booklet represents each scheduled activity displaying the beginning and ending time of the activity shown on both analog and digital clocks. Describe each time numerically and with words in terms of before and after the hour. Determine and write a time that could fall between the two times represented for each activity, including a written justification for the between time chosen. Sample Performance Indicator: Create a booklet showing a schedule of times for 7 different park activities. Each page in the booklet represents each activity and contains the following: (1) display the beginning and ending times of the activity on both analog and digital clocks; (2) describe each time numerically and with words in terms of before and after the hour; (3) determine and write a time that falls between the two times represented for each activity; and (4) write a justification for the between time chosen. Standard(s): 3.12B, 3.14A, 3.14D, 3.15A, 3.15B ELPS ELPS.c.1A, ELPS.c.1E 04/18/2013 page 19 of 50

20 Minute and Hour Arrows 2012, TESCCC 10/10/12 page 1 of 1

21 Paper Plate Signs :00 O CLOCK HALF PAST 30 MINUTES AFTER THIRTY : , TESCCC 10/10/12 page 1 of 2

22 Paper Plate Signs A QUARTER AFTER FIFTEEN MINUTES AFTER : 15 A QUARTER TO QUARTER TIL FIFTEEN MINUTES TIL : , TESCCC 10/10/12 page 2 of 2

23 Analog Clock , TESCCC 10/10/12 page 1 of 1

24 Student Paper Plate Clock Cut-out clock face and glue to the center of a paper plate. Cut out hour and minute hands and attach to the center of the plate with a brad , TESCCC 10/10/12 page 1 of 1

25 Student Recording Clock Record the time: Use words to describe the time recorded: Record the time: Use words to describe the time recorded: 2012, TESCCC 10/10/12 page 1 of 1

26 Notes: Minute Time Notes and Practice KEY Step 1: The hour hand is between the 7 and 8, so the hour is 7. Step 2: The minute hand is between which two numbers? 9 and 10 Step 3: Count clockwise by 5s from 12 to 9. That is 45 minutes. Step 4: Count on by 1s until you reach the minute hand: 3 more minutes. Add the 3 minutes to the 45 to get 48 minutes. So, the time is 7:48 or 12 minutes to 8. Record the time shown on each clock and then write it in words two different ways. 1. Record the time: 9:40 Use words to describe the time recorded: Answers may vary. nine forty twenty minutes til ten 2. Record the time: 3:36 Use words to describe the time recorded: Answers may vary. three-thirty-six twenty-four minutes til four 2012, TESCCC 10/10/12 page 1 of 2

27 Minute Time Notes and Practice KEY 3. Record the time: 4:18 Use words to describe the time recorded: Answers may vary. four eighteen eighteen minutes after four 4. Record the time: 7:57 Use words to describe the time recorded: Answers may vary. seven fifty-seven three minutes til eight 5. Record the time: 10:22 Use words to describe the time recorded: Answers may vary. ten twenty-two twenty-two minutes after ten 6. Record the time: 5:52 Use words to describe the time recorded: Answers may vary. five fifty-two 8 minutes to six 2012, TESCCC 10/10/12 page 2 of 2

28 Notes: Minute Time Notes and Practice Step 1: The hour hand is between the 7 and 8, so the hour is 7. Step 2: The minute hand is between which two numbers? 9 and 10 Step 3: Count clockwise by 5s from 12 to 9. That is 45 minutes. Step 4: Count on by 1s until you reach the minute hand: 3 more minutes. Add the 3 minutes to the 45 to get 48 minutes. So, the time is 7:48 or 12 minutes to 8. Record the time shown on each clock and then write it in words two different ways. 1. Record the time: 2. Record the time: Use words to describe the time recorded: Use words to describe the time recorded: 2012, TESCCC 10/10/12 page 1 of 2

29 Minute Time Notes and Practice 3. Record the time: 4. Record the time: Use words to describe the time recorded: Use words to describe the time recorded: 5. Record the time: 6. Record the time: Use words to describe the time recorded: Use words to describe the time recorded: 2012, TESCCC 10/10/12 page 2 of 2

