<p>Students will review and expand on time-telling concepts. Students are going to:<br>- examine timers that display hours, minutes, days, months, and years.<br>- review the hourly time-telling&nbsp;system.<br>- count to the minute by using fives and ones, using analog representations.<br>- count in reverse order to determine the number of minutes before an hour.<br>- compare and record digital and analog time representations to the minute.<br>- find the elapsed time of one hour or less by comparing clocks.<br>- calculate the amount of time that will pass between a specific start time and a certain number of minutes later.</p>

<p>- What is the definition of estimating or analyzing numerical quantities?&nbsp;<br>- When is it appropriate to make an estimate rather than a calculation?&nbsp;<br>- How exact must calculations and measurements be?</p>

<p>- A.M.: Abbreviation for ante meridiem; any time in the morning that is between midnight and midday (noon).&nbsp;<br>- Analog Clock: A clock that displays time with an hour hand and a minute hand.&nbsp;<br>- Digital Clock: A clock that displays the time using the number of hours and the number of minutes.&nbsp;<br>- P.M.: Abbreviation for post meridiem; used with analog or 12-hour time; any time in the afternoon or evening, that is between midday and midnight.</p>

<p>- Make a Clock activity (M-3-1-1_Make a Clock)<br>- Same Time activity (M-3-1-1_Same Time)<br>- clock examples (analog, digital, wristwatch, etc.)<br>- calendar/appointment book<br>- kitchen or sand timer<br>- paper plates<br>- a bottle of water<br>- clear glass pint jar<br>- manipulative demonstration clock showing minutes<br>- metal brads<br>- index cards<br>- paper hole reinforcements (optional)</p>

<p>- When exploring what students already know about telling time, use the think-pair-share strategy. Then, as the students carry on with their exploration activities, watch to see if they can join in on the choral counting of minutes after the hour by fives and ones. Check students' clocks every time you specify a time for them to show up.<br>- As the class is reflecting and evaluating, keep using observational strategies to gauge student understanding and participation. Evaluate students' learning using the Same Time activity.</p>

<p>Explicit instruction, modeling, scaffolding, and active engagement<br>W: Gather different time-tracking gadgets and present them to the students. Some will be for hours/minutes, similar to a clock or watch (define analog and digital time readings), while others will be for days/weeks, similar to a calendar or appointment book. Add timing tools to the mix, such as a stopwatch or hourglass.<br>H: Use a sundial or other alternative time-telling techniques that the students might not be familiar with. Discuss its utility and dependability.<br>E: Explain the components of an analog clock and display one. After the hour, give examples of various times by fives and ones. After that, have the students build their own paper plate clocks and provide them with different times to practice displaying on their own clocks.<br>R: Describe how to count backward and counterclockwise around the clock face to determine and communicate times prior to the hour. Give students a task to determine how much time has passed between two specified times.<br>E: Ask students to write down and illustrate clock times in both analog and digital formats to&nbsp;assess their understanding.<br>T: Have students write down the time at different points during the day so you can verify it on paper. Make index cards with digital times written on them so that students can work in pairs, setting a clock to that time and having a partner check their work. Ask students to choose which activities to complete in the morning or afternoon.<br>O: Reviewing and expanding on telling time on an analog clock is the main goal of this lesson. Students write times that are displayed on analog clocks and compare analog and digital time representations using paper clocks. Next, the students practice telling the time by counting the minutes that have passed before or after the hour. Lastly, they use their counting skills, both clockwise and counterclockwise, to find elapsed times that are one hour or less.<br>It is necessary to regularly review the life skill of telling time on an analog clock due to its complexity. The activities suggested in the Routine and Practice in Pairs applications aid in this review. The lesson extension introduces the concept of expressing time with a.m. and p.m.</p>

