SWBAT tell time to the 5 minutes.

Play a fun partner game to practice telling time. The game is differentiated for 3 different levels!

8 minutes

**CCSS Context:**

In first grade, students are expected to be able to tell time to the hour and half hour (1MDB3). In second grade, students tell time to the 5 minutes (2.MD.C7). In this lesson, students practice telling time while playing a game with a partner. This lesson is a great way to extend first grade's content or practice 2nd grade standards!

**Hook:** Sing a Clock Song! You can watch us sing my favorite one here, and purchase it here. Songs help students remember some of the trickier parts of telling time-particularly "The small hand tells the hour, the big hand tells the minute".

**Review past learning:**

We have been working on telling time no matter where the hands are on the clock. Today we will practice telling time with a partner during a partner game.

**Connect to the real world:**

Telling time is very important-we measure how long things take using minutes. I use the clock to time your game to make sure you have enough time to play. I also use the clock to make sure we get to lunch at the correct time.

**Objective:**

**Your thinking job is: What time does this clock say and how I am I sure?**

10 minutes

**Watch the attached What to Focus On? video to hear how I decided what concepts to focus on during the opening discussion and white board section of this lesson!**

**I'll project a whole class clock on my promethean board.** This online tool is excellent for making sure everyone can see and also giving students another (and more exciting) way to practice telling time! Just click on Manipulatives and then Clock to see the clock on the work space.

**Partner talk for review: **Tell your partner what you know about this clock. What are all the parts?

**Present 3:40 on the clock:**

- Partner talk: Tell your partner how to figure out what time the clock says. Use words like first, next, then and last to help you explain it.

I'll have one person share to the class how they figured out the time.

**Guiding Questions: **These questions highlight many misconceptions students usually have about telling time. Asking students these questions directly about the time will help them rule out the misconceptions early in the lesson!

- Why do we have to say 3? Why not 4?
- Why do we have to say 40? Why not 8?
- How would I write this time? Which number would I write first?

**Whiteboards: **I'll present more times on the clock and have students show the time on whiteboards. This allows for me to quickly address misconceptions that students have before they go work on their own.

15 minutes

I'll make full size paper sized Concentration cards for this part of the lesson. This giant version of the Concentration game will help kids practice playing the game appropriately, as well as insure that everyone can see how they are telling the time.

We will move to the perimeter of the rug and I'll lay all of the Concentration cards face down on the carpet.

**Game Rules:**

1. First partner tries to make a match. Partner 2 checks to make sure that person is right.

2. Switch.

3. Keep playing until all matches have been made. Person with the most matches wins! Play again.

We will play the game whole group on the rug to practice how to play.

The big thing I am modeling in this part of the lesson is the second half of step 1: Partner 2 checks to make sure that person is right. This asks students whether or not they agree with someone else's statement, and allows them to practice MP3, "Critique the reasoning of others".

To model this, I'll have Partner 1 show both cards. I will play Partner 2 and think aloud: *Do I agree with you? Let me check. I see the hour hand between the 2 and 3, so I lean back to the 2. The minute hand is on the 4 so I count by 5s: 5, 10, 15, 20. So that would mean the time is 2:20. Because I got the same time as you, I agree.*

15 minutes

**Materials: **I got the digital and analog master clocks for this game from the Bridges curriculum supplement. You can find it here, just scroll down to page D58-D59.

**Teacher prep:** I wrote in the times for 3 different level groups.

**Group A:** Only time to the hour and half hour. These students are still working to master the first grade standard, so I am not ready to push them to the 2nd grade level quite yet.

**Group B:** Time to the 5 minutes.

**Group C: **Time to the 5 minutes + word cards. I added in word cards to this game. Students pull 3 cards, trying to match the clock, the time in words and the digital clock.

**Directions:**

1. Cut out all cards.

2. Lay them face down.

3. First partner tries to make a match. Partner 2 checks to make sure that person is right.

4. Switch.

5. Keep playing until all matches have been made. Person with the most matches wins! Play again.

10 minutes

We will close the lesson by watching this Learnzillion lesson on telling time. These videos are great summarizers for lessons because they present everything we have practiced in an entire lesson in less than 5 minutes. It also allows the teacher to incorporate technology into the room, which is a key shift with the Common Core.

Students do the independent practice sheet found in the Bridges supplement. It is on page D511.

After students complete work, we will partner check the exit ticket. This insures that students know how they did and get immediate feedback at the end of the lesson.