It's About Time

Introduction

This is all about time. We will have a great time on this journey together. Get your hands ready and lets go for a ride. Ready! Set! Go!

Task

After completing this journey of you will be able to:

  • tell the time using an analog clock
  • tell the time using a digital clock
Process
  • Have fun making a clock.
  • Let's see what an expert you've become.
  • You have two hands so do a clock.  Your hands are the same size but the clock hands a long hand and a short hand.  The short hand shows the hour and the long hand shows the minutes.
  • Let's see what you have learned
  • It is time to take another step on our amazing journey. Remember when you studied fractions. When telling time on a clock the half hour is like the fraction (1/2) one half. Sometime it is called the half hour and sometime it is called thirty minutes. On the clock when the minute hand is on six that is half of an hour or thirty minutes past an hour.  Let's have fun practicing.
  • Can your count by 5's?  Let's count 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60. This is how many minutes a clock contains.  The distances between each number on a clock represent five.  Let's try it!
  • What is a digital clock?
  • In groups of four we will look at the following websites and complete the activities:

http://www.lil-fingers.com/games/time/

http://www.primarygames.com/time/start.htm

http://www.harcourtschool.com/activity/willy/willy.html

 http://www.sheppardsoftware.com/mathgames/earlymath/on_time_game1.htm

http://www.sheppardsoftware.com/mathgames/earlymath/clock_shoot.htm

http://www.timemonsters.com/

http://www.abcya.com/telling_time.htm

  • The groups will then make four different clocks showing the following times; 4:10, 12:05; 6:30, and 2:15
Evaluation
Telling Time
Name: ________________________ Teacher: Ms. Pinnock
Date Submitted: ____________ Title of Work: ___________________

 

  Criteria Points
4 3 2 1  
Explanation A complete response                           with a detailed explanation. Good solid response                           with clear explanation. Explanation is unclear. Misses key points. ____
Use Of Visuals Clear diagram or sketch                           with some detail. Clear diagram or sketch. Inappropriate or unclear                           diagram. No diagram or sketch. ____
Mechanics No math errors. No major math errors                           or serious flaws in reasoning. May be some serious                           math errors or flaws in reasoning. Major math errors or                           serious flaws in reasoning. ____
Demonstrated Knowledge Shows complete understanding                           of the questions, mathematical ideas, and processes. Shows substantial understanding                           of the problem, ideas, and processes. Response shows some                           understanding of the problem. Response shows a complete                           lack of understanding for the problem. ____
Requirements Goes beyond the requirements                           of the problem. Meets the requirements                           of the problem. Hardly meets the requirements                           of the problem. Does not meet the requirements                           of the problem. ____
Counter Examples Includes counter examples. a Does not include counter                           examples. yy ____
        Total----> ____

 

Teacher Comments:
Conclusion

Everyone needs to know how to tell time. It helps us understand schedules and how they work. Telling time is important for now and for when we get a job.