chapter 8: measurement and time€¦ · grade 2 2.md.7 linking to major topics connected to the...

My Math, Grade 1 © 2016Chapter 8: Measurement and Time

Lesson 5 Time to the Hour: Analog

Printed by: Lance Mayhew Page of 1 12 Printed on 04/06/2020 2:54 PM

What's the Math?

State Standards

FOCUS

Measurement and DataDomain: Tell and write timeAdditional Cluster:

Objective: Students will read and write time to the hour on an analog clock.Standards 1.MD.3 and half-hours and digital .Tell and write time in hours using analog clocks

Mathematical Practices

Make sense of problems and persevere in solving them.1 Reason abstractly and quantitatively.2 Construct viable arguments and critique the reasoning of others.3 Model with mathematics.4 Attend to precision.6 Look for and express regularity in repeated reasoning.8

COHERENCEThinking Across Grades

PreviousGrade K K.MD.1

NowGrade 1 1.MD.3

NextGrade 2 2.MD.7

Linking to Major Topics

Connected to the following critical area of focus: 3. Developing understandingof linear measurement and measuring lengths as iterating length units.Connected to the following standards: 2.MD.7

RIGORThe exercises increase in complexity throughout the lesson.However, individual student thinking may vary during extended processing.Levels of ComplexityLevel 1 Exercises 1–4Understand ConceptsLevel 2 Exercises 5-12Apply ConceptsLevel 3 Exercises 13-14; Extend Concepts HOT ProblemWhat Students Should UnderstandYou can tell and write time to the hour on an analog clock.

What Students Should Be Able To DoStudents will learn how to read and write time to the hour on an analog clock.




In this lesson, students will build upon the skills and concepts needed to answer the chapter's Essential Question“How do I determine length and time?”

ResourcesQuick Check, Chapter 8, Lesson 5: Nonstandard Units of LengthAnswer Key, Quick Check, Chapter 8, Lesson 5: Nonstandard Units of Length




Developing Vocabulary / Get Ready

New Vocabulary/Cognate

minute/minutohour/hora

hour hand

analog clock

minute hand

o’clock ActivityDraw a large analog clock on the board.Draw the hour hand pointing to the 3 in red. Label the hour hand. Draw the minute hand pointing to the 12 inblue. Label the minute hand.Explain that the hour hand points to the hour and the minute hand points to the minutes.Tell students that if the minute hand points to 12, they can say the hour and “o’clock” to tell the time. Explain theclock on the board shows 3 o’clock.Erase the hour hand on the clock.Tell students that the time is six o’clock. Have a volunteer tell where the hour hand should point.

Attend to Precision Where is the minute hand pointing when

we say o'clock? The 12

English Language Learner Instructional Strategy

Vocabulary Support: Make Connections

Point to your face and say, . Have students do the same. Say, face A face. Display differentcan show emotions depending on how it moves

emotions on your face (happy, sad, mad) and have students identifythe emotion. Hold up your hands and say, . Have students do thehandssame. Say, Hands can point to things. Point to different classroomobjects and have students identify the objects using the sentenceframe: Your hand is pointing to the ________ .

Point to an analog clock’s face and say, .face. The clock’s face shows timeSet 2:00 on the clock. Point to the clock’s hands and say, hands. Clock

. Set times to the hour and have studentshands point to numbersidentify where the hands are pointing using the sentence frame: Thehands are pointing to twelve and ______ .

For non-Spanish speaking ELLs, refer to the Multilingual eGlossary forinteractive definitions in 13 languages.

My Vocabulary Cards




Read the activities for this lesson’s vocabulary cards to students. Have them respond. Afterward, discuss answersas a class.Virtual Word Wall

Add these vocabulary cards to the Virtual Word Wall for the chapter.

ResourcesVocabulary Review, Grade 1Chapter 8 Lesson 5: StudentChapter 8 Lesson 5: Teacher




Launch the Lesson / Investigate & Model

Review

Problem of the DayWhat is the total number of frogs? 16 frogsHow many groups of ten? 1 group of tenHow many ones? 6 ones

Reason Quantitatively

How many more frogs would be needed to have 2 groups of ten? How do you know? 4 more frogs; 16 + 4 = 20, 20 = 2 groups of ten

Quick CheckUse this activity as a quick review and assessment of theprevious lesson. A printable version is available online.Additional review occurs at the end of the chapter.

Additional ResourcesLiterature ConnectionRead a trade book, such as by DanTelling Time with Big Mama CatHarper, to prepare students for this lesson.Investigate the Math

Conceptual UnderstandingTarget: Lesson Presentation slidesMaterials:

This investigation emphasizes mathematical reasoning andmathematical processes.

