What Students Should Be Able To Do Students will learn how to read and write time to the hour on a digital clock.

What's the Math?

State Standards

FOCUS

Measurement and Data

Domain:

Tell and write time

Additional Cluster:

Objective: Students will use a digital clock to tell and write time to the hour. Standards

1.MD.3 Tell and write time in hours and half-hours using analog and digital 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

Attend to precision.

6

Look for and make use of structure.

7

COHERENCE

Thinking Across Grades

Previous

Now

Next

Linking to Major Topics

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

RIGOR

The exercises increase in complexity throughout the lesson.

However, individual student thinking may vary during extended processing.

Levels of Complexity

Level 1 Understand Concepts Exercises 1–4 Level 2 Apply Concepts Exercises 5-10

Level 3 Extend Concepts Exercises 11-12; Write Math

What Students Should Understand

You can tell and write time to the hour on a digital clock.

What Students Should Be Able To Do

Resources

Quick Check, Chapter 8, Lesson 6: Time to the Hour: Digital

Developing Vocabulary / Get Ready

New Vocabulary

digital clock

Activity

Display an analog clock on the board. Then draw a digital clock. Each clock should show the same time. Ask students what they notice about each clock. For example, some students might recall previously learning about analog clocks.

Discuss with students whether they prefer telling time on an analog clock or a digital clock. Discuss with students that digital

Make Sense of Problems

clocks come in all kinds of formats. Name some digital clocks you have

.

seen around your house or at school Sample answers: a wrist watch; the clock on my stove; the clock on my mom’s phone

English Language Learner Instructional Strategy

Collaborative Support: Act It Out

Write the numbers 1–12 on pieces of paper. Distribute the papers to 12 students. Say, Each of you is holding a different hour. Write 00 on a piece of paper. Distribute the 00 paper to a student. Say, You are the

. Write a large colon on a piece of paper. Distribute the colon

minutes

paper to a student. Say, You are the clock’s colon that separates the hours from the minutes.

Explain that you are going to say aloud a time to the hour and three students will come to the front of the room and create that time in digital form (the hour, the colon, and the minutes). Repeat the activity. Say aloud various times to the hour and have different students hold the hour, the colon, and 00 minutes papers to mimic a digital clock. Continue until all students have had a chance to participate.

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

My Vocabulary Cards

Read the activity for this lesson’s vocabulary card. Discuss student responses.

Virtual Word Wall

Add this vocabulary card to the Virtual Word Wall for the chapter. Resources

Vocabulary Review, Grade 1 Chapter 8 Lesson 6: Student Chapter 8 Lesson 6: Teacher

Launch the Lesson / Investigate & Model

Review

Problem of the Day

Write a number sentence to solve. Miguel ate 6 of his carrot sticks for lunch. He gave 4 to Riley. How many carrot sticks did they eat altogether?

6 + 4 = 10; 10 carrot sticks

Challenge students to write a subtraction

Use Structure

number sentence that they could use to check their answer to the problem of the day. Sample answer: 10 - 4 = 6

Quick Check

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

Additional Resources Literature Connection

Read a trade book, such as It’s About Time! by Stuart J. Murphy, to prepare students for this lesson.

Investigate the Math

Conceptual Understanding

Target:

Lesson Presentation slides

Materials:

This investigation emphasizes mathematical reasoning and mathematical processes.

How can you use a digital clock to tell time?

Students investigate ways to tell time.

Students come together to discuss their results and construct viable

.

arguments and critique the reasoning of others

Model the Math

Procedural Skill and Fluency

Target:

demonstration clock, manipulative clocks, write-on/wipe-off boards, dry erase markers

Materials:

Show students an example of a digital clock. Show your demonstration analog clock.

What is different between these clocks?Sample answer: The digital clock does not have hands and the

analog clock has minute and hour hands. How are the clocks the same?They both tell time.

Give each student a write-on/wipe-off board and a manipulative analog clock. Display 5 o’clock on the demonstration clock. Have students show the same time on their analog clocks.

What time does the clock show? 5 o’clock

Tell students to write how that time would be shown on a digital clock on their write-on/wipe-off boards. Ask a volunteer to write the answer on the board. Continue the activity several times with different times to the hour. Tell students you can count by one to find the next hour on the digital clock.

So if the clock shows 8:00, what would the next hour be? 9 o’clock

Resources

Problem of the Day, Grade 1, Chapter 8, Lesson 6

Answer Key, Problem of the Day, Grade 1, Chapter 8, Lesson 6 Clocks: Analog Clockface

Clocks: Analog and Digital blank Clock

Teach

Explore and Explain

You will need

demonstration clock manipulative clocks

In the previous lesson, we learned about reading time using an analog clock. A digital clock also shows the time, but it does not have a face and hands. It shows the time with just numbers on a screen.

Provide each student with a manipulative analog clock. Display a digital clock, or write time in digital form on the board. Point out the colon, and explain that the hour appears to the left of the colon, and the minutes appear to right. Have students model several different times to the hour on their analog clocks. Model and present the same time on the digital clock. Read the directions at the bottom of the student page.