30 Time in Jennie s Saturday KEY Read Jennie s schedule for Saturday. Find the clock face on page 2 that fits the time in the schedule. Write the letter in the blank. Describe the location of the hour hand and then the location of the minute hand. Then write the time for that clock face in digital time and in words. 1. 8:13 A.M. Jennie wakes up. CLOCK Location of hour hand: between eight and nine Location of minute hand: halfway between two and three Time in words: eight thirteen or thirteen minutes after eight B 2. 9:07 A.M. Jennie s friend calls. Location of hour hand: just past the nine Location of minute hand: halfway between two and three Time in words: thirteen minutes after nine or nine thirteen E Between one o clock and two o clock Jennie goes to the mall. Location of hour hand: between one and two Location of minute hand: pointing at the seven Digital time: 1:35 Time in words: one thirty-five or thirty-five minutes after one Between two o clock and three o clock Jennie meets a friend. Location of hour hand: between two and three Location of minute hand: pointing at the seven Digital time: 2:35 Time in words: two thirty-five or thirty-five minutes after two F C 2012, TESCCC 10/10/12 page 1 of 1

31 Time in Jennie s Saturday Read Jennie s schedule for Saturday. Find the clock face on page 2 that fits the time in the schedule. Write the letter in the blank. Describe the location of the hour hand and then the location of the minute hand. Write the time for that clock face in digital time and in words. 1. 8:13 A.M. Jennie wakes up. CLOCK Location of hour hand: Location of minute hand: Time in words: 2. 9:07 A.M. Jennie s friend calls. Location of hour hand: Location of minute hand: Time in words: Between one o clock and two o clock Jennie goes to the mall. Location of hour hand: Location of minute hand: Digital time: Time in words: Between two o clock and three o clock Jennie meets a friend. Location of hour hand: Location of minute hand: Digital time: Time in words: 2012, TESCCC 10/10/12 page 1 of 2

32 Time in Jennie s Saturday A. B. C. D. E F , TESCCC 10/10/12 page 2 of 2

33 - - - Time to Practice KEY Time: 6:15 Time: 8:07 Words: Words: Six-fifteen or fifteen after six or a eight o seven or seven after eight quarter after six Time: 3:55 Time: 12:33 Words: Words: three fifty-five or five til four twelve thirty-three or thirty-three after twelve Time: 10:56 Time: 5:33 Words: Words: ten fifty-six or four minutes til eleven five thirty-three or twenty-seven minutes til six 2012, TESCCC 10/10/12 page 1 of 1

34 - - - Time to Practice Time: Words: Time: Words: Time: Words: Time: Words: Time: Time: Words: Words: 2012, TESCCC 10/10/12 page 1 of 1

35 24-Hour Timeline 2012, TESCCC 10/10/12 page 1 of 1

36 Describing Time Notes and Practice KEY TELLING TIME AFTER THE HOUR Step 1: Look at the hour hand. It is between the 10 and the 11. Step 2: Look at the minute hand. Count the minutes by 5s starting at 12 and counting forward. Step 3: Stop at the number before the minute hand and then count by ones. TELLING TIME BEFORE THE HOUR Step 1: Look at the hour hand. It is between the 10 and the 11. So you know the time is before 11. Step 2: Start at 12 and count back by 5s. Step 3: Stop at the number before the minute hand and then count by ones to the minute hand. Digital Time Minutes After the Hour Minutes Before the Hour Ex: 10:41 41 minutes after minutes before :29 29 minutes after 8 31 minutes before :53 53 minutes after 3 7 minutes before :18 18 minutes after 5 42 minutes before :19 19 minutes after 2 41 minutes before :38 38 minutes after 2 22 minutes before :19 19 minutes after minutes before :24 24 minutes after 8 36 minutes before :23 23 minutes after minutes before :15 a quarter after 6 45 minutes before :30 half past 7 30 minutes before , TESCCC 10/10/12 page 1 of 1

