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Second Grade Measurement - Time

Table of Contents

Time Suggested Number of Days Page No.

Part 1 Time (Duration)How Long Does it Take?

Directions for Making the Floor Clock

Part 2 Telling Time Telling Time in the “Danger Zone” Strategies for Writing Time Danger Zone SignsGuided Practice ProblemsSteps to Telling Time Poster

Part 3 Writing Time in Different Ways Guided Practice Problems Partner ProblemsWriting Time in Different Ways Mat

Part 4 Time – AM and PMGuided Practice Problems

Part 5 Time – Before and AfterTime Line PatternsBlank Analog ClocksGuided PracticeClothes Pin Cards

Part 6 Mixed Practice – Re-teaching

0(These activities should be done through

homework and reinforced during transition times.)

4 days (12/3 – 12/8)

3 day (12-9 – 12/11)

1 day (12/12)

2 days (12/15 – 12/16)

2 days (12/17 - 12/18)

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Additional Resources:MATH_2_A_TIME HOUR MINUTE SECOND1 2014_RESMATH_2_A_TIME HOUR MINUTE SECOND2 2014_RESMATH_2_A_TELLING TIME 2014_RESMATH_2_A_TELLING TIME DIFFERENT WAYS 2014_RESMATH_2_H_TIME 2014_ENR

Property of Cy-Fair Elementary Math Dept. (2nd Grade) 2014-2015

TEKS 2.9 G read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.

TEKS 2.1 A apply mathematics to problems arising in everyday life, society, and the workplace

TEKS 2.1B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying a solution, and evaluating the problem-solving process and reasonableness of the solution

TEKS 2.1C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

TEKS 2.1D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, graphs, and language as appropriate

TEKS 2.1E create and use representations to organize, record, and communicate mathematical ideas

TEKS 2.1F analyze mathematical relationships to connect and communicate mathematical ideas

TEKS 2.1G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

Teacher Background:New to second grade this year is telling time to the nearest minute. Students will also be introduced to a.m. and p.m. as it relates to differentiating between morning and afternoon.In order for students to make connections when telling time, they need to understand how long an hour, half-hour, 15 minutes, 5 minutes, 1 minute and 1 second takes. Although we need to do activities that help students understand the concept of time, we can do them as warm-ups and home fun activities rather than an entire lesson blockIt is suggested that you create the floor clock prior to teaching lesson. Directions may be found on pg. 3.

Part 1 TIME (Duration)

Teachers may wish to do some of the timing activities in this section in the weeks prior to teaching how to tell time. Otherwise, these activities can be interspersed throughout the days while teaching how to tell time.Set a timer at the beginning of math class and stop it when class is over. Discuss that math takes about an hour and talk about the many different things you did during the hour. During the day, set the timer for various times (30 minutes, 15 minutes, 5 minutes, 1 minute). Let students know when it starts and ends and discuss what activities took place during that time frame. On the next page is a home fun document to encourage students to think about how much time they spend on activities and tasks at home.

Property of Cy-Fair Elementary Math Dept. (2nd Grade) 2014-2015 1

Name ______________ Date_______________

How Long Does it Take?List 2 things you do at home that take about an hour.

1. ______________________________________

2. ______________________________________

Give 2 examples of things that take about 30 minutes.

1. ______________________________________

2. ______________________________________

What are 2 things you do that only take 15 minutes?

1. ______________________________________

2. ______________________________________

5 minutes?1. ______________________________________

2. ______________________________________

1 minute?1. ______________________________________

2. ______________________________________

A second?1. ______________________________________

2. ______________________________________Directions for Making the Floor Clock


Materials: 4 yards of cording (makes a clock with diameter of 1 yard)13 bradsposter board for clock hands (partial sheet)cardstock numbers (# 1-8 yellow, # 9-12 red) and backing rectangles(MATH_2_A_2 TELLING TIME 2014_RES)

1. Cut 4 yards of cording.

2. Cut number cards and backing rectangles.

3. Fold backing rectangles.

4. Poke holes in number card and top of folded backing rectangle.

5. At 1’ intervals, tape cording inside folded backing rectangle.

6. Brad number card to top of folded backing rectangle. (This allows the number card to swivel.)

7. Staple backing rectangle closed. (Be careful not to staple the number card.)

8. Use poster board to draw and cut clock hands. Then attach the hands with a brad.

Part 2 Telling Time


8Poke holes

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Tape cord

brad

8

8staple ends together

Vocabulary: minute hand, hour hand, minute, second, hour, after, past, until, before, between, Danger Zone

Materials:

MATH_2_A_3 TELLING TIME4 2014_RES (Danger Zone Smart board)MATH_2_A_4 TELLING TIME 2014_RES (Danger Zone sort cards)

MATH_2_A_5 TELLING TIME 2014_RES (Danger Zone sort labels)MATH_2_A_6 TIME IMN ACTIVITY 2014_RES

MATH_2_A_7 TELLINGTIME IP 2014_RES (Practice problems) 1. Extend the floor clock to reflect a section of the number line as shown below.

