Lesson 1

Time Again

Est. Class Sessions: 1

Developing the Lesson

Part 1. Time to the Nearest Minute

Use the Minute Hand. For this activity each student will need an individual clock. Begin by reviewing the position of the hour and minute hand for various times of the day. Ask students to set the hands of their individual clocks as you model on the demonstration or teaching clock. Begin by showing times in which the minutes are multiples of five; for example, 1:20 or 3:45.

The following prompts provide a model for the class discussion:

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  • Show 1:15 on your clock. Where is the minute hand pointing when it is 1:15? (It is pointing to the blue 15. It is also pointing at the red 3.)
  • Which of these numbers tell you the number of minutes? (the blue 15)
  • Where is the hour hand pointing when it is 1:15? (The hour hand is pointing a little past the red 1.)
  • Show 3:45 on your clock. Where is the minute hand pointing when it is 3:45? (It is pointing at the blue 45 and the red 9.)
  • Which number tells you the number of minutes past the hour of 3? (the blue 45)
  • Where is the hour hand pointing at 3:45? (It is between the 3 and 4 and is closer to the 4.)
  • Why is the hour hand closer to the 4 when it is 3:45? (because it is almost 4 o'clock)

Continue to practice with times where the minutes are multiples of 5 until students are comfortable.

Then ask:

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  • Look at the minutes on your individual clock. How many minutes are there between the 60 and the 5-minute marks? (5 minutes) How do you know? (There are 5 1-minute intervals between 60 and 5. See Figure 1.)

Set the demonstration clock to show 12:00.

Slowly move the minute hand to show 12:01 and ask:

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  • How many minutes have I moved the minute hand? (one) How do you know? (You only moved it one blue mark past the 60.)
  • What time does the clock show? (12:01 or one minute after 12)

Set the demonstration clock to show several more times; for example, 4:34, 11:07, 7:16, and 10:27.

Ask students to show these times on their individual clocks. For each time ask:

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  • When the clock is set for 4:34, where is the minute hand pointing? (four dots after the blue 30)

Have students count the minutes from 4:00 to 4:34 by first counting to thirty by 5s (5, 10, 15, 20, 25, 30) and then to 34 by 1s (31, 32, 33, 34). Repeat this with the other times.

Use the Number Line to Tell Time to the Nearest Minute. Direct students to the Time Again pages in the Student Guide. Read the vignette about Fern and Nisha together. After reading the vignette, ask the students to use their individual clocks to show the time Nisha and Fern put the first batch of cookies in the oven (11:05) and then to slowly move the minute hand on their clock forward 9 minutes.

Ask:

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  • What time does your individual clock show now? (11:14)
  • How are the blue numbers and marks that show minutes on your individual clocks like the number line that Fern thought about? (They both start at 0 and end at 60.)
  • How are they different? (If you go past 60 on the number line you have to make it longer to keep counting. On the clock we go around the circle 150 and keep counting on.)
  • Which one is easier to think about? (Answers will vary. Some students may find the linear representation easier to start with while others may be comfortable with the circular model on the clock face.)

Ask students to complete Questions 1–2 in the Student Guide with a partner. As they are working, ask them to explain their answers. In Question 2C, students are asked to decide what time to take cookies out of the oven. The cookies take 13 minutes to bake and were put into the oven at 11:47. Students should see that the cookies will be done at 12:00.

After completing these pages, students can practice telling time to the nearest minute by completing the Time to the Nearest Minute page in the Student Activity Book.

Student Guide: 150 151
Answers
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SG_Mini
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SG_Mini
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Student Activity Book:
Master:
Enlarged clock face showing minutes
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