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Professional Development
Why Teach This?In this lesson, children say, show, and write the same time in different ways. This practice reinforces children’s understanding of how to read and tell time.
• Children determine the correct position of the minute hand and then draw it on an analog clock for each of the times that are described in different ways. This helps children connect descriptions of time to the positions of the clock hands. It also helps them develop their understanding of how the spoken and written times are shown on an analog clock.
• By writing the time on a digital clock, children’s understanding of how the hour and minute hands represent a specific time is reinforced.
Professional Development Videos
LESSON AT A GLANCE
521A Chapter 7
Interactive Student Edition
Personal Math Trainer
Math on the Spot Video
iTools: Measurement
HMH Mega Math
Practice Telling Time
LESSON 7.10
About the Math
Learning ObjectivePractice telling time to the nearest five minutes.
Language ObjectiveChildren take turns listening for accuracy and explaining to a partner the different ways you can read the time on a clock.
MaterialsMathBoard
F C R Focus:Common Core State Standards
2.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.)MP1 Make sense of problems and persevere in solving them. MP6 Attend to precision.MP8 Look for and express regularity in repeated reasoning.
F C R Coherence:Standards Across the GradesBefore1.MD.B.3
Grade 22.MD.C.7
After3.MD.A.1
FOCUS COHERENCE RIGOR
F C R Rigor:Level 1: Understand Concepts....................Share and Show ( Checked Items)Level 2: Procedural Skills and Fluency.......On Your Own, Practice and HomeworkLevel 3: Applications..................................Think Smarter and Go Deeper
F C R For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 463J.
ENGAGE1Daily Routines
Common Core
What are the different ways you can read the
time on a clock?
Lesson 7.10 521B
with the Interactive Student Edition
Essential QuestionWhat are the different ways you can read the time on a clock?
Making ConnectionsAsk children to discuss what they know about telling time.
Skip count by 5s from 0 to 60. 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60 Have children sketch a clock face that shows 9:00. Then have them sketch one that shows 12:25. Check children’s work.
Learning ActivityWhat is the problem the children are trying to solve? Connect the story to the problem. Ask the following questions.
• What time is shown when the hour hand points at the 4 and the minute hand points at the 2? 4:10
• Explain the method you use to tell time to the nearest 5 minutes. Sample answer: I find the number that the hour hand is pointing to or has just passed. Then I count by fives for each number past the 12 until I get to the number that the minute hand points to.
Literacy and MathematicsView the lesson opener with the children. Then, choose one or more of the following activities:
• Have children write a story about various times of the day. Have them sketch clock faces to go with each time in their stories.
• Have children write the time to the nearest 5 minutes at the start of class, then write the time to the nearest 5 minutes at the end of class.
1 23 4 Fluency BuilderQuarter PastMaterials paper analog clock face (see eTeacher Resources)
Give each child a paper analog clock face. Have them fold it in half on the 12 and 6, and then in quarters on the 3 and 9. Have children draw a line from the 12 to the center and then to the 3 and color that section.
Point out to children that the clock face has four equal parts, and they have shaded in one of those parts. Tell them that they have shaded one fourth, or one quarter, of the clock face.
Explain to children that when they move the minute hand one quarter of the distance around the clock face, it is 15 minutes, or quarter past, that hour.
Problem of the Day 7.10Number of the Day 365 Write an addition sentence with a sum of 365. Then write a related subtraction sentence. Possible answer: 213 1 152 5 365; 365 2 213 5 152
Have children share their addition and subtraction sentences with a partner to check their work.
Vocabulary quarter past
Interactive Student EditionMultimedia Glossary e
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MATHEMATICAL PRACTICES 1MathTalk
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Chapter 7 fi ve hundred twenty-one 521
Write the times on the digital clocks.Then label the clocks with the children’s names.
Practice Telling TimeEssential Question What are the different ways you can read the time on a clock?
Lesson 7.10
Beth ————
Rohan ————
Luke ————
Ivy ————
Measurement and Data—2.MD.C.7
MATHEMATICAL PRACTICESMP1, MP6, MP8
FOR THE TEACHER • First have children write the time for each analog clock. Then write Luke, Beth, Ivy, and Rohan on the board. Tell children to listen for each name to label the different times with. Luke plays football at 3:25. Beth eats lunch at 11:45. Ivy reads a book at 6:10. Rohan eats breakfast at 7:15.