How do you read an analog clock?

Students investigate reading time on an analog clock.

Students come together to discuss their results and construct viable

.arguments and critique the reasoning of othersModel the Math

Procedural Skill and FluencyTarget:

manipulative clocks, demonstration clockMaterials: Discuss reasons people use clocks. Explain that there are 60 minutes in one hour.

Which is longer one hour or three minutes? one hourDistribute a manipulative clock to each student. Explain that the small red hand is called the . Explainhour handthat it tells the time to the hour. Have students move the hour hand to each of the hours and say the name of eachhour. Explain that the long blue hand is called the . Explain that it tells the time to the minute. Haveminute handstudents set the minute hand on 12 and the hour hand on 1. Explain that when the hour hand is on 1 and theminute hand is on 12, we say .one o’clock




What time is it? one o’clockExplain and show how an hour hand moves in a clockwise rotation around the clock. Tell students you can counton by one to find the next hour on an analog clock.

So if the clock is showing 5 o'clock, what would be the next hour be? 6 o'clock

ResourcesProblem of the Day, Grade 1, Chapter 8, Lesson 5Answer Key, Problem of the Day, Grade 1, Chapter 8, Lesson 5Clocks: Analog ClockfaceClocks: Analog and Digital blankClockInvestigate the Math, Grade 1, Chapter 8, Lesson 5




Teach

Explore and ExplainYou will need:maniupulative clocksdemonstration clockDisplay a demonstration analog clock. Model how to set the hands to show three o’clock. Have students show thistime on their clocks.

The clock shows the time when Robbie’s band practice starts. What time does the clock show? three o’clockMove the hands to show five o’clock. Have students show this time on their clocks.

Robbie's band practice ends at five o’clock. The minute hand is the longer hand on the clock. Where is theminute hand when it is five o'clock? The minute hand is pointing to the12 when it is five o’clock.The hour hand is the shorter hand on the clock. Did the hour hand change when I changed the time?Explain. Sample answer: The hour hand changed. It was pointing to three, and then it pointed to five.

Model with Mathematics

What is the difference in the position of the hour hand when it is 3 o’clock Invite two student volunteers to demonstrateand when it is 5 o’clock?

each time. Have students point out the difference. Students shouldexplain that the position of only the hour hand changed from 3 to 5but the minute hand is at 12 for both times.See and ShowGuide students through the example at the top of the student page. Read the sentences to the class. Explain whichhand is the hour hand and which hand is the minute hand on the analog clock. Tell students that the word o'clockdescribes the position of the minute hand at the beginning of the hour. Explain when the hour hand is pointing tothe three and the minute hand is pointing to the 12, it is 3 o’clock. Have students trace the dashed 3 to representthe time shown on the clock.Work through Exercises 1–4 as a class.

Have students describe the exact locationAttend to Precision

of the hour and minute hands. Sample answer: The hour hand pointsto the number of the hour and the minute hand points to the 12 whenthe time is exactly to the hour.

Talk Math: Collaborative ConversationDiscuss with students “Where are the hour hand and the minute hand when it is 4 o’clock?” Sample answer: Theminute hand is pointing to the 12. The hour hand is pointing to the 4.

Repeated Reasoning Will the minute hand point to the 12

when it is seven o'clock? What about when it is eight o'clock? Will this Yes; when it is the time toalways happen when it is the time to the hour?

the hour, the minute hand will always point to the 12.

ResourcesVirtual ManipulativesTime to the HourClocks: Analog ClockfaceClocks: Analog and Digital blank




Practice & Apply

On My OwnBased on your observations, you may choose to assign exercisesas noted in the levels below:

Guide students through the exercises in On My Own. Help them to use manipulativesApproaching Level while working through the exercises.

Have students complete the exercises independently.On Level

Have students comBeyond Level plete the exercises independently without manipulatives.

Some students may reverse the clock hands.Common Error!Point out that the word hour is a shorter word than the wordminute. Explain to students that they can remember whichclock hand is read first, if they order the length of the wordsfrom short to long. The hour hand is read first.

Problem Solving Persevere in Solving Problems

Exercise 13 Suppose Evan gets home 1 hour earlier than Ava. Would your answer change? Why? Yes; then Evan would get home at two

o'clock which is one hour earlier than three o'clock.

Attend to Precision

HOT Problem Which clock hand indicates the hour? The short hand orthe long hand? the short handFormative Assessment

Line Up When students line up for recess, lunch or dismissal, ask: Have students point to theWhere are the analog clocks in the room?

analog clocks in the room. Then have student volunteers share placesin the school building where they have seen other analog clocks.