Which hour did you write? 7 o'clock

Reason QuantitativelyPoint to the :00 on the picture of the digital clock. Explain that the two zeros to the right of the colon show the number of minutes.Why do you suppose there are 0 minutes in

Sample answer: It is the seventh hour exactly, there are

seven o’clock?

no minutes until we get to 7:01.

See and Show

Guide students through the example at the top of the student page. Read the sentences to the class. Explain which number on the digital clock shows the time to the hour and which numbers show time to the minutes. Discuss that the clock shows 2 o'clock. Have students trace the dashed 2:00 to represent the time shown on the clock.

Suppose the actual time is two fourteen.

Construct Arguments

Would the two numbers to the right of the colon on a digital clock be two zeros?NoWhy or why not?Sample answer: There would be a one and a four, for fourteen minutes.

Work through Exercises 1–4 as a class.

Talk Math:

Discuss with students “How is reading an analog clock the same as reading a digital clock?” Sample answer: Both clocks show the time to the hour and to the minute.

Use StructureHow is an analog clock different from a digital

Sample answer: On an analog clock, the clock hands point to the

clock?

time. On a digital clock, we read the numbers on the screen to tell the time.

Resources

Virtual Manipulatives Clocks: Analog Clockface Clocks: Analog and Digital blank

Practice & Apply

On My Own

Based on your observations, you may choose to assign exercises as noted in the levels below:

Guide students through the exercises in

Approaching Level On My Own. Help them to use the

manipulatives.

Have students complete the exercises independently.

On Level

Have students complete the exercises independently

Beyond Level without manipulatives.

Problem Solving

Reason Quantitatively

Suppose Mr. Webb’s class came in from recess at 1:00 instead. If they were outside for one hour,

Exercise 12

what time did they go out to recess? 12:00

Attend to Precision

Remind students that we read a digital clock from left to right the same way we read text.

Write Math Does a

digital clock show the hour or minutes first? Why?Sample answer: Hour, because we read time in hours first, .

then in minutes

Formative Assessment

Provide each student with a scrap piece of paper. Show six o’clock on a demonstration analog clock.

Exit Slip

Say; Write the same time as it would look on a digital clock. 6:00

Resources Fact Dash

Tick Tock! Tick Tock!

Differentiated Instruction

Differentiated Instruction

TIER 2: Strategic Intervention

Materials: student clocks,

Hands-On Activity

write-on/wipe-off boards

Divide students into groups of three. Have each group draw an outline of a digital clock with one blank, a colon, and another blank on their white boards. One student in each group says a time to the hour. Have another student write that time in digital form on their white board. Have the third student set the time on the analog clock. Have students compare and check answers. Have students erase the white board, switch roles and repeat.

TIER 1

Materials: 12 index

Hands-On Activity

cards-6 cards showing analog clocks with times to the hour and 6 digital clocks showing the same times

Have students place the cards facedown. Students take turns turning over two cards. If the times on the digital and analog clocks match, the student keeps them. Play continues until all the clocks are matched.

Extend

Materials: chart paper,

Hands-On Activity

markers, manipulative clocks

Have students work in pairs. Have one student write a riddle about a clock time to the hour such as My hour hand is pointing to the 5 and

. The my minute hand is pointing to the 12 other partner draws a digital clock showing the time. Have students switch roles and repeat.

Listen and Identify

Display and review the parts of an analog clock: face, minute and hour hands. Review times to the hour (2:00, 5:00, and 8:00). Display a digital clock. Say, This is a digital clock. The colon separates the hour and the

Discuss how the hour appears to the

minutes.

left of the colon, and the minutes appear to the right. Set both clocks to the same time to the hour. Have students identify time to the hour using the sentence frame:

The time is ____ o’clock.

Show What You Know

Display an analog clock. Ask students, What

Set the clock

kind of clock is this?analog clock to 2:00 and have students read the time. Display a digital clock. Say, This is a digital

Write 2:00 on the board. Explain the

clock.

position of the hour (2) to the left of the colon, and the minutes (00) to the right of the colon. Provide pairs an analog clock and a write-on/ wipe-off board. One student displays a time to the hour and the other writes the time in digital form. Have students switch roles and repeat.

Show What You Know

Display a digital clock. Ask a volunteer to summarize how it shows time differently from an analog clock. Provide pairs of students with a manipulative analog clock and write-on/ wipe-off board. Have one student show a time to the hour and the other student identify and write the time in digital form. Have students switch roles and repeat. Circulate around the pairs and have students report back the time to the hour using the following sentence

frame: This is ______ o’clock on the ______ (analog/digital) clock. Resources

Wrap It Up

My Homework

Assign homework after successful completion of the lesson. Students who understand the concepts may skip the section.

Homework Helper

Problem Solving

Make Sense of Problems

Exercise 5Why is the digital clock showing 6:00 the incorrect answer

Sample answer: The word problem says that her

to this exercise?

dance class starts at 6:00 but the question is asking what time it ends. It ends one hour later, which is actually 7:00.

Vocabulary Check

Remind students that the big hand points to the hour, and the small hand points to the minute on an analog clock.

Formative Assessment

Ask students to construct a short written response which

Debriefing

describes the similarities and differences in analog and digital clocks. Resources

Tick Tock! Tick Tock!

Math Song: Tick! Tock! Lesson Plan My Homework, Chapter 8, Lesson 6