Where would the minute hand point to show15 minutes after the hour? Explain.
Math Talk: Possible answer: It would point to the 3; start at the 12 and count by fives to find 15 minutes after the hour.
11:45 3:25
7:15 6:10
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Writing and Reasoning How did you find the time in Exercise 2?
Tricky TimeRead the clues to fi nd the time.Write the time. Draw the hands on the clock.
1. The minutes are 10 more than 20. The hour is the same as 4 + 4 + 4.
2. The hours and the minutes are the same number. The minutes are the same as 47 – 37.
3. The hour is an odd number between 8 and 10. The minutes are a number greater than 35.
Lesson 7.10Enrich
Check children’s work.
Possible answer: 47 – 37 is 10, so it is 10 minutes past the hour. The minutes and hour are the same, so the hour is also 10.
Check children’s answers. The time shown should be between 9:36 and 9:59.
10:10
12:30
7-24 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company
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quarter past 1115
Practice Telling Time
Use the clock hands to tell time.First find the hour.
The hour is .
Now find the minutes.When the minute hand points to the 3 it is quarter past the hour.
It is minutes after 11.
The time is .
Draw the minute hand to show the time. Write the time.
1. quarter past 9 2. 30 minutes after 11
3. half past 10 4. 15 minutes after 6
11
Lesson 7.10Reteach
7-23 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company
1
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3 DifferentiatedInstruction
521 Chapter 7
Listen and DrawHave children write the time on each digital clock for each analog clock.Then write Luke, Beth, Ivy, and Rohan on the board. Read the following story. Tell children to listen for the name in the sentence that matches the time on one of the clocks. After reading each sentence, pause to allow children to find and label the appropriate clock.
Luke plays football at 3:25.
Beth eats lunch at 11:45.
Ivy reads a book at 6:10.
Rohan eats breakfast at 7:15.
• How do you decide which clock shows 11:45? Possible answer: At 11:45, the hour hand points between the 11 and the 12 and the minute hand points at the 9.
• How do you decide which clock shows 6:10? Possible answer: At 6:10, the hour hand points between the 6 and the 7 and the minute hand points at the 2.
MathTalk
MP1 Make sense of problems and persevere in solving them. Use Math Talk to focus on children’s understanding of the position of the minute hand according to the number of minutes after the hour.
ELL Strategy: Restate
Restate key vocabulary to help children understand math concepts• Draw an analog clock face showing 10:15
on the board. Explain that the clock shows ten fifteen, but there are other ways to say this time: 15 minutes after 10 and quarter past 10. Have children repeat the times.
• Then draw a clock face showing 5:15. Ask: What are 3 different ways to say this time? 15 minutes after 5, five fifteen, quarter past 5
LESSON 7.102.MD.C.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Enrich 7.10Reteach 7.10
COMMON ERRORS
Quick Check
If
Rt I RRR1
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Then
EXPLAIN3
MATHEMATICAL PRACTICES
Advanced Learners
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Share and ShShare and ShShare and Show MATHBOARDMATHBOARD
Model and DrawModel and Draw
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522 fi ve hundred twenty-two
Draw the minute hand to show the time. Write the time.
These are different ways to write and say the time.
15 minutes after 8quarter past 8
30 minutes after 8half past 8
1. 15 minutes after 1 2. half past 9 3. quarter past 5
4. quarter past 10 5. 40 minutes after 3 6. half past 7
1:15 9:30 5:15
10:15 3:40 7:30
Lesson 7.10 522
Error Children may confuse half past and quarter past.