Discuss numbers that are before, after and between other numbers. These numbers can be marked on the number line with a teddy bear counter or another object. For example, tell student to put a bear on a number after 7.

At this time do not refer to the numbers as hours or time.

2. Take the ends of the number line and bring them together to form a circle. Discuss the same concepts of before, after and between the numbers (not as time). Again, the bears can be placed in various positions.

3. Ask, “Does this circle remind you of something?” Through questioning, help students relate it to a clock.

4. Discuss activities that take about a minute. (Students can think back to their home fun activities.)


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timerteddy bear counters60 clothes pinsstudent copies of Guided Practice Problemsbig floor clock (See directions on page 3)geared or Judy clocksstudent and teacher Danger and Safe Zone signsyellow circles labeled with multiples of 5 (from 0 to 60)sentence strips that read:

___minutes past ______minutes after ___

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Add minute markers all the way around the clock by clamping 4 clothespins between each pair of numbers and one on the number.Students can assist the teacher.

5. Once all minutes are marked, have the teacher or a student walk around the clock counting the minutes out loud one by one. When you get to 5 minutes, put a yellow circle with a 5 in it on the number 1 and then say, “I don’t want to forget where I am, so I am going to put this down to help me stay on track.” Each time you get to a number on the clock, place another yellow circle with the number of minutes counted. (Remember, focus on counting by the minutes rather than on the skip-counting pattern by fives.)

We have counted all the way around the clock. Each complete time around the clock gives us 60 minutes which equals 1 hour. What is the relationship between minutes and hours? 60 minutes = 1 hour of time.Minutes are part of an hour, so the hour is a bigger amount of time.

6. Add the hands to the floor clock; the long hand for minutes and the short hand for hours.

To help students differentiate the clock hands, write the words Hour and Minute. Ask students which word is longer? The minute hand is longer and closer to the minutes because it more specific when telling time. Therefore remember that the longer word


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(minute) corresponds with the longer hand (minute hand) and the shorter word hand (hour) corresponds with the shorter hand helps us to remember which hand is which. (You may want to draw a line representing a clock hand under each word.)

Hour Minute

7. Use the geared clock (or a virtual clock http://www.visnos.com/demos/clock) to demonstrate how the hands move. Be sure to discuss the relationship of the minute hand’s movement to the hour hand’s movement. Emphasize where the hands are coming from and where they are going. Point out the lines on the clock that represent the minutes, just like the clothespins on the floor clock.

8. Hand out student geared/Judy clocks to provide concrete experiences for the students. Concentrate first on the minutes. Have all students begin at 12:00. (If geared clocks are being used, this would be a good time to check that the hands of all the geared clocks are in proper relationship positions.)

9. Move the hands on the floor clock to show 7:00.

Where is the minute hand pointing? at the 12

Where is the hour hand pointing? at the 7

Now change the time to 7:01. What did we do? Moved the minute hand to the first clothespin.

What does that mean? It’s one minute after 7:00.

Write 7:01 on an index card and place it next to the floor clock at that time.

So the time 7:01 is the same as 1 minute after 7:00.

Write this on a sentence strip and place it beside the index card labeled 7:01.

How do you know? We counted by ones to 60 so each clothespin stands for one minute.

Point out that another way to say after is to use the word past.

How many minutes past 7:00? 1 minuteWe can also say 7:01 is the same as 1 minute past 7:00.

Write this on a sentence strip and also place it by the time 7:01.


The order in which after and past is introduced is not important.

1 minutes past 7

1 minutes after 7 7:01

1 minutes after 7 7:01

http://www.visnos.com/demos/clock

Change the clock to 7:02. What time is it on the clock now? 7:02How do you know? It’s 2 minutes after 7 because I can count two clothespins (lines) which stands for minutes.

Continue moving the hands, one minute at a time until you get to 7:10. Question the students at each minute as to the time and their reasoning. (Don’t forget to move the hour hand a little to show it is no longer 7:00)

10. Move the minute and hour hand to show 7:29. Give students time to figure out the time on the clock. Let them experience a “healthy” struggle” with the task before offering assistance.

How can we figure out the time on the clock? (Some students may count each minute. Give students a chance to explain the different ways they arrived at the time.)

Let’s see if we can find a simpler way than counting each minute. What do you notice about the floor clock? Give students time to look at the clock and describe what they are seeing and thinking. (You may have to guide your students towards the numbers on the clock and the yellow circles you placed as you were counting to 60.) At the 1 you have one five or 5 minutes, at the 2


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you have 2 fives or ten minutes, at the 3 you have 3 fives or 15 minutes. We are counting by fives.

