Lesson Plan

# Telling Time to 5 Minute Intervals

Students will design a model clock using unifix cubes to gain understanding about the relationship between the numbers on the clock and the 5 minute intervals they represent. #STEMchallenge
Ashley F.
Lexington County School District 3
Batesburg-Leesville, United States
My Grades Pre-K, K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
My Subjects English Language Arts, Math, Science, Social Studies, Arts, World Languages, English Language Learning
Objectives

Students will be able to  . . .

Use unifix cubes to represent minutes on a clock as a number line diagram.

Use unifix cubes to create a model clock to connect the numerals on a clock face to groups of 5.

Count by 5s to determine the time to the nearest 5 minutes.

Subjects
Math

#### 1 Hook

The teacher will lead the students in a discussion about what they’ve learned so far about time (e.g. hour hand is the short hand, 60 minutes in an hour, etc.).

The teacher will show students the BrainPOP, Jr. video, Time to the Minute. The teacher will pause the video when necessary to address questions that it poses and to check for understanding. Following the video, the teacher will lead the students in a class discussion about what they saw. The teacher will emphasize that in second grade students only need to tell time to 5 minutes, but they can practice telling time to the minute, too.  The teacher will show the easy quiz as a formative assessment of what students learned from the video.

Student Instructions

Students share what they’ve learned so far about time (e.g. hour hand is the short hand, 60 minutes in an hour, etc.).

Students will watch the BrainPOP, Jr. video Time to the Minute. Students will discuss what they learned in the video and complete the online easy quiz as a formative assessment of what students learned from the video. Students can show “a, b, c, d” answers on personal dry erase boards, on paper, or using American sign language.

#### 2 Guided Practice-Teacher Led

Activity: Exploring

The teacher will then inform students that they will complete a few activities that will help them in telling time to 5 minutes, and then pass out groups of 5 unifix cubes (in the same color) to student groups. When each student has a group of 5, the teacher will lead the class in practicing counting by 5s first all together, and then, pointing to each student and having them saying the next number in the series.

After practicing counting by 5s a few times, the teacher will lead the students in creating a class number line through 60 using the unifix cubes. The number line should be placed on the long sheet of bulletin board paper or a long table. As a student adds a 5, the teacher will ask the class how many groups of five cubes are in the line and write the number beneath the number line and then ask the class how many total cubes are in the line and write the 5 above the number line. The teacher will continue in this manner, having students add their cubes to the horizontal number line one at a time until you get to 60. The students will report both the number of groups of fives and the total number of cubes.

Once the number line is complete, the teacher will ask students what they notice about the number line. Some students may notice that the number of groups is the same as the number of students who have put up their cubes. The teacher will lead the class in a discussion about the two sets of numbers and how they are connected. The teacher should ask questions such as, “How many groups of five cubes make thirty-five cubes?” or point to a specific cube (such as the twenty-third cube) and ask the class to count up to that cube. The students should count by fives as long as they can and then by ones.

The teacher will then lead the class in a discussion about whether or not they could use their cube number line to tell time. The teacher will use this opportunity to correct any misconceptions that students may have and help lead the students to the conclusion that they could use their number line to create a model round clock face.

Student Instructions

Students will count by 5s all together at first, and then, individually, each student saying the next number in the series.

Then students will create a class number line through 60 using the unifix cubes. As a student adds a 5, students will report both the number of groups of fives and the total number of cubes.

Student will share what they notice about the number line and use it to count up to certain numbers, first counting by fives as long as they can and then by ones. Additionally, students will discuss whether the number line could be used to tell time.

#### 3 Collaborative Practice

Activity: Creating

The teacher will inform students that they will be working in groups (of 4-5) to create a model clock. (The teacher can either break apart the number line and give students back their 5s or have additional unifix cubes ready for this part of the activity.) The teacher will review the rules for working with groups. The teacher will tell students to work in their groups and use the chart paper to create a clock with their groups of five unifix cubes and label the clock with the the same sets of numbers that they labeled the number line to show the hours (the clock numerals or total groups of 5s) and the minutes (the total number of cubes).

The teacher will allow students to work in their groups and use what they know to create the clocks on their own. The teacher will answer any questions, offer feedback to groups, and address any misconceptions. However, the students should be allowed to come to conclusions on their own and not be told what to do.

After groups have created their clock, the teacher will tell students to use the left-over cubes to create a minute hand and practice telling the minutes only. Then, after a few minutes of practice, the students can use additional cubes to create the hour hand and practice telling the time to the hour and minute.

Student Instructions

Students will work collaboratively in groups of 4-5 to create a model clock using the groups of 5 unifix cubes and chart paper. Students will label the clock with the the same sets of numbers that they labeled the number line to show the hours (the clock numerals or total groups of 5s) and the minutes (the total number of cubes). Students will work collaboratively with their peers with little interference from the teacher.

After completing their clocks, students will use the left-over cubes to create a minute hand and practice telling the minutes only. Then, after a few minutes of practice, students can use additional cubes to create the hour hand and practice telling the time to the hour and minute.

#### 4 Independent Practice

As groups finish, the teacher will have students independently practice matching analog and digital clocks and showing the time on an analog clock using the Freefall Time  app on iPads. The teacher will allow all students to have have an opportunity to practice using the app for a few minutes.

Student Instructions

Students will independently practice matching analog and digital clocks and showing the time on an analog clock using the Freefall Time app on iPads

#### 5 Wrap-Up

Nearpod
Free, Paid

The teacher will call students back together for a brief discussion about what they learned. To close the lesson, the teacher will assign the Nearpod presentation Time by Dan Gallagher (https://app.nearpod.com/#/?&library_preview=b9dbaa7096d9bb7c7294ce276fc2...). If time is short, have students skip the video and website options and only complete the formative assessment options.

Student Instructions

Students will view the Nearpod presentation Time by Dan Gallagher (https://app.nearpod.com/#/?&library_preview=b9dbaa7096d9bb7c7294ce276fc2...). If time is short, students should skip the video and website options and only complete the formative assessment options.

#### 6 Extensions

Activity: Exploring

This lesson is adapted from the article Taking Time to Understand Time by Sue McMillen and Beth Ortiz Hernandez (http://maccss.ncdpi.wikispaces.net/file/view/Taking+Time+to+Understand+T...). Additional lessons/activities can be found in the article to precede or accompany this lesson.