LESSON 7. Time to the Hour and Half Hour FOCUS COHERENCE RIGOR LESSON AT A GLANCE F C R Focus: Common Core State Standards Learning Objective.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Tell and write time to the hour and half hour. MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.) MP Make sense of problems and persevere in solving them. MP Use appropriate tools strategically. MP6 Attend to precision. MP Look for and express regularity in repeated reasoning. Language Objective F C R Coherence: Standards Across the Grades Before Grade After.MD.B..MD.C.7.MD.A. F C R Rigor: Level : Understand Concepts...Share and Show ( Checked Items) Level : Procedural Skills and Fluency...On Your Own, Practice and Homework Level : Applications...Think Smarter and Go Deeper Child pairs discuss how to explain to a younger child how to tell time to the hour and half hour on a clock. Materials MathBoard F C R For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 6J. About the Math Professional Development Using an Analog Clock In this lesson, children use the position of the hour hand and minute hand to tell time on an analog clock. The focus for this lesson is on time to the hour and half hour. In the Model and Draw section on page, children learn that the minute hand moves from one number to the next as five minutes pass. If the minute hand is pointing to the and the hour hand is pointing directly to a number, the time is that hour. If the minute hand is pointing to the 6 and the hour hand is pointing halfway between two numbers, the time is half past the hour. Reading an analog clock requires children to understand that the numbers are arranged in counting order. As children s fluency in reading an analog clock increases, they will learn more about reading the positions of the hour hand and the minute hand. Professional Development Videos 0A Chapter 7
Daily Routines Common Core Problem of the Day 7. Number of the Day Find as many classroom objects as you can with the number on them. Encourage children to look at clocks, rulers, posters, calendars, and other objects with the number on them. Ask children to explain what the is for on each object Vocabulary minutes Interactive Student Edition Multimedia Glossary e Fluency Task Have children discuss different times of the day. Ask if they know any specific times when things happen, for example, the time that school starts or the time that the class goes to lunch or recess. ENGAGE with the Interactive Student Edition Essential Question How do you tell time to the hour and half hour on a clock? Making Connections Invite children to tell you what they know about analog clocks. On an analog clock, a clock that has hands, how can you tell what hour of the day it is? the hour hand points to it How far does the hour hand move during one hour? It moves from one number to the next number on the clock. How far does the minute hand move during one hour? It moves all the way around the clock. Learning Activity What is the problem the children are trying to solve? Connect the story to the problem. Ask the following questions. What is Jessie excited about? a boat race At what time does the boat race start? 7:0 Jessie wants to know what the clock looks like when the race starts. Where do you think the minute hand will point? at the 6 Literacy and Mathematics View the lesson opener with the children. Then, choose one or more of the following activities. Have children explain the difference between an analog clock and a digital clock. Have children draw a clock that shows a time just before 6 o clock. How do you tell time to the hour and half hour on a clock? Lesson 7. 0B
LESSON 7. EXPLORE Listen and Draw Direct children s attention to the clock face in the top left corner of their workspace. Say: Draw the hour hand in the correct position to show the time as o clock. Where should the hour hand point? It should point to the. Repeat the activity for half past :00, :00, and half past :00. For each time, be sure to direct children s attention to the next clock face on their workspace. Discuss the movement of the hour hand as a half hour passes and as an hour passes. Suppose the hour hand moves from the to the. How much time has passed? hour Which time is later, :00 or half past :00? Explain how you know. Half past o clock; Possible explanation: For :00, the hour hand is pointing to the. Then as a half hour passes, the hour hand moves from the to halfway between the and the 6. Math Talk MP Use appropriate tools strategically. Use Math Talk to focus on children s understanding of the location of the hour hand on an analog clock to show time. ELL Strategy: Restate Restate key vocabulary to help children understand telling time. Display a clock face showing :00 on the board. Say: The clock shows a time of o clock. Write :00 and o clock on the board. Point out that :00 is read as one o clock. Then display a clock face showing :0 on the board. Say: The clock shows a time of 0 minutes after o clock. A half hour is 0 minutes, so :0 is 0 minutes after :00. Write :0 on the board. Point out that :0 is read as one thirty..md.c.