How does this help us figure out the time displayed on the clock? We can count by 5s instead of by ones.Where would you stop counting by 5s? When the minute hand is on the five.If the minute hand is on the 5, what time is it? 7:25How did you know? We can count by 5’s to get to the time when the minute hand lands on a number.

Let’s look at the number 29. If we count by 5’s to 25, how many more minutes will it take to reach 29? four minutesSo let’s think of 29 as 25 plus 4. We count by 5’s to 25 and then count on four more minutes to get 29 minutes.

(Some students may wish to count back if the minute hand is only one minute before a number. This is a great example of students understanding the concept as well as demonstrating good development of their number sense.) Do you think these strategies will work with other times to the nearest minute? Yes

Let’s try it with another time.

11. Now set your clock to 7:30. Point out that this is also called half past 7. Discuss why this is so. Discuss how the position of the hour hand has changed as the minutes are changed. When it is half past 7 or 7:30, the hour hand is halfway between the 7 and the 8, and the minute hand is halfway around the clock. It may be helpful to show the clock and point out that the minute hand is halfway around the clock.

Move the clock to display 7:36. Count together by 5’s to 35. Then count on one more minute. Continue practicing this strategy using different minutes and hours. Remember to adjust the hour hand as well as the minute hand when using the floor clock. You may use a large geared clock when doing this with smaller groups of students. However, students need to be able to see and count all of the minutes.

Tell your neighbor how to tell time to the nearest minute. Then have students share their methods with the entire class. For example: Count by 5’s and then count on or count back the minutes.

Continue moving the minute and hour hand toward the 8:00 hour.


As the minute hand gets closer to the 12, students may notice that the hour is about to change to 8:00. You can have a brief discussion about it at this time, but will be addressed later in this lesson.

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8:00

(Note: At this time do not discuss the Danger Zone. The emphasis here is on the minutes.)

When you get to 60 minutes have students look at the minute hand and the hour hand once again.

Where is the minute hand pointing to now? It is pointing at the 12

Where is the hour hand pointing to now? at the 8

What happens when we get to 60 minutes? The hour hand moves to the next hour and the minute hand is back where it started at the 12. Why?

Since it is no longer in the 7:00 hour, we don’t say 7:60 we say 8:00.

(Set aside the 60 and replace it with the 8:00 card.) Are there still 60 minutes in an hour? Yes

Set the clock to different times and have students practice. Be sure to give all your students enough think time to try and figure out the time on their own.


30 minutes after 3:0030 minutes past 3:00

Telling Time in the "Danger Zone"

Teacher Note:

When the minute hand is showing 45 minutes to 59 minutes, students are more likely to identify the wrong hour. This area through which the minute hand travels can be called the “Danger Zone”. For example, students will often identify the time on the following clock as 7:50 rather than 6:50 because the hour hand is closer to the 7.

1. Set the floor clock to 5:00. Change the hands and make sure the clock is labeled with the yellow circles in increments of 5 minutes. (Students should use the geared clocks to follow along with the teacher.) When you get to 5:45 ask:

What do you notice about the position of the hour hand? The hour hand is getting close to the six. (Move the minute hand to 5:50 and the hour hand a little closer to the 6.) Has the hour hand changed positions? Yes, the hour hand is even closer to the six. (Move the minute hand to 5:55 and the hour hand almost to the 6.)

What can you tell me about the hour hand now? The hour hand is very close to the six.

Why do you think this area where the numbers are red might be called the "Danger Zone?" It will be easy to say the wrong time because the hour hand is so close to the next hour.

Emphasize that it doesn’t change to the next hour until the minute hand gets to 12. At that point 60 minutes have passed and we start a new hour. Have students put down "Danger Zone" signs on this area of the floor clock, i.e. at the 45 min, 50 min, 55 min, and 60 min.

Look at the minutes between 45 and 50 min. Are these still in the Danger Zone? Why or why not? Yes, because at all of those times, the hour hand is very close to the next hour or to the 6. Move the hour and minute hands to reflect 1:52. What do you notice about this time? It is also in the Danger Zone. The hour hand is almost at the 2.

Change the hour and minute hands to show 9:58. What can you tell me about this time? It is 9:58. It is also in the Danger Zone.


Therefore, anything from 45 to 59 minutes is in the “Danger Zone”.

What can you tell me about the importance of the Danger Zone? (Accept all reasonable answers, and ask students to elaborate.)

2. Students may then take turns marching around the floor clock holding up the Danger Zone signs when they get to that area of the clock. Students may also use the Safe Zone signs as they march around the clock. (Larger versions of the Safe and Danger Zone signs are provided for teacher demonstration. Students can also say, “Take it easy in the DZ,” each time they enter the Danger Zone.


Note: The numbers in the “Danger Zone” are red to make students conscious of the fact that they are in danger of making a mistake [when reading a clock]. Although the 12 is actually in the “friendly zone,” the 4 minutes prior to the 12 are still in “dangerous territory.”

