1. Time to the Half Hour Unit of Study: Measurement- Length and Time Global Concept Guide: 4 of 4

2. Content Development  Similar to GCG 1 with time to the half 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  Engage: Teacher displays a clock with an hour hand half way between 3 and 4. Provide students think 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 an 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 TE, 2013, p. 395

6. Day 2  Engage: In this lesson, students will connect the half past an hour equals 30 minutes. Students will create a half hour sentence strip. Prior to teacher should partition the sentence strip so that half will be 30. On the sentence strip, have the students count from 0 to 60 by tens. The students will fold the sentence strip in half to represent 30 is half of 60. An alternative for the sentence strip is an interactive white number line.  Building Conceptual Knowledge:  Go Math Lesson 9.8  On p. 398, emphasize the meaning of half and how it is represented on the clock face.  Using problem solving situations, provide students with opportunities to manipulate clocks to see the relationship between the hour and minute hand. For example of problem solving situations, see pg. 399 #10 and 11.

7. Day 3  Engage: Time Dominoes  Students can play a game of dominoes using the resource (Time Dominoes). This engagement task will reinforce the concept of time to the hour and half hour. While students are completing this task, the teacher should monitor student answers and make notes for instructional needs.  Building Conceptual Knowledge:  The Go Math lesson, 9.8, Problem Solving can be utilized to incorporate problem scenarios with the concept of time.  Independent Task: My 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.

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 and Grid Time Barrier GameGrid

9. Literature for your Classroom Library