<p>Gather a variety of time-keeping tools before the lesson, like an hourglass or small sand timer that measures one, two, or three minutes (a timer like this can be found in many board games), an analog clock, a digital clock, a wristwatch, a monthly calendar, an appointment book, and so on. Include a clear jar or drinking glass, a bottle of water, a sharp pencil, and a thin paper plate in this assortment. Before the lesson starts, put everything in a box so the students can't see it.<br><br><strong>"We're going to study time-telling today. This box contains some items that can be used to tell time. What could the box contain, in your opinion?"&nbsp;</strong>(Students could name a clock or a watch.) Provide students with examples of those items from the box and inquire about their similarities and differences with the timepieces they use. Discuss the distinctions between analog and digital clocks with the class and find out which type they can read more easily.<br><br><strong>"Here are some illustrations of how to display the time in minutes and hours. What device can be used to determine the current time in weeks, months, years, and days?"</strong>&nbsp;<i>(Calendar) </i>To spark a conversation about how we use timers and schedules daily, take a monthly or annual calendar out of the box and then display a page from an appointment calendar or day planner.<br><br><strong>"How can you gauge how long something takes to cook or how much time has passed?"</strong>&nbsp;Students may discuss utilizing a kitchen timer or setting a timer on a microwave oven. Ask students to explain how they might be used to measure a certain amount of elapsed time after displaying a kitchen timer, an hourglass, and a smaller sand timer.<br><br><strong>"I'm going to show you a few tricks you might not know about telling time."&nbsp;</strong>Show the students the water bottle, clear jar, pencil, and paper plate. Ask volunteers to describe any possible uses they can think of for those objects related to time-telling. Pour approximately a cup of water into the jar after allowing for a few wildly incorrect guesses.&nbsp;<strong>"How long do you think the sun might take to evaporate all of the water in this open jar of water if we set it out in the sun on a hot, dry day?" </strong>(Estimations between two and four hours are reasonable, though answers may vary depending on the humidity or average climate in a given location.) <strong>"Imagine that you were aware that the water would dry up in roughly three hours. How is it possible to tell the time with it?"</strong>&nbsp;(Students can give timing examples of their outdoor activities, like how long they could play in the park before having to head home.)&nbsp;<strong>"How reliable do you think this timekeeping technique might be?"</strong>&nbsp;(Lead students to believe that there is very little accuracy or reliability in this method.)<br><br><strong>"What about the other things I took from the box? How do you think you could tell the time using a pencil and a paper plate?"&nbsp;</strong>Make a hole in the center of the plate, and insert the pencil halfway through. Explain to students that this is one way the sun can tell us the time. Take the class outside if there is a sunny spot they can use, and rotate the plate so the pencil creates a shadow on it. Explain how sundials have been used to tell time for over 3,500 years. The pencil will cast a shadow throughout the day at various lengths and angles, much like a sundial does. You can read whether it is exactly an hour before or after by marking where the shadow should be at different times of the day. Likewise, at midday, you cast very little shadow when you stand outside; however, at dawn or dusk, your shadow extends beyond your height.<br><br><strong>"While watching water evaporate is a more accurate method of telling the time than using a sundial, what is the most reliable method you are aware of for determining the current minute?"&nbsp;</strong>(The best way to tell time is to use a watch or a clock.)&nbsp;<strong>"A digital clock's numbers indicate the time when you read it. To be able to tell time on any kind of clock, you also need to be able to read a clock with your hands."</strong><br><br><strong>"Let's go over what you already know about telling time on an analog clock, which has a face and hands. What signifies the numbers? What do your hands say?"</strong>&nbsp;Give students time to share their knowledge of telling time to the quarter, half, and hour. To avoid upsetting students who are not yet familiar with these concepts, save the discussion of counting by fives and ones until after the lesson. Some students may already know how to do this.<br><br>Review the components of an analog clock and the roles of the hands with a demonstration clock. If you don't have access to a manipulative clock that displays minutes, use an actual clock that has been disconnected or has had its batteries changed. Read the words "hour" and "minute" out loud after writing them on the board. <strong>"Which of these words, in your opinion, is longer?"</strong>&nbsp;<i>(minutes)</i>&nbsp;<strong>"That makes it simple to recall which clock hand is longer. Both the minute hand and the word minute have more length than the hour hand."</strong><br><br><strong>"It indicates that there are exactly zero minutes before or after an hour when the minute hand points to twelve. At that point, the time is referred to as something o'clock. The hour hand indicates four o'clock, for instance, and the minute hand indicates twelve."