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Danger Zone

Danger Zone

Danger Zone

Danger Zone

This activity can be taken outside so the whole class can participate. Use chalk to draw a clock on the concrete or make a larger floor clock by increasing the length of the cord between numbers.

A poster, “Steps for Telling Time can be found on pg. 25 and should be used to review with students.

3. In small groups, students can create times in the Danger Zone on their individual clocks or virtual clocks. The others in the group can then practice telling these times.Note: An additional Smart board lesson which provides Danger Zone practice is included in the Resources (MATH_2_A_ 3TELLING TIME 2014_RES).

4. Partner Practice

Use the “Danger Zone Sort” (MATH_2_A_4 TELLING TIME 2014_RES), and “Danger Zone Sort” labels (MATH_2_A_5 TELLING TIME 2014_RES) to provide students with practice identifying time in the Danger Zone. These sort cards may also be used as flash cards for practice with telling time.

5. IMN Activity

Right Side:If the “Steps for Telling Time” poster is displayed in the classroom it needs to be covered. There is a copy of the Steps for Telling Time in MATH_2_A_6 TIME IMN ACTIVITY 2014_RES. This copy is not numbered and the steps are out of order. You will need a copy for each of your students. Have the students cut the steps apart and put them in the correct order. Then have the students paste the title on the top of a page on the right-hand side in the IMN. Question the students as to which step comes first and why. Continue questioning through all eight of the steps. Once the class has put the steps in the correct order, have them number them and paste them under the title.

Left Side:Have students answer the following questions. This entry can be found on the second page of the IMN resource, MATH_2_A_6 TIME IMN ACTIVITY 2014_RES. It may be pasted onto the left-hand side of the student’s IMN.


When is the Danger Zone most helpful? Why?

Strategy for Writing Time

1. The class should now practice writing time. Using the floor clock, set the time at 8:05.

Let’s count how many minutes have passed 8:00.

Write 0 5 on the lines labeled Minutes.

HOUR MINUTES

2. Focus students’ attention on the hour hand.

Where is the hour hand? It is a little past 8.Since it is a little past 8 we could say it is between 8 and 9.


Minutes are written FIRST.

0 5 Point out that we write a zero before the 5 when writing minutes because the 5 is only one digit, and the lines provide space for two digits representing the ones place and the tens place.

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Let’s mark the two hours. (If using the floor clock, use a novel way to identify the two hours. Later, students will be circling the two numbers when working problems).

Since the minute hand is not in the Danger Zone, write the hour closest to the hour hand. (Write 8 on the line labeled Hour.)

Point out that we don’t write a zero on the first line when writing this hour. This space is reserved for hours with double digits.

HOUR MINUTES

Who remembers 2 other ways to write this time?

5 minutes after 8:00 5 minutes past 8:00

3. Set the clock at different times (not in the Danger Zone) and allow students to practice writing the times.

4. Now set the clock to show 8:50.


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Minutes are written FIRST.

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Let’s count by 5s to determine how many minutes have passed since 8:00. 5, 10, 15…50 (Write 50 on the minute lines.)

HOUR MINUTES

Is the minute hand in the “Danger Zone”? yesSo that means we need to be careful when reading the hour.

5. Focus the student’s attention on the hour hand.

Where is the hour hand pointing? between the 8 and 9Let’s mark the two hours.

The hour hand looks like it is closer to the 9. However, since the minute hand is in the Danger Zone that must mean the hour is still 8. (Remind students that the hour does not change until the minute hand reaches 12. Write the hour on the line.)

HOUR MINUTES

What other ways can we write this time? 50 minutes after 8:00 and 50 minutes past 8:00

6. Set the clock to show 2:46. Let’s count by 5’s first. Where do we stop counting by 5’s? at the 9Why? Because then we need to count by ones.


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Count together 5, 10, 15 . . . 45.Now what do we do? Add on one minute.

Repeat the steps above for various times. Remember to write the minutes first, focus on the hour hand next, and then write the hour.

7. Guided Practice

The teacher may want to review telling time with students using the stepson page 25.

Practice reading and writing time using the guided practice problems. Have students write the digital time, then write the time using the words after and past.

An example of the 4-step process may look like this:

Continue doing Guided Practice Problems #2-4 using the same strategies.

8. Independent Work


timeeating dinner clock

____ ____ : ____ ____

20 minutes after 5:00

20 minutes past 5:00

Marked D Z Counted min.Circled hoursWrote time

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David’s family is eating dinner at the time shown below.What time are they eating dinner?

The Danger Zone is marked with red crayon.

Students will complete “Telling Time Practice Problems” (MATH_2_A_7 TELLING TIME IP 2014_RES).



DANGERZONE

DANGERZONE

DANGERZONE

DANGERZONE

Danger Zone Signs


Safe Zone Signs


Danger Zone Sign-Teacher

DANGER

ZONE

Guided Practice – Telling Time

1. David's family is eating dinner at the time shown below. What time are they eating dinner?

2. Jill looks at her watch and sees the time below.What time is it?


3. Which clock below shows 1:55?


A.

