1. Time to the Half Hour Unit of Study: Time Global Concept Guide: 2 of 2

2. Content Development  Similar to GCG 1 with time to the hour, continue to make connections between real world situations and time. For example, time checks during the day and times during the daily schedule.  Ideas to support telling time:  Within a day, the hour hand goes around a clock twice (the hand moves only in one direction)  When the hour hand points exactly to a number, the time is exactly on the hour  Time on the hour is written in the same manner as it appears on a digital clock  The hour hand moves as time passes, so when it is half way between two numbers it is at the half hour  There are 60 minutes in one hour; so halfway between an hour, 30 minutes have passed  Half hour is written with “30” after the colon

3. Day 1 Essential Question: How do you tell time to the half hour on a clock that only has an hour hand?  Engage: The teacher displays a clock with an hour hand half way between 3 and 4. Provide students think time and journal time to determine “What time is displayed on this clock?” Probe students to explain their thinking.  Building Conceptual Knowledge:  Next connect with the number line created previously. Place a clothespin in between the same two numbers. Ask, “ What position is this clothespin located?” Scaffold discussion to help learners identify half-past 3. Explain that the hour hand can help us identify time to the half as well as the whole.  Teachers should explain that when telling time, students should first locate the hour hand and determine if it is pointing directly at the hour. Then students should determine if the hour hand is half way between two numbers or is it closer to one number than another.  The hour hand shows whole time as o’clock as well as half-past. To be more precise with our measurement we would use a minute hand because it measures smaller units of time.

4. Time to the hourTime to the half hour Time on a Number Line

5. Go Math Lesson 9.7 Math Talk in Action: Go Math TE, 2013, p. 395  Own Your Own p. 395 practice identifying time shown on clock, Problem Solving p. 396 real world application of time situations, can be completed independently by students or group as partners. Day 1 continued…

6. Day 2 Essential Question: What is the relationship between the movement of the minute hand and the hour hand?  Engage: Display Model and Draw from Go Math Lesson 9.8, p. 398 -- emphasize the meaning of half and how it is represented on the clock face diagrams.  Problem Solving p. 400 work with partners to determine time.  On Your Own p. 399 students can complete independently. By the end of Day 2, students should be able to explain the relationship between the hour hand movement and the minute hand.

7. Day 3 Essential Question: How do you write and draw time to the half-hour? Engage: Display #13 from p. 403. Allow students adequate time to determine the error made by Zoey. As a class, complete a constructed response that clearly expresses the error and uses accurate vocabulary.  The Go Math lesson, 9.9 Problem Solving p. 404 can be utilized to incorporate problem scenarios with the concept of time.  Independent Task: My Book of TimeMy Book of Time  This resource engages students in tasks about writing times from a given clock, draw the hands to match the given time, and complete problem situations with relation to time. By the end of Day 3, students should be able to accurately write and draw time to the half-hour. The performance task should be given in conjunction with the unit 11 assessment.

8. Enrich/Reteach/Intervention  Reteach/Intervention  Time to the Half Hour Time to the Half Hour  Tell Time to the Hour and Half Hour Tell Time to the Hour and Half Hour  Practice Time to the Hour and Half Hour Practice Time to the Hour and Half Hour  Enrich  My TV Guide My TV Guide  My Favorite Time of the Day My Favorite Time of the Day  Time Barrier Game Time Barrier Game  Time Dominoes Time Dominoes

9. Literature for your Classroom Library