</strong>&nbsp;Even though most students already know how to tell the time to the hour, keep an eye out for any that seem to need more assistance. Ask students to take turns identifying by demonstrating multiple times until the hour reaches its conclusion.<br><br><strong>"You can count the minutes after the hour by fives and by ones when the minute hand does not point to twelve. Each of the small marks on and between the numbers represents one minute. The minute hand advances from one of these marks to the next in&nbsp;one minute. If you count each one, you will discover that there are 60 marks, or minutes, in an hour, but there is a faster way to count the minutes. I'll count backward from the twelve and indicate each number with a five. Why do you suppose that to swiftly count the minutes on a clock, we can count in fives?"</strong>&nbsp;<i>(The interval between each hour mark is five minutes.)</i> With your finger pointing to the number 12, count aloud with the students as you move to 1, 2, 3, and so on: <strong>"5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60."</strong>&nbsp;Point to the 1 once more now.&nbsp;<strong>"If we keep going, is this 65?"</strong>&nbsp;<i>(No, we have to begin again at five.)</i> <strong>"&nbsp;True. Once we reach 60, we stop counting in fives. Rather, we begin a new one&nbsp;at 5. Why ?"</strong>&nbsp;(Lead students to realize that we have to start over every hour since there are only 60 minutes in an hour.)<br><br><strong>"I'm going to set the time now to 2:27. As much as possible, we will count in fives; the remaining distance will be counted in ones."</strong>&nbsp;Set the demonstration clock to 2:27. Then, as you count with the students, move your finger from <strong>12 to 1, 2, 3, 4, and 5. "Let's now count backward from 1 to the minute hand's current position, which is 26–27. The hour has passed by 27 minutes. The hour hand indicates 2:27 because it is pointing slightly past 2 and nearly halfway between 2 and 3."</strong><br><br><strong>"It takes the hour hand one hour, or sixty minutes, to go from the two to the three. Since 30 is half of 60, the hour hand is halfway between 2 and 3 at 2:30. The hour hand is nearer 3 than it is to 2 if the time has passed 2:30 (past half of the hour)."</strong><br><br>Give the M-3-1-1_Make a Clock activity to the class. As you announce or write different times on the board, have students cut out the pieces to create their own manipulative clocks. After students have cut out the parts for their clocks, provide them with paper plates or another type of thick paper or card stock to glue the clock faces. On the clock face and at the widest points of the hands, punch holes using a hole-puncher or other sharp tool. To safeguard the holes that have been punched, you could also provide pupils with reinforcements. After that, give each student a metal brad so they can fasten the hands to the clock's face.<br><br>Once the clocks are finished, have the students show the various times displayed on their clocks by making an announcement. Assign students who may require extra practice with peers who can assist them in mastering the fives and one's counting method. Once the students are comfortable with these examples, post-digital times on the board and ask them to compare the times on their clocks. In conclusion, display different times on your demonstration clock and instruct students to record the times on their own paper.<br><br>Discuss quarter hours with students, not necessarily in terms of fractions but as a starting point for counting.&nbsp;<strong>"Now let's examine the numbers 3, 6, and 9 on the clock. What is the time if the minute hand is on the 3? What happens if it's on the 6? And if it is on the 9? When the minute hand is on the 9, we can also indicate how many minutes remain until the next hour."</strong><br><br>As students count by fives, they will see that the numbers three, six, and nine split the hour into fifteen-minute segments. To make the process of determining the time after the hour go more quickly, encourage students to utilize the numbers 15, 30, and 45. In this case, 15 + 5 + 3 = 23 minutes have passed since the hour, if the minute hand is on the third after the 4. For estimating time, this will also be helpful.<br><br>With students, investigate methods for finding time before the hour and elapsed time.<strong>&nbsp;"To determine how many minutes remain in an hour, you have been practicing counting by fives and ones. We have also started counting in increments of 15 to count more quickly. To find the minutes until an hour, use a similar counting method. Count in the opposite direction. I'll demonstrate how to use it."</strong>&nbsp;Assign a time of 1:44 to the demonstration. Ask students how many minutes it will be until 2 p.m. Students will notice that there are 15 minutes left until 2 p.m., plus one minute more.&nbsp;<strong>"16 minutes are remaining before the hour." </strong>The hour hand is nearly at 2, but not quite. Sixteen minutes remain until two o'clock.