B.

C.

D.

4. Shari got home from school at the time shown on the clock.


What time did she arrive home?

A. 3:44B. 3:45C. 4:39D. 4:45


Steps to Telling Time1. With a red crayon mark the Danger

Zone.

2. Trace over the minute hand with the red crayon or put a red dot on it.

3. Write the lines ___ ___ : ___ ___ in the strategy section.

4. Write the minutes first.

5. Find the hour hand.

6. Circle the two hours the time is between.

7. Write the letters DZ above the hour lines, if the minute hand is in the Danger Zone.

8. Carefully make your choice and write the hour.


Part 3 Writing Time in Different Ways

Vocabulary: after, past, before, until

Materials: big teacher demonstration clock (big Judy or geared clock)student clocks "Writing Time in Different Ways" mat (pg 36)student copies of the December calendar

(MATH_2_A_8 TELLING TIME DIFFERENT WAYS 2014_RES) student copies of Guided Practice problems #1 and #2 (pages 32, 33)student copies of the Partner Practice Problems (pgs. 34, 35)student copies of the Independent Practice Problem sets (MATH_2_A_9 TELLING TIME DIFFERENT WAYS IP 2014_RES)(MATH_2_A_ 10 TELLING TIME DIFFERENT WAYS IP 2014_RES)

1. To assess students’ understanding of the words after, past, until, and before, the teacher may wish to give each student a calendar, such as the one provided (MATH_2_A_8 TELLING TIME DIFFERENT WAYS 2014_RES). Using the vocabulary above, the teacher can ask questions such as:

If it is December 18th how many days is it until Christmas?(Have students mark December 18. Discuss the meaning of the word until. Count the days until Christmas Day.)

It is 3 days past Christmas Day, what is the date? (Discuss past.) It is 4 days after Winter break begins, what is the date? (Discuss after.) It is 2 days before Hanukkah, what is the date? (Discuss before.) It is 4 days until Christmas Day. What day is it? How many days after the beginning of Hanukkah is Christmas?

2. Show the Guided Practice Problem #1 to the students.

Read the problem together and insert speed bumps. Begin the 4-step process.

Step 1Main idea: ways to write 2:35


Maria and Luis went to the movie at 2:35. What are other ways to write the time of 2:35?

Step 2Details/Known: 2:35

Step 3Strategy:

Step 4 How/Why:

Discuss how to show 2:35 on the clock. Using your demonstration clock, show 2:35. Students should show the time on their clocks, as well. Draw the hands on the Guided Practice problem clock.

Place a reference mark at the 35 minutes on your clock, i.e. put a mark at the 7. Students may do the same on their individual clocks.

We have learned that this time (2:35) can also be written using the words after and past. 2:35 is between which two hours? 2:00 and 3:00Which hour do you think 35 minutes is after? 2:00Let's count how many minutes 2:35 is after 2:00. (Move the clock back to 2:00 and count by 5s until you get to 2:35.)Let's show that on our clock picture. (Mark the clock picture on Problem #1 as shown. Use of a color will help students identify this section.)


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In the frame provided in step 3 of the problem, write the time using the word after:

_______ minutes _________ ________

(Note: This frame may be used at the beginning of this unit, but should be discontinued as students become able to create it for themselves.)

State the conclusion in a sentence. 2:35 is 35 minutes after 2:00. (Have students repeat this statement.)

Remind students that another way to say after a certain hour is to use the word past.

Complete the second section of the frame using the word past.

_______ minutes _________ ________

State the conclusion in a sentence and have the students repeat it. 2:35 is 35 minutes past 2:00.

Now we are going to learn how to write the time 2:35 using the words before and until.

Which hours did we say 2:35 was between? 2:00 and 3:00When will it be 3:00? when the minute hand gets to the 12Let's see how many minutes that will be. (The teacher should move the minute hand and count by 5s until 3:00 is reached.)It will take 25 more minutes to get to 3:00.

We say it is 25 minutes before 3:00. (Have students move the minute hand on their clock, counting by fives,until they reach 3:00.)

This procedure is then drawn on the clock picture in a different color as follows:


after 2:0035

35 past 2:00

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In the frame write the time using the word before:

_______ minutes _________ ________

Repeat the conclusion in a sentence. 2:35 is 25 minutes before 3:00.

Discuss and complete the final section of the frame using the word until:

_______ minutes _________ ________

Repeat the conclusion in a sentence. 2:35 is 25 minutes until 3:00


before 3:0025

until 3:0025

Guided Practice Problem #1

Maria and Luis went to the movie at 2:35. What are other ways to write the time of 2:35?


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ways to write 2:35 2:35

Drew the hands.Counted by 5s.

Wrote the times.

The completed problem is shown below.

