##
* *Reflection: Journaling
Review of Telling Time to 5 Minutes - Section 4: Independent Practice

Some of my most important "ah-ha" moments are composed of very small things.

For many years I have been in the habit of jotting down quick notes to myself about the day's lessons. It helps me remember the changes I made in my lesson plans, and why, and also helps me remember what I want to change moving forward.

Years ago, I realized that going faster and giving the students more work (I taught at a back-to-basics school where quantity of work was seen as a sign of student self-discipline) does not equal greater learning.

An example of this is time. When I first taught 3rd grade many years ago I jumped right into telling time to the minute, making the assumption that since that was the standard, that was where I should begin. I felt that reviewing time to the hour, half hour, quarter hour and even five minutes would be "too easy".

Now I know that even though telling time to five minutes is not the 3rd grade standard, time reviewing it will facilitate more rapid acquisition of the concept of telling time to the minute. A student can NOT tell time to the minute well unless they are fluent in telling time to five minutes. It's a logical foundation.

*What I Learn From My Notes*

*Journaling: What I Learn From My Notes*

# Review of Telling Time to 5 Minutes

Lesson 9 of 11

## Objective: SWBAT read time to 5 minutes on an analog clock, determine elapsed time using 5 minute intervals, and answer word problems involving time to 5 minutes.

*65 minutes*

#### Direct Instruction - Review

*15 min*

Students feel successful when counting by fives.

We count by fives to sixty and then do it again, pointing at the appropriate numbers on the clock.

Then I quickly review how to read the hour hand (go back to the number before - don't say the smaller number because 12 is not smaller than 1) and using a large demonstration clock I cycle through about 20 different examples of time to five minutes. The students have to stay silent for about 5 seconds after each reset of the clock and then I signal them and they can answer outloud.

This wait time prevents a handful of children shouting out and preventing others who need a bit more processing time from thinking.

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#### Independent Practice

*40 min*

For the first part of independent practice, I have student use miniature clocks. They work with a partner to both set the time and read the time. I write the following times up on the board:

9:15, 9:25, 10:35, 10:45, 11:55, 12:05, 12:15, 12:20, 1:30, 1:40, 2:50, 3:00, 4:05, 5:55, 6:10, 7:50, 8:20

I also like the Sheppard Software Game "On Time". Third graders should play this at level 4, though the earlier levels are good for students who need extra support. It is a very straightforward program. Students move the hour and minute hands on a clock to match the given time (to five minutes). It's good for practicing the correct placement of the hour hand.

Next, because this lesson is at the basic understanding level and is one of the rare occasions where I will use a generated worksheet. There is no reason to reinvent the wheel. There are many online sites that allow you to generate worksheets to practice certain time intervals, including Math Fact Cafe, Work Sheet Works and Sen Teacher. I happen to prefer the formatting of Work Sheet Works and create a few pages there that allow students to practice both reading and writing time to five minute intervals.

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#### You're the Teacher!

*10 min*

Students are given the task of teaching someone how to tell time to 5 minutes. They need to practice it either with a peer or on their own. They can then actually try it out on some younger students if you can coordinate this with another teacher or they can stand up and teach the class. Sometimes I am the pupil and I follow the directions exactly as they give them to me, which usually leads to some humorous situations, so this encourages them to be more specific.

This is an entertaining way to lead them in to gently but accurately critiquing the reasoning of others. (MP3) They need to learn to be specific in their mathematical explanations and if they truly understand how to tell time to five minutes, they will, with practice, be able to teach it to another child in clear, logical steps.

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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