1. family and parenting
2. children

Objectives
To provide experience identifying the number of
minutes around the face of an analog clock; and to introduce
digital time.
1
materials
Teaching the Lesson
Key Activities
Children identify the number of minutes that have elapsed as the minute hand passes
each hour number of an analog clock. They are introduced to digital clocks and digital
notation for times. They practice writing times to the quarter-hour in digital notation.
ⵧ Math Journal 2, pp. 128 and 129
ⵧ Home Link 6 9
䉬
Key Concepts and Skills
ⵧ Transparency (Math Masters, p. 186;
optional)
ⵧ half-sheets of paper
• Count forward by 1s and 5s. [Number and Numeration Goal 1]
• Tell time on a digital clock given the time on an analog clock.
ⵧ demonstration clock (minute/hour hands)
ⵧ digital clock (optional)
[Measurement and Reference Frames Goal 4]
• Tell time on an analog clock given the time on a digital clock.
See Advance Preparation
[Measurement and Reference Frames Goal 4]
• Tell time to the quarter-hour in digital notation.
[Measurement and Reference Frames Goal 4]
Key Vocabulary digital clock
Ongoing Assessment: Recognizing Student Achievement Use Mental Math and
Reflexes. [Operations and Computation Goal 4]
Ongoing Assessment: Informing Instruction See page 590.
2
Ongoing Learning & Practice
Children play Coin Exchange to practice exchanging coins with equivalent values.
Children practice and maintain skills through Math Boxes and Home Link activities.
3
Children make circular number lines.
ⵧ Math Journal 2, p. 130
ⵧ Home Link Master (Math Masters, p. 187)
ⵧ tool-kit coins; 2 dice per partnership
ⵧ polyhedral dice (optional)
materials
Differentiation Options
READINESS
materials
EXTRA PRACTICE
Children play Time Match.
ⵧ Teaching Master (Math Masters, p. 188);
2 copies per small group
ⵧ Time Match Cards (Math Masters,
pp. 354–357)
ⵧ scissors; tape or glue
See Advance Preparation
Additional Information
Advance Preparation Place half-sheets of paper, one for each child, near the Math Message.
For the optional Extra Practice activity in Part 3, each small group needs a deck of 24 cards.
Use the cards from Lesson 4–4 or create a deck of cards by making copies of Math Masters,
pages 354–357. Then cut the pages as marked.
Technology
Assessment Management System
Mental Math and Reflexes
See the iTLG.
Lesson 6䉬 10
587
Getting Started
Mental Math and Reflexes 夹
Math Message
Tell number stories such as those suggested below. Children solve them any
way they can. Have children share their solution strategies after solving each
problem. Summarize their solutions by drawing an appropriate diagram and by writing
a number model.
Grace collects stones. She had 14 stones from the park. She collected 3 more
from her neighbors’ yards. How many stones has Grace collected in all? 17 stones
Sheena was 43 inches tall at the start of first grade. When she was measured at
the end of first grade, she had grown 5 inches. How tall was Sheena at the end of
first grade? 48 inches
Jamie is trying to finish reading a book. It is 32 pages long. He has read 20 pages
already. How many pages does Jamie still have to read? 12 pages
Take a half-sheet of
paper. Write the
numbers you say when
you count by 5s to 60.
Home Link 6 9
Follow-Up
䉬
Briefly go over the answers.
Ongoing Assessment:
Recognizing Student Achievement
夹
Mental Math
and Reflexes
Use Mental Math and Reflexes to assess children’s ability to solve number
stories. Children are making adequate progress if they are able to answer the
first and second problems correctly. Some children may be able to answer all
3 problems correctly.
[Operations and Computation Goal 4]
1 Teaching the Lesson
䉴 Math Message Follow-Up
WHOLE-CLASS
ACTIVITY
Collect the Math Message papers. Look through them to assess
readiness for today’s lesson.
䉴 Counting the Minutes in
WHOLE-CLASS
ACTIVITY
an Hour
Science Link Use salt, sugar, or
sand and plastic bottles taped
together at the mouths to make
hourglass timers. Make different timers,
using different-sized pairs of bottles.
Measure how long it takes each timer to
empty. Help children determine why the
bottles empty at different rates. Discuss
the historic and present-day uses of
hourglass timers.
588
Unit 6 Developing Fact Power
Remind children that it takes 1 minute for the minute hand to
move from one mark to the next. Move the minute hand on your
demonstration clock slowly around the clock face, starting at
12 o’clock. Children count by 1s to 60 as the minute hand passes
each minute mark. Point out that the hour hand has moved from
12 to 1. How many minutes are there in 1 hour? 60 minutes
Student Page
䉴 Introducing the 5-Minute
WHOLE-CLASS
ACTIVITY
Date
LESSON
6 10
䉬
Time
Time at 5-Minute Intervals
Interval Marks on the
Analog Clock
0
55
50
(Math Journal 2, p. 128)
Point to the hour numbers on the clock face: 1, 2, 3 ... 12. To check
that it takes 5 minutes for the minute hand to move from one
hour number to the next, count the minute marks between two or
three pairs of hour numbers. Then set your demonstration clock to
12 o’clock and move the minute hand slowly around the clock face.
