Time

Time **Pretest** : 10:00, 2:30, 5:00, 12:30 Two should be analog and two should be digital


 * TEKS: **
 * 1.8 Measurement. The student understands that time can be measured. The student uses time to describe and compare situations.
 * 1.8A Order three or more events according to duration
 * 1.8B Read time to the hour and half-hour using analog and digital clocks


 * Objective/Core Components: **
 * Order a series of events according to the time it takes to complete each action.
 * Orders three or more everyday events.
 * Orally tells time to the hour and half hour on a digital and analog (standard) clock.
 * Names the hour and minute hand.
 * Models the direction that hands move on a clock.
 * Discusses the difference between analog and digital clocks

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 * Whole Group Mini Lesson/Modeling: **
 * Use the Envision Digital stories to introduce students to this theme.
 * **19-01 ****Time: Understanding the Hour and Minute Hands**
 * **19-02 ****Time: Telling and Writing Time to the Hour**
 * **19-03 **|**Time: Telling and Writing Time to the Half Hour**
 * Students create own model of analog clock rather than using pre-made model or worksheet to assemble model. Use paper plate or large construction paper circle, build the hours 12, 6, 9, 3, then fill in the hours 1,2,4,5,7,8,10,11. Cut hands using comparative measuring skills for length and attach with brad. Use math vocabulary as you assemble the clocks. Practice making times to the hour and half hour. (There is a hard copy in the team file in workroom) []
 * Review the parts of the clock and the math vocabulary. The teacher will read "The Grouchy Ladybug" by Eric Carle While the teacher reads the book, she/he will point out the times on the clocks and the students will move their clocks to show the time the book says. The teacher may call students at random to come to the big clock and show everyone the time.
 * Introduces the elements of a clock and hours
 * []
 * Introduces half hour
 * []

**Additional Lessons/Recommended Lessons:** Printables and Additional Lessons []

**Vocabulary:** clock, minute, hour, schedule, hour hand, minute hand duration of time, sequence, before, after, first, second, last, analog clock, digital clock, o’clock, half-hour, telling time, least amount of time, most amount of time **Questioning:** How can we determine and describe the duration of an event? Which of these actions or events will take longer? How can we order events? Which of these events came first? Happened last? Which hand is the hour hand? The minute hand? How far will the hour hand move in an hour? The minute hand? Show me on the modelclock. How do you tell what time it is on a digital clock? Show me. How do you tell what time it is on an analog clock? Show me. How can you tell the approximate time by just looking at the hour hand? What time is it? (on the hour or half-hour


 * Math Stations/Independent Activities: **

Students draw a tic-tac-toe board on their tables/white boards. They fill in their squares with times to the whole hour/half hour. Teachers/Partner hold up the time on an analog clock. Game is played like tic-tac-toe.
 * **Time Tic-Tac-Toe**


 * **Time Concentration Card Game** [|**http://www.fi.edu/time/Journey/JustInTime/lesson2.html**]

This game is played like memory with students flipping over clock cards to make a match.

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Students will take turns. They will play with a buddy. They will choose a spinner. Spin and red that spinner. Find the clock that shows the time you spun. Say the time. Then cover the clock with a counter. If the clock is already covered, your turn is over. Play until all of the clocks are covered.
 * <span style="font-family: 'Comic Sans MS',cursive;">Envision **
 * **Envisions Game: Time Counts found in Topic 19** //(First page)//


 * **Envision Center Activity 19.4**

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Directions on game board.


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">Topic 19 – Time **


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12px;">*Please refer to //Math Background for Teachers// p. 531C for information on experiences with time in the context of students’ everyday lives. These experiences should be ongoing from the beginning of school through daily calendar routines. **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Lesson 1 – p. 533A

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Lesson 2 – p. 537A

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Lesson 3 – p. 541A

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Lesson 4 – p. 545A

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Lesson 5 – p. 549A

__The Grouchy Ladybug__ by Eric Carle __Can You Tell Time?__ By Anne Diorio __What Is the Time?__ By Tammy Jones __What Time Is It Mr. Crocodile?__ By Judy Sierra __What Time Is It?__ By Anne Diorio __A Second Is A Hiccup__ by Hazel Hutchins __Clocks and More Clocks__ by Pat Hutchins __What’s The Time Mr. Wolf?__ By Lucy M. George
 * <span style="font-family: 'Comic Sans MS',cursive;">Literature Connections: **


 * <span style="font-family: 'Comic Sans MS',cursive;">Technology Integration: **

http://www.primarygames.com/time/question1.htm []
 * KLRU-**
 * Discovering Math: Measurement (34:57)**
 * Math Monsters: Time (15:00)**


 * <span style="font-family: 'Comic Sans MS',cursive;">Common Assessment: **

<span style="font-family: 'Comic Sans MS',cursive;">**Notes:**


 * This is the first time the students are exposed to telling time.