______ minutes _______________ _______

______ minutes _______________ _______

______ minutes _______________ _______

______ minutes _______________ _______

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past

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2. Continue to instruct students in how to write time in different ways by completingGuided Practice Problem #2 (page 33).

3. Partner Work

The students will work with partners to complete the Partner Practice (pgs. 34, 35).

4. Independent Work

Students will complete “Writing Time in Different Ways” Practice Problem Sets (MATH_2_A_9 TELLING TIME DIFFERENT WAYS IP 2014_RES) and (MATH_2_A_10 TELLING TIME DIFFERENT WAYS IP 2014_RES). The mat on page 36 may be used to help solve these problems initially. Eventually, students must be able to solve the problem without the use of the mat.

5. Additional Resource

Matching Cards – matching time descriptions to both analog and digital clocks (MATH_2_A_ TELLING TIME DIFFERENT WAYS 2014_RES).

Writing Time in Different WaysProperty of Cy-Fair Elementary Math Dept. (2nd Grade) 2014-2015 32

Guided Practice

1. Maria and Luis went to the movie at 2:35. What are other ways to write the time of 2:35?


______ minutes _______________ _______

______ minutes _______________ _______

______ minutes _______________ _______

______ minutes _______________ _______

2. Sam was going to the park. His mom said they should leave at 2:15. What are four other ways you can write this time?


______ minutes _______________ _______

______ minutes _______________ _______

______ minutes _______________ _______

______ minutes _______________ _______

Writing Time in Different Ways Partner Practice

Name ________________

1. Jay was going to the movies with his three friends at 4:35. What are four other ways you can write this time?

2. Dean left for the beach at 10:20. What are four other ways you can write this time?


______ minutes _______________ _______

______ minutes _______________ _______

______ minutes _______________ _______

______ minutes _______________ _______


______ minutes _______________ _______

______ minutes _______________ _______

______ minutes _______________ _______

______ minutes _______________ _______

Writing Time in Different Ways

Part 4 – Time – a.m. and p.m.


Vocabulary: After Past Before Until

_____ minutes __________ _______

_____ minutes __________ _______

_____ minutes __________ _______

_____ minutes __________ _______

Teacher Background: AM stands for ante meridian, which means before noon. PM stands for post meridian or after noon. Students need to hear this and there should be a discussion on ante meaning before while post means after. However, 2nd graders need to understand that a.m. is morning and p.m. is afternoon.

Materials: sentence stripsstudent copies of Independent Practice Problems MATH_2_A_11 TIME AM AND PM IP 2014_RES

1. Post the entire daily schedule for each of your classes. Point to their math time (You may wish to include arrival and/or breakfast if it is not already there.)

Do we have math class in the morning or the afternoon?

Write a.m. or p.m. Point to the different listings on the schedule. Ask if each one is in the morning or the afternoon and write a.m. or p.m. after each time. There is usually a time period on the schedule that starts in the morning and ends in the afternoon. Discuss why that occurs.

How many hours are there on a clock? 12Does anyone know how many hours are in a day? 24That means the hands will travel completely around the clock two times. The hour hand will then touch each number twice.How do you think we can tell the difference? We have morning and afternoon.

Yes, that is correct. Did you notice what I put after the events that occur in the morning? a.m.So, a.m. is an abbreviation for ante meridian which means before noon. Ante means before.

At noon, or 12:00, our day changes from morning to afternoon. We don’t write a.m. or p.m. after this time but instead refer to it as noon. All the times in the afternoon or evening are differentiated with the abbreviation p.m. It means post meridian or afternoon. The word post means after.

When it reaches twelve o’clock at night, we call that midnight (middle of the night) and the times after 12 are designated with a.m. So even though you are asleep, it is now considered the morning of the next day.

Check schedule to see if we labeled the events of the day a.m. or p.m. correctly.

Do you eat breakfast in the morning or the afternoon? morningWhat time do you usually go to sleep? _:_ _That is at night so if you go to sleep at _:_ _, you would write _:_ _ p.m. What time do we have large group? How would you write that time?When do we have recess?Let’s write the time.


Continue questioning students about times they do various activities, and whether to write the time with a.m. or p.m.

2. Place an open number line on a sentence strip next to the schedule vertically. Mark the schedule times on the number line as shown in the pictures below. Demonstrate to students that it doesn’t matter whether the number line or time line is displayed vertically or horizontally. It still has the same meaning or represents the same times.

3. Show Guided Practice Problem #1 to the students.


Tracey met her friends at the mall for lunch at the time shown below. What time did she meet her friends?

A. 12:14 p.m. B. 12:19 p.m.C. 12:14 a.m. D. 12:19 a.m.

Read the problem together and insert speed bumps. Begin the 4-step process.

