# Time to the Minute

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## Objective

SwBAT tell time to the minute by finding the time to five minutes and adding on.

#### Big Idea

Time to the minute is built upon understanding and using time to the closest five minutes.

## Engage

5 minutes

I have students look at the clock and stay still for one minute.  If possible, I have them close their eyes.  This somehow seems to give them a better sense of this period of time.  Then we look at the infographic What Happens in an Internet Minute and briefly discuss the sheer quantity of information that moves through these sites in just one minute.

## Mini-Lesson

10 minutes

Students are already familiar with the idea of time to the minute even though some of them have not yet formally studied it, especially since most of them have only digital clocks at home now.

I ask them to think about the clock face, and what they already know about it, and then to think about what strategy they could use to make telling time to the minute more efficient/easier.  Then I have them share out their thinking with the class.  They usually talk about finding numbers they know (quarter past, half past, and hopefully the five minute intervals) and then counting on from there.  I explain that this is what we're going to work with today -  telling time to the minute by counting on from the fives.

## Mental Math - Basic Facts in Relation to Time

9 minutes

I go through a short choral review of some basic facts prior to having them engage in the independent practice part of this lesson.

I read out the times below and ask them to add on the given quantities.  I use a signal so students get 1-2 seconds of think time, and then answer together.  This prevents a few children shouting out to the detriment of all.

Now subtract one minute from ________ (original time)

1:15, 2:05, 3:10, 4:25, 5:20, 6:30

Now subtract two minutes from ________ (original time)

7:35, 8:45, 9:40, 10:50, 11:55, 12:00

Now subtract three minutes from ________ (original time)

1:15, 2:05, 3:10, 4:25, 5:20, 6:30

Now subtract four minutes from ________ (original time)

7:35, 8:45, 9:40, 10:50, 11:55, 12:00

## Active Engagement

25 minutes

I have students work in two groups, each one for about 12 minutes.

Group one works with the mini-clocks:

Child One:  Sets clock to a five minute increment time.