Have children count by 5s as the minute hand passes the number
for each hour.
Children fill in the numbers of minutes at 5-minute intervals
around the clock face on journal page 128 and then record the
number of minutes in 1 hour, half an hour, a quarter hour, and
three-quarters of an hour. After children have completed the
journal page, set your demonstration clock to 3 o’clock and move
the minute hand slowly around the clock. As the minute hand
passes each hour number, say the time with children: 5 minutes
after 3, 10 minutes after 3, 15 minutes after 3, and so on.
45
40
11
10
5
12
1
10
2
9
15
3
8
4
7
6
35
30
5
20
25
How many minutes are there in:
1. 1 hour?
60
2. Half an hour?
3. A quarter-hour?
minutes
30
15
minutes
minutes
4. Three-quarters of an hour?
45
minutes
Math Journal 2, p. 128
Show times on the demonstration clock, such as 8:00, 4:10, 7:30,
10:15, 5:35, and 11:45. Have children say the time, referring to
the clock face in their journals as needed.
ELL
Adjusting the Activity
Have children show the position of the minute hand for an “o’clock”
time by raising an arm vertically. Have children position their arms to show
“quarter-past,” “half-past,” and “quarter-before.”
A U D I T O R Y
䉬
K I N E S T H E T I C
䉬
T A C T I L E
䉬
V I S U A L
Links to the Future
Both analog and digital clocks have advantages and disadvantages. It is more
difficult to tell time with an analog clock than with a digital clock. However,
analog clocks help develop an intuitive understanding of time measurement
because they show time more graphically. Since both kinds of clocks are used in
everyday life, it is important that children learn to read and understand time on
both clocks. This lesson introduces children to time at 5-minute intervals. They
are not expected to master this skill in first grade. Telling time to the nearest
5 minutes is a Grade 2 Goal.
Lesson 6䉬 10
589
Teaching Master
Name
LESSON
6 10
䉬
䉴 Introducing the Digital Clock
Date
Analog and Digital Clocks
11
10
12
1
2
9
3
8
4
7
6
5
WHOLE-CLASS
ACTIVITY
Show 5 o’clock on the demonstration clock. Ask if anyone has a
clock at home that shows “5 o’clock” with numbers only. Explain
that this is called a digital clock. Write digital clock on the
board. Display a digital clock. Use a transparency of Math
Masters, page 186 for the following routine.
1. Draw hands on the analog clock face on the transparency
to show 5 o’clock. Then write “5:00” on the digital clock on
the transparency. Explain that these two clocks show the
same time.
2. Show 10 minutes after 7 on the analog clock and write “7:10”
on the digital clock. Again, point out that the two clocks show
the same time. We can say that the time shown is “10 minutes
after 7,” or “seven-ten.”
Math Masters, p. 186
3. Show 5 minutes after 6 on the analog clock and write
“6:05” on the digital clock. We can say that the time shown
is “5 minutes after 6” or “six-o-five.” It may be curious to
children that 605 is read “six hundred five”, but 6:05 is read,
“six-o-five.” Explaining this difference may be important.
Emphasize other ways to read 6:05 such as “5 past six.”
Repeat with several other times. Then show a time with the
minute hand pointing to an hour number on the analog clock and
ask children what time is shown. Write the time on the digital
clock. After a few examples, give a time and ask volunteers to
draw the hands on the analog clock and write the time on the
digital clock. Include times such as “half-past 9,” “a quarter past
4,” and “a quarter to 10.”
Explain what the numbers and symbol on the digital clock mean.
●
The numbers are separated by a colon (:).
●
The number before the colon tells the hour.
●
The number after the colon tells the minutes after the hour.
●
To support English language learners, write the following on
the board:
6:05
hour:minutes
Ongoing Assessment: Informing Instruction
Watch for children who:
• write 2:00 as 2:60.
• write 2:00 as 2:12.
• write 2:00 as 10:00.
590
Unit 6 Developing Fact Power
Student Page
Discuss the similarity between dollars-and-cents notation for
money and digital notation for time. In dollars-and-cents notation,
two places are needed after the decimal point to accommodate
cents amounts up to 99 cents. In digital notation for time, two
places are needed after the colon to accommodate numbers of
minutes up to 59. Just as we write 6 dollars and 5 cents as $6.05,
not $6.5, we write 5 minutes after 6 as 6:05, not 6:5.
Date
Time
LESSON
Digital Notation
6 10
䉬
Draw the hour hand and the minute hand.
1.
11
10
12
2.
11
10
1
2
9
6
3
4:00
6
1
2
9
4
7
5
12
11
10
2
8
4
7
3.
1
9
3
8
12
3
8
5
4
7
2:30
6
5
6:15
Write the time.
4.
Adjusting the Activity
11
10
12
5.
• What is the largest number of hours that can be displayed? 12
K I N E S T H E T I C
䉬
T A C T I L E
䉬
6
1
2
3
8
4
6
12
9
3
7
7 : 30
7.
