Teacher: Patterson

Class: Math-Time
Review

Period: 1:40-2:10 W
2:10-3:15 SGs

Date: Monday
March 14, 2016

SOL: 3.11a The student will tell time to the nearest minute, using analog and digital clocks
EKS (Content Outline):
tell time to the nearest minute, using analog and digital clocks
Blooms: remember
Objective/Rationale:
Today I will: tell time to the nearest five minutes using analog and digital clock format.
So that: I will be able to tell time. Telling time will help me determine when events occur so
that I will know how much time I have to prepare for it, etc.
I know that Ive got it when I can: complete an exit ticket with 86% accuracy (12/14)
Activator (Lesson Opening)/Connection: Explain that students have been studying
measurement in the form of length, area, and perimeter, but today we will be looking at
another type of measurement: telling time. Ask students why it is important to be able to tell
time.
1.
2.
3.
a.
4.
5.
6.
7.

Procedure (Instructional Strategies/Processes):

Explain that students have been studying measurement in the form of length, area, and
perimeter, but today we will be looking at another type of measurement: telling time. Ask
students why it is important to be able to tell time.
Show video (5:24): https://jr.brainpop.com/math/time/timetothequarterandhalfhour/
Demonstrate telling time/how the hands move to show different times using a model clock.
Ask students what represents 5 minutes (the space between the big numbers-introduce each
line between the big numbers representing one minute)
Be sure to explain the difference between minute and hour hands (hour hand is short, minute
hand is long and moves around the clock for 60 minutes/1 hour in order for the hour hand to
move to the next number on the clock)
Call on students to tell the time of the clocks on p. 127 in their Math textbooks.
TSW glue the Interactive Notebook Page into their math notebooks
Have students give examples of how they use telling time in their own lives. (to wake up for
school, to know when its time to go home, etc.)
Exit ticket: Pumpkin Pickin Time WS CFS: 12/14 correct (86%)--students will write in the
correct time, not cut and glue like the WS says to do.
Products: Interactive Notebook page, Pumpkin Pickin Time exit ticket
Summarizer (Closure): Have students give examples of how they use telling time in their
own lives. (to wake up for school, to know when its time to go home, etc.)
Criteria for Success (Assessment): Exit ticket: Pumpkin Pickin Time WS 86% (12/14)
Homework: Math Spiral Review
Differentiation: Scores from the pre-assessment will be used to determine what each student

needs assistance with. Students will be grouped accordingly and given assistance with the
skill.
Materials/Equipment: analog clock, Interactive NB pages, math textbooks, smartboard,
Pumpkin Pickin Time WS (exit tickets)
Interactive Game: http://www.abcya.com/telling_time.htm #2 (Pilgrims)

Teacher: Patterson

Class: Math-Time
Nearest Minute

Period: 1:40-2:10 W
2:10-3:15 SGs

Date: Tuesday
March 15, 2016

SOL: 3.11a The student will tell time to the nearest minute, using analog and digital clocks
EKS (Content Outline):
tell time to the nearest minute, using analog and digital clocks
match the times shown on analog and digital clocks to written times and to each other
Blooms: remember
Objective/Rationale:
Today I will: tell time to the nearest minute using digital and analog clocks.
So that: I will be able to tell time. Telling time will help me determine when events occur so
that I will know how much time I have to prepare for it, etc.
I know that Ive got it when I can: complete an exit ticket with 83% accuracy (5 out of 6
questions correct).
Activator (Lesson Opening)/Connection: Tell students that yesterday we worked on telling
time to the nearest five minutes, today we will be focusing on telling time to the nearest
minute. Ask students how we would do this using an analog clock (looking at the small marks
between two numbers and counting) (i.e. 2:27: see that the minute hand is past the 5. How
many marks past the 5? 2-that means that we add 2 minutes to 2:25 and get 2:27)
Procedure (Instructional Strategies/Processes):
1. Tell students that yesterday we worked on telling time to the nearest five minutes, today we
will be focusing on telling time to the nearest minute. Ask students how we would do this using
an analog clock (looking at the small marks between two numbers and counting) (i.e. 2:27:
see that the minute hand is past the 5. How many marks past the 5? 2-that means that we
add 2 minutes to 2:25 and get 2:27). Demonstrate this with an analog clock manipulative.
2. Give students time to work with partners to complete problems 6-13 on p. 130. Go over
answers orally when students finish.
3. Students will do the time to the nearest minute Time and Time Again sorting/recording
activity. Each student will be given a card saying the time in words, on an analog clock, or on
a digital clock. Students have to find their matches and stand next to them. I will then call on
the trios to show/share their answers with the rest of the class.
4. Exit Ticket: Telling time to the nearest minute CFS 5 out of 6 correct (83%)
5. Ask students why it is important to be able to tell time to the nearest minute. What represents
a minute (second hand going around the clock once)? What represents 5 minutes (space
from one number to the next)? What represents an hour (60 minutes)?
Products: Exit Ticket
Summarizer (Closure): Ask students why it is important to be able to tell time to the nearest
minute. What represents a minute (second hand going around the clock once)? What
represents 5 minutes (space from one number to the next)? What represents an hour (60
minutes)?