Step 1 Step 2Main Idea: Details/Known:

time met friends for lunch clock picturea.m. - morningp.m. - afternoon

Step 3Strategy:

Let’s look at the clock. Where do we start? with the minutesSo what do we do first? count by 5s.Let’s count together 5, 10, 15, 20. Where do we stop? at 15. Why? because 20 is too far, the minute hand is before the 4.Now what should we do? Count on by ones until we get to where the minute hand is pointing.Let’s do it together. 16, 17, 18, 19.Now we know there are 19 minutes past the hour. What is the hour? 12So what time is on the clock? 12:19Looking at the answer choices, what do you see? B and D both say 12:19 while A and C say 12:14.So what does that mean? A and C are wrong. Let’s mark them wrong with an X.Looking at B and D, what do you notice? B says p.m. and D says a.m.


Tracey met her friends at the mall for lunch at the time shown below. What time did she meet her friends?

A. 12:14 p.m. XB. 12:19 p.m.C. 12:14 a.m. XE. 12.19 a.m.

5

10

15

The main idea is “time met friends for lunch.” What do you know about a.m. and p.m. a.m. is before noon and p.m. is afternoon.Which answer would you choose? B Why? We eat lunch in the afternoon not in the middle of the night.

Step 4How/Why:

Counted minutesDecided morning or afternoon.

Continue the same strategies with Guided Practice Problem #2.

4. Independent Work

Students will complete Time Practice Problems (MATH_2_A_11 TIME AM AND PM IP 2014_RES).


Guided Practice – a.m. or p.m.

1. Tracey met her friends at the mall for lunch at the time shown below. What time did she meet her friends?

A. 12:14 p.m.B. 12:19 p.m.C. 12:14 a.m.D. 12.19 a.m.


2. On Saturday morning, Ryan met his friends at the playground at the time shown below. What time did Ryan meet his friends?

A. 10:15 p.m.B. 2:52 a.m.C. 10:15 a.m.D. 2:52 p.m.

Time – Before and AfterProperty of Cy-Fair Elementary Math Dept. (2nd Grade) 2014-2015 43

Vocabulary: before, after, early, late, earlier than, later than, schedule, past, arrive

Materials: markersgeared clocksstudent laminated time lines pg. 48 & 49 (3 segments put together with cards in between)clothes pins pg. 59 (prepare ahead of time)School Day Time Line (see below)

MATH_2_A_12 TIME BEFORE AFTER 2014_RES (Time on a Line Mat on legal paper)

MATH_2_A_13 TIME BEFORE AFTER 2014_RES (“Early or Late?” Partner Practice)

MATH_2_A_14 TIME BEFORE AFTER IP 2014_RES (Practice Problems)

Run the clothes pin cards on pg. 59 on cardstock. Cut them out and glue them onto clothespins. Each pair of students will need 1 set of these cards.

Prior to the beginning of this lesson, make a time line showing the hours from the beginning of the school day to the end, similar to the one you made for a.m. or p.m. This is made from the line segments on pg. 48 & 49. Here is a partial example:

1. Have students look at their daily classroom schedule(s). Divide the daily activities among groups of students. These students should then illustrate the activity and show the time the activity occurs on a picture of an analog clock (page 50).

2. Post the pictures and clocks along the time line. Post the title, “School Day Time Line.”


earlier than

laterthan

before after

11:00 12:00 1:00

3. Display the vocabulary words: before, after, past, earlier than and later than. Discuss the meaning of these words using the activities from the “School Day Timeline.” For example, what did we do before 10:00? Provide many examples of the use of these words.

4. Ask the students to give you an example of something they did before they got to school. (Possible answers: got dressed, ate breakfast, brushed teeth)

So, it is now 8:30, you brushed your teeth before school, therefore, you brushed your teeth before 8:30. What time could you have brushed your teeth? (Accept any reasonable answer).

(It may be necessary to give the students geared clocks to find times that come before 8:30…etc.).

5. Discuss things done after school.

6. Stretch out the floor clock back into a time line.

Remember how we turned the number line into a clock? Now we are going to turn it into a time line. It is different from the number line because now the numbers represent hours. Does this change how time works? NoEncourage students to explain why it doesn’t change. Through careful questioning, lead students to realize that the time line is only a representation of time and does not change how it works.

Show students that the time line is really zooming in with a magnifying glass of the minutes between the hours. Give each pair of students a marker, a blank laminated time line (pgs. 48 and 49) or the “Time on a Line” mat (MATH_2_A_12 TIME BEFORE AFTER 2014_RES).


12:25

11:00 12:00 1:00

Below is an example of the time line put together.

Display an example of the time line with hours written in the boxes.

Give students time to explore. How many minutes are in an hour? 60 (If students don’t know, ask them to remember when they counted around the clock with the clothespins or by fives.)So, if there are 60 minutes in an hour, how many minutes does each line between the hours represent? (Some students will realize it’s 5 immediately, but give all the students time to explore and prove it to themselves.)Ask students to prove their answer to their elbow partner.Then have students explain their reasoning to the class.

