Lesson Plan

Telling Time

Understanding the analog clock, the number line, and converting more than 60 minutes
Roberto W.
Classroom teacher
Marjorie Dunbar, Bronx NY
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My Subjects English Language Arts
  • explore time as a continuous measurement.
  • count by fives in an analog clock, and number line
  • calculate time that is more than an hour
  • practice new vocabulary

About the-video clip in this lesson:

The video in this lesson is self-explanatory, in the sequence of events, communicates step by step how a problem is solved. The media has accomplished its purpose, for as integrated technology in the classroom, engages a generation that is used to television, computers, tablets and other gadgets. Nowadays, in some schools, the students love to be in the classroom for they can play while they learn.  

The visual auditory contributions in a video help to a vast group of students in the classroom. Since at the beginning of the year they are just moving to third grade, they still remain more concrete; they need that kind of stimuli. Besides that, activities like bagging counters, jumping, touching and others, facilitate the diversity of intelligences, giving them opportunities to grasp and solving problems in math while in transition to the abstract.

Understanding that 60 is a unit of measurement, prepares them for future conversions like 16 for a pound, or 10 and 100 for the decimals. In the case of this particular movie-clip, the students discover that the number line can be used for measuring. This particularity, will help them in place value, estimating, and many other math operations.

3 handouts have been supplemented with this media.

English Language Arts
Grades 3
All Notes
Teacher Notes
Student Notes

1 Guided Practice

• Materials: Manipulatives, brown paper bags, adhesive tape, index cards, handouts (3).

Review: An hour is 60 minutes long, and a minute is 60 seconds. The analog clock has 

numbers from 1 to 12. The short hand points to the hour and the long hand points to the minutes. 

• I do:  Motivation.- We already know that 1 hour has 60 minutes, but what happens if I want to  

calculate how much time I have in 75 minutes? Then, for this problem I need a solution.  

I am observing the clock and I can see there are twelve numbers, and each of them represents 5 minutes  

(teacher models counting the numbers in fives). The whole class repeats in chorus.

• Now is time for a movie clip. Pay attention and take notes because we are going to talk about it.  

  Movie-clip  Figuring Out Elapsed Time  .-Cyberchase (2:36 duration)
In this video-clip, Matt and Digit compete against Hacker in a Cooking Contest. Digit knows that his best Cybersouffle has to be cooked quietly and exactly in 12 minutes. He calculates that the Cybersouffle will be done by 9:62. His friend Matt says to him that is not possible for there is not such a time...

Questions after the students have watched the movie-clip:

1. The clock is broken, Digit and Matt have now a problem. What they have discovered?

2. How the strip inside the clock looks like?

3. The strip is good to measure what?

4. Is Digit's addition 9:50 plus 0:12 minutes correct?

5. Explain the process Matt uses to solve the problem.

• We do I can see that the clock is a circle (teacher draws circle on chart paper) with numbers and marks,

which reminds me  the number line Let’s have some fun laying out one on the floor (teacher uses the 

adhesive tape to create the number line with 15 sections, students help to label every section with the index cards). 

Now Let’s play jump and count (students jump on the number line while counting in fives.

OK, up to 60 minutes is 1 hour, as you can see there are 3 extra sections with 5 minutes each, 

making a total of 75 minutes. However, we know that 60 minutes make an hour. Then, we have 

solved the problem because we realize it is 1 hour and 15 minutes(1:15) in 75 minutes. 

Students will continue solving problems using  the number line in their whiteboards. 

• Differentiation: Teacher models for students using manipulatives (beads, legos, or other small objects) 

making groups of fives. When they reach 12 groups of fives; they put them on a paper bag labeled "1 hour." 

Then, they count a few more that will be the minutes. 

You can apply exactly the same operation when you convert seconds to minutes, remember that 1 minute 

has 60 seconds. Then if you convert 75 seconds it will be 1 minute and 15 seconds. That was easy! 

Ask the students, "which time is longer, an hour, a minute, or a second? Explain 

Now, that we know how to convert seconds and minutes, we are going to measure the time with the stopwatches.

Because seconds are smaller than minutes, they can be used to solve problems, and also convert them to minutes

using the stopwatch and the number line. Let's find out how many seconds it will take to do things.  

On your marks, get ready! (students have the stopwatches in their hands). Please stand...walk to the front,.. now!...Stop!

Check your stopwatches how many seconds did it take to go to the front. On your marks, move back to your seat...now! 

How much time did it take to go to the front and returning to your seats? Explain

Turn and Talk: What other things can we measure with seconds? 

Estimate how many seconds you  it takes you to walk from the carpet to sit in your seat. 

When we press the stopwatch, it stops measuring. Nvertheless, time never stops. It keeps going. Time is continuous.

2 Independent Practice

You do:

a)  Handouts (3): Calculating Elapsed Time Using a Number Line

    Students will work in triads to answer the tasks (leader, recorder and timekeeper).

b) Exit ticket: 

1. It would take about_______ hours and _______ minutes to watch a movie at the theatre. 

2. What unit of time would you use to measure a lap around the block? 

3. Did you stop the time or the stopwatch? Write two lines about it.