37 Describing Time Notes and Practice TELLING TIME AFTER THE HOUR Step 1: Look at the hour hand. It is between the 10 and the 11. Step 2: Look at the minute hand. Count the minutes by 5s starting at 12 and counting forward. Step 3: Stop at the number before the minute hand and then count by ones. TELLING TIME BEFORE THE HOUR Step 1: Look at the hour hand. It is between the 10 and the 11. So you know the time is before 11. Step 2: Start at 12 and count back by 5s. Step 3: Stop at the number before the minute hand and then count by ones to the minute hand. Digital Time Minutes After the Hour Minutes Before the Hour Ex: 10:41 41 minutes after minutes before : : minutes after minutes before minutes after : minutes after :23 9. a quarter after half past , TESCCC 10/10/12 page 1 of 1

38 Between Times :15 10: , TESCCC 10/10/12 page 1 of 1

39 Between Times Practice KEY Use the beginning and ending times to determine an in-between time. Record the in-between time on the clock face and then complete the table as indicated. Beginning Time In-Between Time Ending Time Digital Time: 12:15 Describe the time after the hour: 15 minutes after 12 or a quarter after 12 Describe the time before the hour: 45 minutes before 1 or a quarter to 1 Digital Time: Answers may vary. Describe the time after the hour: Answers may vary. Describe the time before the hour: Answers may vary. Digital Time: 2:30 Describe the time after the hour: 30 minutes after 2 Describe the time before the hour: 30 minutes to 3 Beginning Time In-Between Time Ending Time Digital Time: 4:25 Describe the time after the hour: 25 minutes after 4 Describe the time before the hour: 35 minutes before 5 Digital Time: Answers may vary. Describe the time after the hour: Answers may vary. Describe the time before the hour: Answers may vary. Digital Time: 7:15 Describe the time after the hour: 15 minutes after 7 or a quarter after 7 Describe the time before the hour: 45 minutes before 8 or a quarter to , TESCCC 10/10/12 page 1 of 1

40 Between Times Practice Use the beginning and ending times to determine an in-between time. Record the in-between time on the clock face and then complete the table as indicated. Beginning Time In-Between Time Ending Time Digital Time: Digital Time: Digital Time: Describe the time after the hour: Describe the time after the hour: Describe the time after the hour: Describe the time before the hour: Describe the time before the hour: Describe the time before the hour: Beginning Time In-Between Time Ending Time Digital Time: Digital Time: Digital Time: Describe the time after the hour: Describe the time after the hour: Describe the time after the hour: Describe the time before the hour: Describe the time before the hour: Describe the time before the hour: 2012, TESCCC 10/10/12 page 1 of 1

41 Time to Go Evaluation KEY Read each problem and record the clock that best describes the time. Write the digital time for each clock and describe the time after and before the hour. 1. Mary is expecting her friend to call between 4:15 and 4:30. Which clock shows a time that her friend might call? B Digital Time: 2:20 Describe the time after the hour: 20 minutes after 2 Describe the time before the hour: 40 minutes to 3 Digital Time: 4:20 Describe the time after the hour: 20 minutes after 4 Describe the time before the hour: 40 minutes to 5 Digital Time: 3:25 Describe the time after the hour: 25 minutes after 3 Describe the time before the hour: 35 minutes to 4 2. Jessica goes to exercise class at a quarter til two. Which clock shows that time? A Digital Time: 1:45 Describe the time after the hour: 45 minutes after 1 Describe the time before the hour: a quarter to 2; 15 minutes to 2 Digital Time: 9:08 Describe the time after the hour: 8 minutes after 9 Describe the time before the hour: 52 minutes to 10 Digital Time: 9:25 Describe the time after the hour: 25 minutes after 9 Describe the time before the hour: 35 minutes to , TESCCC 10/10/12 page 1 of 3