Criteria for Success (Assessment): Exit Ticket: Telling time to the nearest minute CFS 5 out
of 6 correct (83%)
Homework: Math Spiral Review
Differentiation: Scores from Mondays exit ticket will be used to determine what each student
needs assistance with. Students will be grouped accordingly and given assistance with the
skill.
Materials/Equipment: analog clock, Exit Ticket, Smartboard, math textbooks, math
notebooks, Time and Time Again Sorting sheet, Time and Time Again Recording sheet
Interactive Game: http://www.abcya.com/telling_time.htm #4 (UFO)
Remind students that if it says quarter of, it means quarter til. (i.e. quarter of 4 is 3:45)

Teacher: Patterson

Class: Math
Elapsed Time

Period: 1:40-2:10 W
2:10-3:15 SGs

Date: Wednesday
March 16, 2016

SOL: 3.11b The student will determine elapsed time in one-hour increments over a 12-hour
period.
EKS (Content Outline):
When given the beginning time and ending time, determine the elapsed time in one-hour
increments within a 12-hour period (times do not cross between a.m. and p.m.).
Blooms: evaluate
Objective/Rationale:
Today I will: determine the elapsed time between two different times.
So that: I will know how long it takes to complete an activity or how long there is until an
activity will occur.
I know that Ive got it when I can: complete an exit ticket with 100% accuracy (4/4).
Activator (Lesson Opening)/Connection: Ask students what happens to the time from the
moment they get to school until they leave to go home. Describe elapsed time as an amount
of time that passes between two given times.
Procedure (Instructional Strategies/Processes):
1. Ask students what happens to the time from the moment they get to school until they leave
to go home. Describe elapsed time as an amount of time that passes between two given
times.
2. Show video: stop at 3:25 https://jr.brainpop.com/math/time/elapsedtime/
3. Using demonstration clocks/cardsset one clock to noon and the other clock to three oclock.
Using the first demonstration clockmodel how the time passes from noon until three oclock.
Ask students to count the hours that are passing as you turn the hands. Tell students that
three hours is the elapsed time between noon and three. Model this with: 4:00 and 7:00,
1:10 and 6:10
4. Students will work with a partner and use the Start and End Time Cards to determine the
times to draw on the clocks on their recording sheet. Students will then determine the elapsed
time between the two clocks.
5. Have students glue Interactive Notebook page into their math notebooks.
6. Ask students to explain elapsed time in their own words. Ask students to think of some
examples of why being able to determine elapsed time is important.
7. Exit Ticket: Elapsed Time questions CFS 100% (4 out of 4 correct)
8. If extra time, have students that finish work together on Tracking the Time activity.
Products: Where Did the Time Go? Recording Sheet
Summarizer (Closure): Ask students to explain elapsed time in their own words. Ask
students to think of some examples of why being able to determine elapsed time is important.
Criteria for Success (Assessment): Elapsed Time exit tickets 100% (4 out of 4 correct)

Homework: Math Spiral Review

Differentiation: Scores from Tuesdays exit ticket will be used to determine what each
student needs assistance with. Students will be grouped accordingly and given assistance
with the skill.
Materials/Equipment: Smartboard, Math textbooks, Where Did the Time Go? cards and
recording sheets, Elapsed Time Questions (exit tickets), Interactive Notebook page,
demonstration clock, Tracking the Time activity

Teacher: Patterson

Class: Math-Time
Elapsed Time Lines

Period: 1:40-2:10 W
2:10-3:15 SGs

Date: Thursday
March 17, 2016

SOL: 3.11b The student will determine elapsed time in one-hour increments over a 12-hour
period.
EKS (Content Outline):
When given the beginning time and ending time, determine the elapsed time in one-hour
increments within a 12-hour period (times do not cross between a.m. and p.m.).
Solve practical problems in relation to time that has elapsed.
Blooms: evaluate
Objective/Rationale:
Today I will: determine the elapsed time between two times given in a word problem.
So that: I will know how to determine how long it takes to complete an activity or how long
there is until an activity will occur.
I know that Ive got it when I can: complete an activity with 89% accuracy (8 out of 9).
Activator (Lesson Opening)/Connection: Ask students what we learned about yesterday
(elapsed time)? Have students give examples of how they can use elapsed time. Tell students
that today we will be looking at elapsed time some more but learning how to determine
elapsed time using an elapsed time line.
1.
2.
3.
4.
5.
a.

6.
7.

