Students learn to determine new time on analog clocks with 5 and 10 minutes
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Students learn to determine new time with analog clocks with 10 and 5 minutes.
Students will be able to determine new times on analog clocks with 5 and 10 minutes.
Have students help the conductor and set the time. Ask students to tell what they know and remember about telling time or setting time and explain their strategy.
You may choose to give each student an instruction clock at the start of the lesson so that they can follow along with the explanation.
Discuss the importance of being able to determine a new time on the analog clock with 5 and 10 minutes. Refresh student's knowledge of what the big hand and little hand stand for. Ask students if they remember that the big hand is the minute hand and tells us how many minutes have passed, while the little hand is the hour hand, and tells us which hour it is. Use the example of the game to help students understand how to determine new time when it crosses an hour. Practice this with the next few exercises. Then discuss how to solve a story problem in which time passes. Remind students that the time on the clock is one part of the information, but the other important part of information comes from the text. Read carefully to solve the problem. You can. have students work individually or in pairs on the next few exercises, and can have a student come up to erase the grey circle to check their answer. The next problems can again be done as a class or in groups.
Check that students are able to determine new time on analog clocks with 5 and 10 minutes by asking the following questions:
- How do you determine new time on analog clocks with 10 or 5 minutes?
- Which hand tells you which minute it is?
- What do you do if you cross an hour while determining new time?
Students are given ten questions in which they must determine a new time on analog clocks by comparing two clocks, by reading a story problem, and by selecting the correct time for a given problem.
Remind students of the importance of being able to determine new time to 10 and 5 minutes. You can use this to determine how long something took, or what time you will arrive somewhere. To close the lesson, have students determine whether or not the given problems are correct or incorrect. You may choose to have students write their answers on a sheet of paper (or mini whiteboard) to hold them up to check their answers.
Students who have difficulty with this learning goal can be supported by practicing telling time with times involving 5 and 10 minutes. In pairs students can set times for each other and then tell the time. Once they become more comfortable with telling time, they will gain confidence to determine a new time.
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