Mary Ciotta Subject: Math Activity: Time Setting: Resource Room #of students: 1-4

Common Core: CCSS.Math.Content.3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. Objective(s): When given a written direction with a time including a quarter past/to or half past the student will be able to fill in the hour and minute hands to the nearest minute on a blank clock 3 out of 5 times. Materials: plates, paper clips, markers, large paper for poster Opening: What are some ways that we use time? Presentation: Today we are going to talk about how we read a clock and review some important parts of a clock. First, we will make a poster about all the things we already know about a clock. Next, we will build some clocks to help us learn about time that is a quarter to, a quarter past, and half past. Then we will talk about how time can pass related to how we count time. Guided Practice: Make a poster about: What we know about a clock - 2 hands (hour and minute hands) - the minute hand counts by 5s on the hour numbers - there are 12 hours on a clock - 60 minutes in an hour - read hour first, minutes second - am and pm time We are going to build a clock to help us better understand how to read a clock - draw a line down the middle of the plate - add hour numbers about plate - discuss how there are two halfs - Model for student some times, then practice making some times that are to the hour and half past together - do the same for 1/4 past - do same for 1/4 to I Do- I need to make the time half past 3 oclock. When I read the time I say, Past 3 oclock so the time is going to be something after 3 oclock. I will put the hour hand a little last the 3, but not to the 4 yet. In the time past 3 oclock I say half past and I think well I know that half is like splitting the WHOLE clock down the middle. I know that there are 60 minutes in a whole hour, so half of that is going to be 30. I will put the minute hand on the 6 which represent 30 minutes. So the time that is 1/2 past 3 clock can also we called 3:30. We DO- Together make the time A quarter past 4 oclock. Write the words down so the students can look at it. Ask a volunteer to state any information we can dissect from the words used to tell this time. - What is the hour?

Mary Ciotta - What a quarter past represents? - Where the minutes hand goes? Lets use the poster we made about what we know about time to help us show A quarter past 4 oclock. Independent Practice: Have the students make the following times on their clocks. Go over as a group to discuss students thinking while solving the problems. - half past 6 - quarter past 3 - quarter to 3
Closing: End the lesson having students discuss and think about why learning to tell time is important.