&nbsp;Proceed with further instances that occur less than half an hour before the hour. Tell students that they can add from the benchmark, which is 15 minutes before the hour (when the minute hand points at 9), or subtract (if the minute hand is between 6 and 9 or between 9 and 12). Make sure students grasp that they count clockwise to find minutes after an hour and counterclockwise to find minutes before an hour by using a few examples after the hour during this practice period.<br><br>Remind students that they can use the same techniques to calculate elapsed time—the number of minutes that have passed between two times—after they have shown that they understand what minutes are before and after an hour. Set the demonstration clock to 5 minutes, for example, 3:15.&nbsp;<strong>"From 3:15 to 3:30, how many minutes are there? Begin counting to five at 3:15." </strong>Count out loud, "5, 10, 15," while pointing to the number three and moving your finger to the numbers <strong>4, 5, and 6. From 3:15 to 3:30, there are 15 minutes.&nbsp;</strong>Proceed with more examples, having the students count by fives at the beginning and conclusion of each. While there should be some examples that go beyond the 12, like calculating the minutes between 1:45 and 2:15, keep all other examples of elapsed time to one hour or less.<br><br>Distribute the M-3-1-1_Same Time worksheet. Allow students to create clocks that display the time in two different ways: through writing and drawing. For the Same Time activity, you might want to give each student multiple copies or create laminated cards from the master that they can use, clean, and reuse. Students should write the digital representation and draw hands on the analog representation to correspond when you say aloud a certain time. Change up the examples to include time intervals of five minutes, quarter hours, half hours, and minutes, like 4:07, 12:45, 6:00, 7:23, 10:50, and 1:30.<br><br>After students are confident in their ability to tell time, think about expanding the lesson ideas by having them write the hours of the day, starting at a.m. and ending at p.m. "A.M." denotes the time after midnight and before noon, while "P.M." denotes the time after noon and before midnight.&nbsp;Ask students to consider a daytime or nighttime activity they engage in, sketch it out, and indicate the time it occurs—a.m. or p.m. Students can work in pairs to change the activity. Ask students to sketch an activity, note the time it takes place, and then trade drawings to indicate if it is in the morning or the afternoon. Students can review each other's assignments.<br><br><strong>Extension:</strong><br><br>You can modify the lesson to fit the needs of your students throughout the year by using the strategies and activities listed below.<br><br><strong>Routine:</strong> During&nbsp;each school day, take short breaks to ask students to tell you the time on an analog clock, how many minutes until the next class or break, and how many minutes it is before or after the hour. Every time you say, "Clock Time," instruct the students to look at the time, write it down on a piece of paper, and cover it with their hands until you stop by to check.<br><br>Independent Review: Set up a reading center with several books about telling time, everyday uses of time and schedules, and elapsed time. Students can use manipulative analog clocks, like the paper clocks they made in a previous activity, to match the times given in the books they are reading independently. The website Telling Time (<a href="http://www.bbc.co.uk/wales/snapdragon/yesflash/time-1.htm">http://www.bbc.co.uk/wales/snapdragon/yesflash/time-1.htm</a>) can be useful for students who need to review the fundamentals of time to the hour. For students who are driven and looking for a challenge, Jules Older's book Telling Time (Charlesbridge, 2000) presents time and calendar skills in a lighthearted manner. For recommendations on books and websites, consult the list of Related Resources.<br><br><strong>Practice in Pairs: </strong>Assemble ten or more index cards with different digital times on them, like 1:40, 5:44, 12:00, and 8:18. Draw an analog clock face illustrating the proper hand placement for the specified digital time on the backs of the cards. Create a deck of ten or more cards that display different numbers ranging from 1 to 30. Ask one student to show the time on his or her paper clock by choosing a time card from the pair. Next, using the card's back, the partner verifies accuracy. Until every card has been used, the students take turns.<br><br>Add a deck of cards that display multiples of five between 5 and 30 to change up the activity. You should only use time cards with five-minute intervals. Assign partners to draw a time card and show the current time, or draw a number card and show the time that will occur in that many minutes.<br><br><strong>Expansion:</strong> Mark the cards with an a.m. or p.m. to increase the difficulty of the pair practice. Afterward, the partner must not only accurately indicate the analog time but also provide a verbal example of what they might normally do at the time of day indicated on the card (e.g., "I would normally have breakfast at that time," "I would be going to bed at that time," etc.).</p>