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# Time to the Minute

Lesson 10 of 11

## 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.

*49 minutes*

#### Engage

*5 min*

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.

#### Resources

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#### Mini-Lesson

*10 min*

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.

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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.

**Add 1 minute to ________. **

**Now subtract one minute from ________ (original time)**

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

**Add 2 minutes to ________. **

**Now subtract two minutes from ________ (original time)**

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

**Add 3 minutes to ________. **

**Now subtract three minutes from ________ (original time)**

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

**Add 4 minutes to ________. **

**Now subtract four minutes from ________ (original time)**

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

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#### Active Engagement

*25 min*

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.

Child Two: Reads the time.

Child Two: Tells Child One to add or subtract 1-4 minutes.

Child One: Sets the clock accordingly. Reads the time.

After Child One has had 4 turns, they switch roles.

**Group Two** works on showing time to the minute on clocks using a worksheet created from a free site such as SEN Teacher or Work Sheets Works.

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- UNIT 1: 1st Week: Getting to Know Each Other Through Graphs
- UNIT 2: Addition and Subtraction
- UNIT 3: Multiplication
- UNIT 4: Introduction to Basic Division
- UNIT 5: Division in Context
- UNIT 6: Time
- UNIT 7: Rounding
- UNIT 8: Place Value Practice
- UNIT 9: Fractions
- UNIT 10: Math and Me: Nutrition, Health and More
- UNIT 11: Geometry in Architecture
- UNIT 12: Time Cycle 2
- UNIT 13: Patterns in Math
- UNIT 14: Area and Perimeter
- UNIT 15: Solving Mult-Step Word Problems Using the Four Operations
- UNIT 16: Musical Fractions
- UNIT 17: Volcanoes (Data Collection, Graphs, Addition & Subtraction)

- LESSON 1: It's Time We Begin
- LESSON 2: Time Pictures
- LESSON 3: Lucky Luggage Tags: Elapsed Time to the Hour
- LESSON 4: Lucky Luggage Tags: An International Challenge
- LESSON 5: Using Open Number Lines to Determine Elapsed Time
- LESSON 6: Fractional Parts of an Hour: An Investigation
- LESSON 7: Fractional Parts of an Hour (Day 1)
- LESSON 8: Fractional Parts of an Hour (Day 2)
- LESSON 9: Review of Telling Time to 5 Minutes
- LESSON 10: Time to the Minute
- LESSON 11: Time Midway Assessment