Example In Exercise 3, children write 5:30 rather than 5:15.Springboard to Learning Remind children that quarter past is the same as 15 minutes after and half past is the same as 30 minutes after. On a card, have children draw an analog clock showing 6:15 and label it 15 minutes after 6 and quarter past 6.
a child misses the checked exercises
Differentiate Instruction with • Reteach 7.10
• Personal Math trainer 2.MD.C.7
• RtI Tier 1 Activity (Online)
Model and DrawPoint out that quarter past means the same as 15 minutes after, and half past means the same as 30 minutes after.MP8 Look for and express regularity in repeated reasoning.• How can you tell that the first clock shows
15 minutes after 8? Possible answer: The hour hand is between the 8 and the 9, so I can tell that it is some minutes after 8. When I count by fives I say 15 when I get to the 3, so it is 15 minutes after 8.
• Write 3:15 on the board. What are two ways to say this time? Possible answer: 15 minutes after 3 and quarter past 3.
• Write 3:30 on the board. What are two ways to say this time? Possible answer: 30 minutes after 3 and half past 3.
Share and Show MATHBOARDMATHBOARDMBMMMBBBMATHABOARDMMMAAATHATHTHHAAAAAAAAATTAAAABOARDBOARDBOARD
Connect Exercises 1–6 to the learning model.• In Exercise 1, how do you decide where to
draw the minute hand? Possible answer: I count by fives from the 12 until I reach 15, at the 3.
Use the checked exercises for Quick Check.Children should use their MathBoards to show their answers to these exercises.
Visual / Social / Interpersonal Partners
Materials index cards, Analog Clock Faces (see eTeacher Resources)
• Write the following times on the board.
7:25 5:30 2:45 1:15• Give pairs of children four blank cards and four cards
with blank analog clock faces on them. Have pairs draw the clock hands to show each time on the analog clock faces and write each time using words on the other cards.
• Ask children to shuffle their cards and spread them out. Have one child select a time using words and have the other child select the time shown on a clock face.
• Then have children switch roles and repeat the activity.
4 ELABORATE
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Chapter 7 • Lesson 10 fi ve hundred twenty-three 523
Draw the minute hand to show the time.Write the time.
7. 15 minutes after 11 8. quarter past 4 9. 25 minutes after 8
10. 10 minutes after 6 11. half past 2 12. 45 minutes after 3
13. 5 minutes after 7 14. 30 minutes after 12 15. quarter past 10
On Your OwnOn Your Own
11:15 4:15
3:45
12:30 10:15
8:25
2:306:10
7:05
523 Chapter 7
On Your OwnIf a child answers the checked exercises correctly, assign Exercises 7–15.As children complete these exercises, you may wish to have them look closely at the position of the hour hand for some of the different times, and discuss how the number of minutes after the hour affects the position of the hour hand.
DEEPER
MP1 Make sense of problems and persevere in solving them. To deepen children’s understanding of telling time, complete this activity with children. Have children write the following times on index cards (one time per card): 3:15, 3:30, and 3:10. Have children put the cards in order from the earliest time to the latest time. Ask children to explain how they found the correct order. Then have children draw clock hands on analog clock faces (see eTeacher Resources) to show these times.
Differentiated Centers Kit
DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIESD
EVALUATE5 Formative Assessment
MATHEMATICAL PRACTICES
Math on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com.
Math
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MATHEMATICAL PRACTICES
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18. SMARTER What time is shown on the clock? Fill in the bubble next to all the ways to write or say the time.
● 3:25
● quarter past 5
● 5 minutes after 3
● 25 minutes after 3
524 fi ve hundred twenty-four
17. MATHEMATICALPRACTICE 6 Explain Soccer practice starts
at 4:30. Gabe arrives at soccer practice at 4:15. Does he arrive before or after practicestarts? Explain.
Lily — and Katie —
16. SMARTER Lily eats lunch at quarter past 12. Meg eats lunch at 12:30. Katie eats lunch at 12:15. Which girlseat lunch at the same time?
———————
———————
———————
TAKE HOME ACTIVITY • Name a time to 5 minutes. Ask your child to describe where the clock hands point at this time.
before practice starts; Possible explanation: 4:30 is
30 minutes after 4. 4:15 is 15 minutes after 4. 15 minutes
after 4 is before 30 minutes after 4.
Lesson 7.10 524
Children practice telling time to the hour and to the half hour without the minute hand.
Children read about how long it takes to complete various activities.
Children complete orange Activity Card 8 by reading and showing time on an analog clock.