ResourcesScrambled Egg City: Time to the HourFact DashTick Tock! Tick Tock!Math Song: Tick! Tock! Lesson Plan




Differentiated Instruction

Differentiated Instruction

TIER 2: Strategic InterventionMaterials: index cards, markers, pictures of clocks with various timesHands-On Activity

Make flash cards that show time in the “o’clock” format and another set of cards thatshow clocks telling time to the hour on an analog clock. Place all cards facedown. Havestudents take turns matching the time card to the card with the picture shown of that time.The winner is the player with the most matches.

TIER 1 manipulative Hands-On Activity Materials: clocks, large index cards each labeled with a

different activity such as wake up, go to bed, or eat lunch (for each student).

Give each student a set of labeled cards. Ask students to draw a picture to match the labelon each card. Have students decide what time (to the hour) that they usually do the activityon each card. Ask them to show that time on their manipulative clocks. Then have themdraw a picture of the time on the card. Invite students to share and compare the pictures ontheir cards.

ExtendHands-On Activity Materials: bingo game cards, index cards, bags, counters,manipulative clocksCreate bingo cards by drawing analog clocks with times to the hour in each square. Leavespace below each clock for students to write the time shown on the clock. Write the sametimes in words on index cards and place them in a bag. Have one student choose a card fromthe bag and call out the time while the other students cover the matching clock face on theirgame cards with a counter. Have students write the time under each clock. When all clock faces in a row or column are covered…Bingo!

Differentiated English Language Learner Support

Word Knowledge

Point to your face and have students do the same. Say, . Have students repeat chorally.facePoint to your hands and have students do the same. Say, . Have students repeat handschorally. Show students an analog clock. Introduce the face and hands of an analogclock to students. Discuss the difference between the hour hand and minute hand.Model how to set the hands to show 2:00 and say, . EncourageThe clock shows two o’clockstudents to chorally repeat. Repeat with other times to the hour.

Listen and Identify

Use an analog clock to identify analog clock, face, hour hand and minute hand. Count thehour increments. Position the hands at 2:00. Say, . Discuss theThe clock shows two o’clock




difference between the hour and minute hands. Distribute analog clocks to studentsand ask them to set their clocks to any time to the hour. Have students describe their clockusing the sentence frame: The minute hand is pointing at the twelve. The hour hand ispointing at the _____ . My clock shows _____ o’clock.

Act It Out

Use construction paper to write the numbers 1–12 and place the numbers in a large circleon the floor to create an analog clock. Cut a large black circle and place it in the center ofthe clock. Make one red cone hat (hour hand) and one blue cone hat (minute hand) andhave student volunteers wear them. Confidentially tell the pair to positionthemselves, on the floor, to show the time 3:00. Ask, What time does our human analog

Repeat with other times to clock show? 3:00 the hour with new volunteers.

ResourcesScrambled Egg City: Time to the HourFact DashTick Tock! Tick Tock!Math Song: Tick! Tock! Lesson PlanEnrich Worksheet: Telling Time to the Hour: AnalogEnrich Worksheet: Tellling Time to the Hour: Analog, Answer KeyReteach Worksheet: Time to the Hour: AnalogReteach Worksheet: Time to the Hour: Analog, Answer KeyEnrich Worksheet: Telling Time to the Hour: AnalogReteach Worksheet: Time to the Hour: AnalogRead the Clock




Wrap It Up

My HomeworkAssign homework after successful completion of the lesson. Students who understand the concepts may skip the

section.Homework HelperProblem Solving

Construct Arguments

Exercise 8 How can you prove that your answer is correct for the time soccer practice is over? Sample answer: I could model the start time

on my clock and then move the minute hand one time around theclock to eight o'clock.

Vocabulary CheckRemind students that is added to words, such as and , to mean “more”.–er shorter longer

Formative AssessmentYou will need• write-on/wipe-off boards• dry erase markers

Ask students the following question.Response Cards

Where is the minute hand when it is two o'clock, nine o'clock, or fouro'clock? Have students answer the question on their write-on/wipe-offboard and hold up for you to see. The minute hand points to the 12

ResourcesTick Tock! Tick Tock!Math Song: Tick! Tock! Lesson PlanClocks: Analog ClockfaceClocks: Analog and Digital blankMy Homework, Chapter 8, Lesson 5Answer Key, My Homework, Chapter 8, Lesson 5

chapter 8: measurement and time€¦ · grade 2 2.md.7 linking to major topics connected to the...

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