A key aspect of the CCSS shift is the push towards students developing a conceptual understanding of mathematics. In this lesson, students understand why we count by 5s, instead of just memorizing the idea of half hour. This also allows students to connect to their understanding of why we group-count in general, which gets at number sense concepts.
Yesterday we talked about how the minute hand says "00" when it points to the 12. We use the word "o'clock" to describe this time. Today we will talk about WHY the minute hand says 00 there.
We use the clock to tell the time and measure the time everyday. In football, they have to measure how long each quarter of the game is in minutes. In school, we have to check the clock to see what time it is.
Your thinking job today is: How does the minute hand count?
Counting Around the Clock:
Practice figuring out what the minute hand is saying on teacher clock.
Add to time anchor chart:
“When we tell time, we have to follow these steps to figure out and write the time”
Partner Talk: Why do we have to count by 5s?
Students add to paper plate clocks: We started making these clocks in this lesson!
Students write the numbers they say around the outside rim of the paper plate.
Students show how to count by 5s by labeling the clock. Students draw the minute hand to point at the number that represents the minute.
Students order clocks from 1:00 to 2:00. Students cut out the clock to represent the time.
Group C Extension: See Extension video for more on the Group C work.
Students use the exercise schedule clues to figure out what time each exercise starts. Students use critical thinking skills to interpret clues and order the exercises.