Procedure (Instructional Strategies/Processes):

Ask students what we learned about yesterday (elapsed time)? Have students give examples
of how they can use elapsed time. Tell students that today we will be looking at elapsed time
some more but learning how to determine elapsed time using an elapsed time line.
Show video, start at 3:25-5:13 https://jr.brainpop.com/math/time/elapsedtime/
On smartboard, show students how to show the elapsed time between 2:00 and 5:00 on an
elapsed time line. Do this using hour increments for hops.
Elapsed Time Word Problemsshow these on the board, have students do the time line on
the elapsed time line worksheets
On the back of the worksheet: do assessment questionshave students draw their own
timelines to answer the questions
Questions:
If the start time is 8:00 am and the end time is 11:00 am, what is the elapsed time?
How can you determine elapsed time in hours if the start time is 3:30 pm and the end time is
5:30 pm? Explain your reasoning by using the Elapsed Time Line.
Perfect Timing WS--have students draw elapsed time lines to find answers. Students may use
the back of the worksheet or their math notebooks/separate piece of paper. Students must
draw the elapsed time lines to show their answers to receive credit.
Have students restate what elapsed time is and explain the process of determining elapsed
time to a partner at their desks.
Products: Perfect Timing worksheets

Summarizer (Closure): Have students restate what elapsed time is and explain the process
of determining elapsed time to a partner at their desks.
Criteria for Success (Assessment): Perfect Timing WS 89% accuracy/ 8 out of 9 correct
Homework: Math Spiral Review
Differentiation: Scores from Wednesdays exit ticket will be used to determine what each
student needs assistance with. Students will be grouped accordingly and given assistance.
Materials/Equipment: smartboard, Math textbooks, Perfect Timing worksheets

Teacher: Patterson

Class: Math-Time
Assessment Day

Period: 1:40-3:15

Date: Friday
March 18, 2016

SOL:
3.11a TSW tell time to the nearest minute, using analog and digital clocks
3.11b TSW determine elapsed time in one-hour increments over a 12-hour period.
EKS (Content Outline):
Tell time to the nearest minute, using analog and digital clocks.
Match the times shown on analog and digital clocks to written times and to each other.
When given the beginning time and ending time, determine the elapsed time in one -hour
increments within a 12 hour period.
Solve practical problems in relation to time that has elapsed.
Blooms: remember, evaluate
Objective/Rationale:
Today I will: complete a summative assessment on everything I learned this week about
time, including time to the nearest minute and elapsed time.
So that: I can determine what I know about time and what I still need to learn.
I know that Ive got it when I can: complete the assessment with 70% accuracy.
Activator (Lesson Opening)/Connection: Tell students that today we will be taking an IA
test on the time skills that we have learned this week (time to the nearest minute and elapsed
time).
Procedure (Instructional Strategies/Processes):
1. Tell students that today we will be taking an IA test on the time skills that we have learned this
week including time to the nearest minute and elapsed time.
2. Take students to the computer lab/bring computers into the classroom and have them login to
IA. Once they have logged in, they will click on the assessment and begin.
3. Depending on what time students finish, come back to the classroom and allow students to do
math centers on telling time/SOL review topics.
Products: IA assessment
Summarizer (Closure): Depending on what time students finish, come back to the classroom
and allow students to do math centers on telling time/SOL review topics.
Criteria for Success (Assessment): 70% accuracy on IA assessment
Homework: none
Differentiation: All students will be given the same assessment, but students have as long as
they need to finish the assessment.
Materials/Equipment: computers, IA assessment
Math Small Group Plans

ROTATION GROUP
SOL FOCUS

3.11a TSW tell

time to nearest
minute using
analog and
digital clocks

3.11a TSW tell

time to nearest
minute using
analog and
digital clocks

3.11b TSW
determine
elapsed time in
one-hour
increments
given
beginning and
ending times
and solve
practical
problems

3.11b TSW
determine
elapsed time in
one-hour
increments
given
beginning and
ending times
and solve
practical
problems

matching times

matching
times

BLOOMS

remember

remember

evaluate

evaluate

Today I will...

match the times

shown on digital
and analog
clocks

match the
times shown
on digital and
analog clocks

determine
elapsed time
btwn. 2 times

determine the
elapsed time
btwn. 2 times

So that...

I can
understand how
time is shown
on two different
types of
clocks/words.

I can
understand
how time is
shown on two
different types
of
clocks/words.

I can
understand
how time
passes and
how much time
is between 2
diff. times

I can
understand
how time
passes and
how much time
is between 2
diff. times

I know I have it
when...

I can match
pictures with my
partner and
complete the
WS with 100%
accuracy.

I can
successfully
match analog
clocks to times
in digital and
word format.

I can
successfully
determine the
elapsed time
from 2 times in
a word
problem.

I can
successfully
determine the
elapsed time
from 2 times in
a word
problem.

Activities/Materials

Analog/Digital
clock cards-students work in
pairs to find the
matches.

Time Telling
Board Game

Tracking the
Time Game

Tic-Tac-Time
Game

Analog/Digital

Clock Matching
WS
Rotation Centers:
1. Math Tub
2. Red math workbooks