Using Benchmark Times to Solve Problems

1. Using Benchmark Times to Solve Problems Unit of Study 7: Money and Time Global Concept Guide: 4 of 4

2. Benchmark time can be helpful so students don’t count 5 minutes around the entire clock. As students have an understanding of benchmarks they can tell where the minute hand is pointing more efficiently. • The complexity level of the standard is basic recall. • Students need to be able to communicate their understanding of time in both numbers and language. Common time phrases include: quarter ‘til_____, quarter past_____, and half past _____ and in the Go Math materials but not explicitly mentioned in the standards. • Students may think that when you say “quarter past” , it is 25 after because a quarter in money is 25 cents. An idea to help with this is to have students fold different sized pieces into fourths to show that fourths are relative to the size of the shape and not all fourths are equal. Make sure to use a circle folded into quarters. A quarter in money is 25 cents while a quarter in time is 15 minutes. Content Development

3. Essential question: What are the benchmark times? • Students should understand the benchmark times of 15 minutes, 30 minutes, and 45 minutes. (The vocabulary of quarter past, half past, and quarter till may come up but are not required vocabulary.) • Sample engage question: (The idea of this question is to get students to recognize the benchmark times. This will help them to tell more efficiently. • For example if the minute hand is pointing to 35 they can go to 30 and then count on two more minutes. • Show the picture of the watch and ask students questions like: • Can I still tell time on this watch? • What do you think the dots might represent? • Why are the dots placed where they are? • What happens when the hands don’t point to the dots? • Is it ok to tell time and not be exact? Day 1

4. Lesson ideas: • Use ETA fraction circles (fourths, halves, and a whole) to identify benchmark times. Use the fourth fraction tiles and have students lay on the fraction clock face to determine how many minutes are in a quarter of an hour. (15 min are in a quarter of an hour) . Use the two-fourths half fraction tile and lay it on the fraction clock face. Have students discover how many minutes are in half of an hour. (30 minutes are in half of an hour) Use fraction clock face to record the 15 minutes, 30 minutes, and 45 minutes. Students can mark on each clock and shaded in the time value. • By the end of Day 1, students will be able to tell the benchmark times. Possible daily journal question. Day 1 continued

5. Day 2 • Essential question: How can I use benchmark times to tell time more efficiently? • Teachers will need to model that when the minute hand is moved one quarter of the distance around the clock face, it is 15 minutes, or quarter past, that hour. • Give students 3 paper plates. Label one clock with the hours. Cut a quarter out of one paper plate and cut the other in half. (They can share that half with another student.) Give students a time such as 1:20. Student should cover using the 15 minute benchmark and then count on to find 1:20. Student should show the minute time by placing their finger where the 4 is which would represent 1:20. To get to 3:50, I can use the 45 minute benchmark then count on by 5s to get to 50. To get to 1:20 I can use the 15 minute benchmark then count on 5 to find 20.

6. Questions you might ask: What benchmark would you use for 1:20? How would you find 3:50? What benchmark would you use for 6:05? By the end of Day 2, students will be able to tell time to the nearest 5 minutes more efficiently. Possible daily journal question. Day 2 continued

7. Day 3 • How are the clocks the same? • How are they different? • What do you think the numbers on the digit clock represent? • Essential question: What are different ways to read time on a clock? • To begin bridge a connection between the analogue and digit clock. • Sample engage question: • What is the Time???- Allow students the opportunity to show given times on an analogue and digit clock. • The teacher can extend student thinking on the questions given in Go Math 7.10 and 7.11 to ask for multiple ways of telling time. Some of the questions are beyond are content limits based on the current standard. (use of vocabulary quarter past, half past, as well as use of am and pm) • Visit to the Park- Questions about time on a clock • Timeword problems on matching time to Analog and Digital Clock • By the end of Day 3, students will be able to read a clock shown in different ways. Possible daily journal question.

8. Day 4 • Essential question: How do you solve problems involving time? • Provide opportunities for students to apply telling time in problem solving. Focus on precision in drawing the hour hand in the right place on the clock based on the minute hand. Sample engage questions: To engage students play “Could be, but it’s not” : Have a time in your head like 8:20. Ask: “I went to bed between 8:15 and 8:45. What time did I go to bed? “ Allow students to guess the time. If they guess incorrectly, but it is possible say, “Could be, but it’s not.” If they guess incorrectly and it is not possible, say, “Couldn’t be.” If they answer correctly, say, “Could be, and IT IS!!!!” You may want to use a clock to show their guesses and discuss possibilities of their answers. “I ate dinner between 6:45 and 7:15. What time did I eat dinner?” “I woke up between 6:00 and 6:30. What time did I wake up?” • “Time Word Problems - ” are questions similar to the game but students have to draw the time in on an analogue clock and write time on a digital clock. • Time Word Problems Questions that can be used to supplement Day 4 instruction • By the end of Day 4, students will be able Possible daily journal question.

9. Reteach • See “reteach clocks” link in GCG • Provide a variety opportunities for students to practice the multiple ways of telling time applied to real life situations. • E.g. If you have P.E. at 10:15 write “quarter after 10” next to that on your daily schedule and include a clock face. • Animated Math Model Skill 42 - Time to the Half Hour • Animated Math Model Skill 43 - Time to the Hour Enrich/Reteach/Intervention