Identifying Benchmark Times Unit of Study 9 : Measuring Time Global Concept Guide: 1 of 3

Content Development Approximately 2 days should be spent on telling time using benchmarks. Fully understanding how to read the hour and minute hands of a analog clock demands a conscious switching for quarter and half turns in relation to either the hour past or the hour approaching. (Math Misconceptions, 2010, p.110) Students will identify time on a digital and analog clock. to the hour, half hour, and quarter hour.  Students must be able to read and record time in a variety of ways; for example, 6:45pm; quarter to seven; fifteen minutes to seven. Provide students with opportunities to tell time throughout the day. Using time checks will assist the students as they review how to read and record time.

Day 1 The focus of Day 1 is reading a one handed clock. Suggested Engage: Create a number line using index cards numbered 1-12. Connect each card with a brass fastener. Using an arrow, point directly to a number (for example the number 3). Ask students what the arrow is on. Repeat this a few times asking the students to determine what number the arrow is on. Place the arrow in between two numbers (5 and 6) and ask students what the arrow pointing to now. Students should say it is halfway between the 5 and 6. At this point, show students how you can turn the number line into a circle that resembles a clock. Practice identifying the numbers that the arrow is on while it is in the circle so students see that it is the same activity as when it was a number line it just looks a little different.

Day 1 Sample Task: Fraction Times Utilize fraction circles and the scaled analog clock face to explore benchmark times.

Day 1 Sample Task: Matching Time Students match times shown on one handed clocks with their digital and verbal representations.

Day 2 Suggested Task: Make a human clock. Distribute the numerals 1-12 among 12 students. These numerals will represent the hours on a clock. Position the student who has the 12 and ask the class where the 6 should go. Do the same thing with the 3 and the 9. Ask the rest of the numbers to stand where they belong. (Math Misconceptions, 2010, p.112) Give each student 5 snap cubes of the same color to represent the minutes on a clock. Disconnect them and place them correctly on the clock face. Use human clock to display times and discuss strategies for telling time.

Day 2

Day 2 The focus of Day 2 is using benchmark times to help you tell time efficiently. Suggested Task: The Hans of Time (SE p.121) Students identify benchmark times using analog and digital representations.

Enrich/Reteach/Intervention Reteach: Allow students to continue to utilize one handed clocks and the human clock to discuss times displayed. TE 509B Reteach Activity R104 Enrich: TE 509B Enrich Activity E104