7. Display the word problem below.

Begin the 4-step problem solving process with the students. Main Idea: time after 4:00 p.m.

Details/Known: after 4:00 p.m

Discuss with students what “after 4:00” means. Using a clock (geared or virtual), have students place the hands on 4:00.

Strategy: time line

Refer back to the word problem. In this story John left the store after 4:00. Label the hours on the time line by looking at the answer choices (3:50, 5:00, 3:05, and 2:30).


John went to the store after 4:00 p.m. What time is after 4:00 p.m.?

A. 3:50 p.m.

B. 5:00 p.m.

C. 3:05 p.m.

D. 2:30 p.m.

3:00 4:00 5:00 6:00

Help students determine the earliest time in the answer choices by relating it to place value.

The hour has the largest value, so we start comparing times from the largest value. Which is the earliest time? 2:30How do you know? 2 is smaller than 3 and 5. Which time goes next? (Make sure students compare the 3:05 and 3:50 and justify that 50 minutes is longer or bigger than 5 minutes)Label the first box with the whole hour for that time. In this story the first box of the number would be labeled 2:00, since 2:30 is the earliest answer choice.

Now begin counting the marks on the time line by 5-minute intervals (5, 10, 15 ….) until you get to 60. Remind students that once we get to 60 minutes we start a new hour. Mark the next empty box 3:00.

Continue to count off each hour until the time line is labeled.

Using a marker, label each one of the answer choices on the time line. For example, answer choice A reads 3:50. This time is after 3:00 and before 4:00. It means 50 minutes past or after 3:00. Find 3:00 on the number line and count out 50 minutes past 3. Place a dot at 3:50 and label it. Display analog clock showing 3:50 (pg. 52).

Continue to label the remaining answer choices on the time line. It will look like this: (As each time is marked, display the corresponding analog clock picture or use a geared clock. Make the connection between where the hands are and how this relates to the time line.)

Now take the clothes pin labeled after 454qand place it on the time line at 4:00. Review how after also means past and later than.


2:00

2:00 3:00 4:00 5:00

after

2:00

2:30 3:05 3:503:00 4:00 5:00

2:00

2:30 3:05 3:503:00 4:00 5:00

after

Discuss the answer choices with the students. Which time is after 4:00 (5:00) At this point briefly discuss with the students how this is reflected on the clocks. Point out the position of the hour hands.

How/Why: Labeled hours and times on time line and used arrow card

8. Continue using this strategy to solve Guided Practice problems #2, #3 and #4. Students should use the “time on a line” strategy on their student laminated time lines, time-on-a-line mat, or on the time lines below each story problem. Use the clock pictures, (pgs, 52, 54, and 53) to reinforce how this strategy is reflected on actual clocks.

9. Partner Work

Each child can get a set of 3 cards from the activity, “Early or Late,” (MATH_2_A_13 TIME BEFORE AFTER 2014 _RES. These cards can be used as a sorting activity. Students respond to the prompt on the card and sort it as either "early" or "late." Then they compare their answers with those of their partner and justify their choices.

10. Independent Work

The students will do independent practice problems, “Time ~ Before and After” (MATH_2_A_14 TIME BEFORE AFTER IP 2014_RES).



Cards for number line

Guided Practice Time "Before and After"

1. John went to the store after 4:00 p.m. What time is after 4:00 p.m.?

A. 3:50 p.m.B. 5:00 p.m.C. 3:05 p.m.D. 2:30 p.m.


3:50 5:00

2. Lilly went shopping before 2:00 p.m. What time is before 2:00 p.m.?


3:50

5:00

3:05 2:30

Clocks for Guided Practice #1

A. 3:00 p.m.B. 2:05 p.m.C. 1:45 p.m.D. 3:15 p.m.



3:00

1:45

2:05

3:15

3. Macy left her house to go to the store. When she looked at the clock it showed a time earlier than 2:15 p.m. Which time could she have left her house?


A. 1:50 p.m.B. 2:30 p.m.C. 2:45 p.m.D. 2:20 p.m.



1:50

2:30

2:45

2:20

4. Lisa got off the bus at 9:15 a.m. Stacey got off the bus later than Lisa. Which could be a time Stacey got off the bus?

A. 9:15 a.m.Property of Cy-Fair Elementary Math Dept. (2nd Grade) 2014-2015 57

B. 8:55 a.m.C. 9:05 a.m.D. 9:25 a.m.



8:55 9:25

9:15

9:05

After before past

After before past

After before past

After before past

earlier earlier earlierthan than than

later later laterthan than thanProperty of Cy-Fair Elementary Math Dept. (2nd Grade) 2014-2015 59

clothes pin cards

Part 6 Mixed Practice

Teachers may use the last 2 days to practice the time TEKS. The mixed practice (MATH_2_A_15 TIME MIXED PRACTICE 2014_RES) is available to use for practicing these TEKS. Teachers may also use this time to re-teach concepts that were difficult for their students.


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