GamesJust in Time!
LiteratureIs It Time Yet?
ActivitiesTime for School
Essential QuestionReflect Using the Language Objective Have children take turns listening for accuracy and explaining to a partner to answer the Essential Question.What are the different ways you can read the time on a clock? Possible answer: I can read 15 minutes after the hour as quarter past the hour. I can read times of 30 minutes after the hour as half past the hour.
Math Journal Math
Write the time 8:30. Then write this time in two other ways, using words.
SMARTER
Exercise 16 assesses children’s ability to recognize the times that “quarter past” and “half past” represent.
MP6 Attend to Precision In Exercise 17, children use higher order thinking skills to determine the sequence of times.
SMARTER
Children will need to know how to read an analog clock and express the time as a number of minutes after the hour. Their responses will show whether they understand that the minute hand’s pointing at the 5 represents a time of 25 minutes after the hour. Children’s responses will show whether they understand that the hour hand’s pointing in the region between 3 and 4 represents an hour of 3.
Math on the Spot Video TutorUse this video to help children model and solve this type of Think Smarter problem.
Problem Solving • Applications
Mathematical Practices in Your Classroom PROFESSIONALDEVELOPMENT
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Problem SolvingProblem Solving
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Draw the minute hand on the clock to solve.
5. Josh got to school at half past 8.Show this time on the clock.
Chapter 7 fi ve hundred twenty-fi ve 525
Practice Telling Time
Draw the minute hand to show the time. Write the time.
1. quarter past 7 2. half past 3
3. 50 minutes after 1 4. quarter past 11
Practice and HomeworkLesson 7.10
COMMON CORE STANDARD—2.MD.C.7 with time and money.
6. Math Write the time 8:30. Then write this time in two other ways, using words.
7:15
1:50
3:30
11:15
Check children’s work.
Possible answers: half
past 8, thirty minutes after eight
Practice and HomeworkUse the Practice and Homework pages to provide children with more practice of the concepts and skills presented in this lesson. Children master their understanding as they complete practice items and then challenge their critical thinking skills with Problem Solving. Use the Write Math section to determine children’s understanding of content for this lesson. Encourage children to use their Math Journals to record their answers.
525 Chapter 7
CC.K–12.MP8 Look for and express regularity in repeated reasoning.Several elements for telling time are applied in this lesson:
• determining the hour by looking at the position of the hour hand
• determining the number of minutes after the hour by counting by 5s from number to number
• understanding the regularity of the movement of the hour hand and minute hand as time passes
• understanding different ways to show and say the time With practice, children will see the repetition of these elements and telling time will become more intuitive for them. Also with practice, children will make the connection between the different ways to say a time: that saying eight thirty, 30 minutes after 8, and half past 8 will each name the same time.
Use the exercises on this page to have a discussion on the repetition of elements for telling time. After children have completed the exercises, have children describe how they determined the position for the minute hand for the time in Exercise 3. Then ask:
• Look at Exercises 1 and 4. Did you draw the minute hand in different positions for each time? Explain your answer. Possible answer: No; In both exercises, I drew the minute hand to point at the 3. Even though the hours are different, the times are both 15 minutes after the hour, so I counted by 5s to 15. The minute hand points to the 3 at 15 minutes after any hour.
• Look at Exercises 2 and 5. How are these times alike? Possible answer: For times, the words half past mean the same as 30 minutes after. So, for both of these times, it is 30 minutes after the hour, and the minute hand points to the 6 for both of these times.
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Personal Math Trainer
FOR MORE PRACTICE GO TO THE
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Spiral Review (2.NBT.A.3, 2.MD.C.7, 2.MD.C.8)
3. What time is shown on this clock?
7:15 —
4. What number can be written as six hundred forty-seven?
647 —
2. What is the value of this group of coins?
46¢ —
1. Write the time on this clock using words.
Lesson Check (2.MD.C.7)
526 fi ve hundred twenty-six
_____Possible answer: quarter past six
Continue concepts and skills practice with Lesson Check. Use Spiral Review to engage children in previously taught concepts and to promote content retention. Common Core standards are correlated to each section.
Lesson 7.10 526