11
10
V I S U A L
12
4
7
5
9 : 00
8.
1
11
10
2
9
3
8
6
5
6
1 : 15
9.
1
11
10
2
3
8
5
1
2
3
8
5
6
12
9
4
7
:
INDEPENDENT
ACTIVITY
12
9
4
7
䉴 Using Digital Notation
2
8
5
11
10
1
9
4
7
12
Make up your own. Draw the hour hand and minute hand.
Write the time. Answers vary.
• What is the smallest number of hours that can be displayed? 1
䉬
3
8
• What is the largest number of minutes that can be displayed? 59
A U D I T O R Y
11
10
2
9
Tell the class that “00” is the smallest number of minutes that can be
displayed on a digital clock.
6.
1
4
7
:
5
6
:
Math Journal 2, p. 129
(Math Journal 2, p. 129)
Children draw the hour and minute hands to show a time given in
digital notation. They write the time shown on an analog clock
face in digital notation. Children who are having difficulty with
this page can refer to the clock face on journal page 128 for help.
2 Ongoing Learning & Practice
䉴 Playing Coin Exchange
PARTNER
ACTIVITY
Partners put 20 pennies, 10 nickels, 10 dimes, and 4 quarters
in a pile. This pile is the bank.
Student Page
Date
Time
LESSON
6 10
䉬
Math Boxes
1. Measure your shoe.
2. How much money?
‰ÂÍÎÎÍ
Directions
It measures about
cm.
1. Players take turns. When it is your turn, roll both dice and
collect from the bank the amount shown on the dice.
2. Whenever you can, exchange 5 pennies for a nickel in the
bank; exchange 2 nickels, or 5 pennies and a nickel, for a
dime; and exchange a combination of nickels and dimes for
a quarter.
3. The game ends when there are no more quarters in the
bank.
Answers vary.
52
¢
Use Î,Â,Í, and ‰ to
show this amount with
fewer coins.
‰‰ÎÎ
3. Write , , or .
4. Count up by 10s.
ÂÂ
Í
50,
20¢
ÂÎ
80
24¢
$0.18
ÍÍÍ
40¢
110
60
,
70
,
,
90
,
100
,
,
120
,
130
4. The player with more money wins.
Math Journal 2, p. 130
Lesson 6䉬 10
591
Home Link Master
Name
HOME LINK
6 10
䉬
Family
Note
䉴 Math Boxes 6 10
Date
䉬
Time at 5-Minute Intervals
In today’s lesson, children started to work with digital
displays of time. Children talked about the number of
minutes in an hour and started to tell time at 5-minute
intervals. This will require a lot of practice, so the Everyday
Mathematics program will come back to telling time
throughout the year.
0
55
11
10
50
45
Please return this Home Link to school tomorrow.
1
2
9
3
8
40
(Math Journal 2, p. 130)
5
12
4
7
5
6
35
10
15
Mixed Practice Math Boxes in this lesson are paired
with Math Boxes in Lesson 6-12.
20
25
30
Draw the hour hand and the minute hand.
1.
11
10
12
2.
1
11
10
2
9
3
8
6
2
3
8
5
Writing/Reasoning Have children draw, write, or
verbalize an answer to the following question: How do you
count a handful of coins? A reasonable answer should
show a strategy for counting a mixed group of coins, such as sorting coins by type and counting the coins with the larger
values first.
1
9
4
7
12
4
7
4:00
5
6
7:30
Practice
3.
11
10
12
4. Draw dots on the domino.
1
2
9
Write an addition fact for
the domino.
3
8
4
7
6
INDEPENDENT
ACTIVITY
䉴 Home Link 6 10
5
䉬
10:15
Answers vary.
INDEPENDENT
ACTIVITY
(Math Masters, p. 187)
Home Connection Children draw the hands on analog
clocks for times shown in digital notation.
0
5
60
10
15
20
25
30
35
40
45
50
55
glue
Math Masters, p. 187
3 Differentiation Options
READINESS
䉴 Exploring the Minutes on
20 25
30
LESSON
6 10
䉬
5–15 Min
a Clock Face
35 40
(Math Masters, p. 188)
Teaching Master
Name
SMALL-GROUP
ACTIVITY
Date
Making a Circular Number Line
To explore the number of minutes in an hour, have children make
a circular number line. Have children cut and glue together the
three parts of Math Masters, page 188 to make a “number line.”
Instruct children to label each line with a count by 5s from 0–55.
(See margin.) Instruct children to write 60 under the 0 because
the minute hand of the clock starts and ends at the same place.
Then they should tape the ends of the number line together to
form a circle. Have them compare their circular “number line” to
the clock face.
EXTRA PRACTICE
䉴 Playing Time Match
SMALL-GROUP
ACTIVITY
5–15 Min
Children practice identifying time on clocks by playing Time
Match. For detailed instructions, see Lesson 4-4.
glue
glue
glue
Math Masters, p. 188
592
Unit 6 Developing Fact Power