42 Time to Go Evaluation 3. Joey is watching his favorite cartoon. It is twenty minutes til six. Which clock shows that time? B Digital Time: 4:30 Describe the time after the hour: 30 minutes after 4 or half past 4 Describe the time before the hour: 30 minutes to 5 Digital Time: 5:40 Describe the time after the hour: 40 minutes after 5 Describe the time before the hour: 20 minutes to 6 Digital Time: 7:32 Describe the time after the hour: 32 minutes after 7 Describe the time before the hour: 28 minutes to 8 4. Marissa started cleaning her room between 4:15 and 5:15. Which clock shows a time that she might have started cleaning her room? C Digital Time: 5:20 Describe the time after the hour: 20 minutes after 5 Describe the time before the hour: 40 minutes to 6 Digital Time: 5:45 Describe the time after the hour: 45 minutes after 5 Describe the time before the hour: a quarter to 6; 15 minutes to 6 Digital Time: 5:00 Describe the time after the hour: N/A Describe the time before the hour: N/A 2012, TESCCC 10/10/12 page 2 of 3

43 Time to Go Evaluation Match each clock with its time read as minutes before the hour and as minutes after the hour. Time Before the Hour Clock Time After the Hour A quarter to five B 10 minutes after 4 D 33 minutes til 3 C 25 minutes after 9 A 35 minutes before 10 A 40 minutes after 2 E 20 minutes to 3 E 27 minutes after 2 C 50 minutes to 5 D 45 minutes after 4 B 2012, TESCCC 10/10/12 page 3 of 3

44 Time to Go Evaluation Read each problem and record the clock that best describes the time. Write the digital time for each clock and describe the time after and before the hour. 1. Mary is expecting her friend to call between 4:15 and 4:30. Which clock shows a time that her friend might call? Digital Time: Digital Time: Digital Time: Describe the time after the hour: Describe the time before the hour: Describe the time after the hour: Describe the time before the hour: Describe the time after the hour: Describe the time before the hour: 2. Jessica goes to exercise class at a quarter til two. Which clock shows that time? Digital Time: Digital Time: Digital Time: Describe the time after the hour: Describe the time before the hour: Describe the time after the hour: Describe the time before the hour: Describe the time after the hour: Describe the time before the hour: 2012, TESCCC 10/10/12 page 1 of 3

45 Time to Go Evaluation 3. Joey is watching his favorite cartoon. It is twenty minutes til six. Which clock shows that time? Digital Time: Digital Time: Digital Time: Describe the time after the hour: Describe the time before the hour: Describe the time after the hour: Describe the time before the hour: Describe the time after the hour: Describe the time before the hour: 4. Marissa started cleaning her room between 4:15 and 5:15. Which clock shows a time that she might have started cleaning her room? Digital Time: Digital Time: Digital Time: Describe the time after the hour: Describe the time before the hour: Describe the time after the hour: Describe the time before the hour: Describe the time after the hour: Describe the time before the hour: 2012, TESCCC 10/10/12 page 2 of 3

46 Time to Go Evaluation Match each clock with its time read as minutes before the hour and as minutes after the hour. Time Before the Hour Clock Time After the Hour A quarter to five 10 minutes after 4 33 minutes til 3 25 minutes after 9 35 minutes before minutes after 2 20 minutes to 3 27 minutes after 2 50 minutes to 5 45 minutes after , TESCCC 10/10/12 page 3 of 3

47 Park Booklet PI AREA: Slide Area Slide Schedule Beginning Time Ending Time Swings Merry-Go- Round Seesaw Basketball Hoop Monkey Bars Write a time between these two times: Justify your answer: Picnic 2012, TESCCC 01/31/13 page 1 of 4

48 Park Booklet PI AREA: Swings AREA: Merry-Go-Round Write a time between these two times: Write a time between these two times: Justify your answer: Justify your answer: 2012, TESCCC 01/31/13 page 2 of 4

49 Park Booklet PI AREA: Seesaw AREA: Basketball Hoop Write a time between these two times: Write a time between these two times: Justify your answer: Justify your answer: 2012, TESCCC 01/31/13 page 3 of 4

50 Park Booklet PI AREA: Monkey Bars AREA: Picnic Write a time between these two times: Write a time between these two times: Justify your answer: Justify your answer: 2012, TESCCC 01/31/13 page 4 of 4