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Time to the Hour and Half Hour Essential Question How do you tell time to the hour and half hour on a clock? Listen and Draw Draw the hour hand to show each time. Math Talk: The hour hand points halfway between the and the. FOR THE TEACHER Call out times to the hour and to the half hour. Begin with :00. Have children draw the hour hand to show the time. Repeat the activity for half past :00, :00, and half past :00. Math Talk Lesson 7. Measurement and Data.MD.C.7 MATHEMATICAL PRACTICES MP, MP6, MP MATHEMATICAL PRACTICES Communicate Describe where the hour hand points to show half past :00. Chapter 7 five hundred nine 0 Reteach 7. Time to the Hour and Half Hour It is zero minutes after the hour. Look at how you write this time. :00 Look at the clock hands. Write the time. :0... It is 0 minutes after the hour. Look at how you write this time. Lesson 7. Reteach 7 : 00 : 0 : 00 Differentiated Enrich 7. Instruction Missing Hands Read the sentence. Draw the hour hand and the minute hand to show the time.. Jack went to the library at :00.. The movie started at :0.. The race begins at :00.. Joy went for a walk at :0. Lesson 7. Enrich 0 Chapter 7.. 6. Chapter Resources : 0 : 00 : 0 7- Reteach Writing and Reasoning Explain how you decided where to draw the minute hand for Exercise. Possible answer: The minute hand points to the 6 when the time is 0 minutes after the hour. Chapter Resources 7-0 Enrich
Share and Show MATH BOARD Model and Draw It takes minutes for the minute hand to move from one number to the next number on a clock face. The clock hands on these clocks show :00 and :0. Write the times below the clocks. :00 :0 Look at the clock hands. Write the time.... five hundred ten Advanced Learners minutes minutes minutes minutes minutes minutes The 0 tells you that the time is 0 minutes after the hour. :00 :0 :0 Materials Analog Clock Faces (see eteacher Resources), index cards, glue Visual / Logical / Mathematical Individual / Partners Have children draw hands on the clock faces to show different times to the hour and half hour, and glue these clock faces to index cards. Then they should write the corresponding times on other index cards. Invite pairs to play a matching game. They should shuffle one set of cards and lay them out on a table. Partners take turns turning over cards and trying to find clock faces and written times that match. When a player finds a match, he or she gets to keep both cards. Children can also use their cards as flash cards to practice reading times on analog clocks. Model and Draw If Then EXPLAIN Quick Check MATHEMATICAL PRACTICES MP Use appropriate tools strategically. Work through the model with children. How can you tell the difference between the hour hand and the minute hand? The hour hand is shorter than the minute hand. How are the positions of the clock hands for :00 different from the positions of the clock hands for :0? For :00, the hour hand points to the and the minute hand points to the. For :0, the hour hand points halfway between the and the and the minute hand points to the 6. MATH Share and Show MATH BOARD Connect Exercises to the learning model. For Exercise, how do you decide what hour to write? Possible answer: Because the hour hand is pointing past the but before the, I can tell the hour is. How do you decide how many minutes after the hour to write? Possible answer: The minute hand is pointing to the 6, so I can tell that it is 0 minutes past the hour. I write 0 for the minutes. Use the checked exercises for Quick Check. Children should use their MathBoards to show their answers to these exercises. RtI a child misses the checked exercises Differentiate Instruction with Reteach 7. Personal Math trainer.md.c.7 RtI Tier Activity (online) COMMON ERRORS Error Children may have difficulty determining how many minutes to write after the colon. Example In Exercise, children write :06 in the digital clock. Springboard to Learning Point out to children that there is a number at the mark for every minutes on the clock. Use a plastic analog clock face and count by fives to show that the 6 on the clock is at the 0-minute mark. Lesson 7.
ELABORATE On Your Own If a child answers the checked exercises correctly, assign Exercises. SMARTER On Your Own Look at the clock hands. Write the time... 6. In Exercise, children draw clock hands on analog clocks to show times given on digital clocks. These exercises provide an opportunity to check that children can represent times in multiple ways. :0 :0 6:00 7... Math on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com. DEEPER Math on the Spot Video Tutor Use this video to help children model and solve this type of Think Smarter problem. MP Look for and express regularity in repeated reasoning. Use this activity to deepen children s understanding of how the hour hand and the minute hand move on an analog clock. Have children use pictures of analog clocks (see eteacher Resources) placed on sheets of paper or large index cards. Ask children to draw an arrow outside the clock face to show how far the hour hand moves in hour. With another clock, have them draw an arrow to show how far the minute hand moves in hour. If the minute hand moves from pointing to the all the way around the clock to pointing to the again, how much time has passed? hour If the hour hand moves from pointing to the all the way around the clock to pointing to the again, how much time has passed? hours. SMARTER :00 :0 :0 Look at the time. Draw the hour hand and the minute hand to show the same time. 7:0 :00 :00 Chapter 7 Lesson five hundred eleven Chapter 7
MATHEMATICAL PRACTICES. MATHEMATICAL PRACTICE 6 Make Connections Allie eats lunch when the hour hand points halfway between the and the, and the minute hand points to the 6. When does Allie eat lunch? Show the time on both clocks. How do you know what time to write in the digital clock? Explain. Check children s explanations for understanding. Math :0 Problem Solving Applications MATHEMATICAL PRACTICES MP6 Attend to precision. Exercise is a multistep problem. Children must read the problem to determine the time. Then they draw clock hands to show the time on an analog clock and also write the time on a digital clock. SMARTER Exercise assesses children s abilities to recognize time to the hour and to the half hour on an analog clock and match it to the digital clock with the same time.. SMARTER Match the clocks that show the same time. EVALUATE Formative Assessment five hundred twelve :00 :0 7:0 TAKE HOME ACTIVITY Have your child describe what he or she knows about a clockface. Essential Question Reflect Using the Language Objective Have children work in pairs to plan an explanation to answer the Essential Question. How do you tell time to the hour and half hour on a clock? For time to the hour, the hour hand points to the hour and the minute hand points to the. For time to the half hour, the hour hand points halfway between the hour and the next hour, and the minute hand points to the 6 Math Journal Math Draw a clock to show the time as :0. Describe how you decided where the clock hands should point. DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIES Differentiated Centers Kit Activities Time for School Literature All the Time Games Just in Time! Children complete orange Activity Card by reading and showing time on an analog clock. Children read the book and tell time to the hour and half hour. Children practice telling time to the hour and to the half hour without the minute hand. Lesson 7.
Practice and Homework Use the Practice and Homework pages to provide children with more practice of the concepts and skills presented in this lesson. Children master their understanding as they complete practice items and then challenge their critical thinking skills with Problem Solving. Use the Write Math section to determine children s understanding of content for this lesson. Encourage children to use their Math Journals to record their answers. Time to the Hour and Half Hour Look at the clock hands. Write the time.... Practice and Homework Lesson 7. COMMON CORE STANDARD.MD.C.7 Work with time and money. :00 :0 :00 Problem Solving. Amy s music lesson begins at :00. Draw hands on the clock to show this time.. Math Draw a clock to show the time as :0. Describe how you decided where the clock hands should point. Check children s work. Chapter 7 five hundred thirteen COMMON ON CORE PROFESSIONAL DEVELOPMENT Math Talk in Action Claire s teacher is guiding her through the process of drawing clock hands on an analog clock to show time to the half hour. Teacher: Start by showing :0 on your clock. Where should you draw the hour hand? Claire: It should be pointing between the and the on the clock. Teacher: Why should the hour hand point between the and the? Claire: :0 is halfway between one o clock and two o clock, so the hour hand should point halfway between the and the. Teacher: Should you make the hour hand long or short? Why? Claire: I should make it short because the hour hand is shorter than the minute hand. Teacher: Where should you draw the minute hand? Claire: It should be pointing to the 6. Teacher: Why is that? Claire: When the minute hand points to the 6, it shows 0 minutes past the hour. Chapter 7
Lesson Check (.MD.C.7). What is the time on this clock? :0. What is the time on this clock? 6:00 Continue concepts and skills practice with Lesson Check. Use Spiral Review to engage children in previously taught concepts and to promote content retention. Common Core standards are correlated to each section. Spiral Review (.OA.C.,.NBT.A.,.NBT.A.,.MD.C.). Rachel has one $ bill, quarters, and pennies. How much money does Rachel have?. Write <, >, or = to compare 60 and 6. $.77 60 < _ 6. What number is shown with these blocks? five hundred fourteen 6. Circle any even numbers. FOR MORE PRACTICE GO TO THE Personal Math Trainer Lesson 7.