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# Standard #: MA.3.M.2.1

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Using analog and digital clocks tell and write time to the nearest minute using a.m. and p.m. appropriately.

### Clarifications

Clarification 1: Within this benchmark, the expectation is not to understand military time.

### General Information

Subject Area: Mathematics (B.E.S.T.)
Strand: Measurement
Status: State Board Approved

• NA

### Vertical Alignment

Previous Benchmarks

Next Benchmarks

### Purpose and Instructional Strategies

The purpose of this benchmark is for students to tell time to the nearest minute, using a.m. and p.m. appropriately. In Grade 2, students tell and write time on analog and digital clocks to the nearest five minutes, including using language that expressions fractional parts of an hour (e.g., “half of,” “half past,” “quarter of,” “quarter after,” and “quarter til”). Students also bring understanding about a.m. and p.m. from Grade 2, and they also related partitioned circles to number lines with the purpose of helping them count by 5s.
• Instruction should connect how students can count by fives and ones to identify the exact time on an analog clock. For example, if the time on an analog clock shows 3:19, students should know that they can use the minute hand to count by 5s to land at the 3 on the clock (15 minutes after the hour), and then count ahead 4 more minutes to represent 19 minutes. Students could also count by 5s to get to the 4 on the clock (20 minutes after the hour), and then count back one to get to 3:19. During instruction, allowing students opportunities to use flexible strategies for telling time will build understanding and continue to connect telling time to using number lines (MTR.4.1, MTR.5.1).
• Manipulatives that help students tell and write time are Judy clocks, virtual clocks, and number lines (that can be folded as a circle around a clock and unfolded to show a linear representation) (MTR.2.1). It is important to note that when using number lines during instruction, students should be given the opportunities to determine the intervals and size of jumps on their number line. This approach also connects to measuring lengths (MA.3.M.1.1).

### Common Misconceptions or Errors

• Students can misrepresent the location of the hour hand when expressing a given time on an analog clock. For example, when representing the hour hand for 3:19, students can be unsure where the hour hand is located between the 3 and 4. Model reasoning with students that the hour hand should be less than half way between 3 and 4 because 3:19 is before 3:30 when the hour hand would be in the middle. Allow for classroom discussions that encourage students to justify the location of hour hands between benchmarks when representing analog time.

### Strategies to Support Tiered Instruction

• Instruction includes classroom discussions that encourage students to justify the location of hour hands between benchmarks when representing analog time.
• Instruction includes how the hour hand moves around the clock. Instruction includes using a one-handed (hour hand only) clock. As students receive given times from the teacher, they should reason the location of the hour hand for that given time.
• For example, the teacher models where the hour hand of the clock should be if the time is 2:37, reasoning for the students so they understand that they should point the hour hand slightly more than halfway between the 2 and the 3 on the clock because 2:37 is just past 2:30.

• Instruction includes understanding that the hour hand moves around the clock. Instruction includes using a geared manipulative clock. This clock will demonstrate the relationship between the minute hand and hour hand moving around the clock.
• For example, the teacher moves the hands on the clock so the hour hand is slightly more than half-way between the 2 and the 3 asking, “What time do you think it is on the clock?” (The clock reads approximately 2:37.) The teacher allows for classroom discussions that encourage students to justify the location of hour hands between benchmarks when representing analog time.

Show the same time represented on the digital clock on the analog clock below.

### Instructional Items

Instructional Item 1

Alex goes to the grocery store in the morning at the time shown.

What time does Alex go to the grocery store? Write the time on the line and circle a.m. or p.m.
_________ a.m./p.m.

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.

#### Related Courses

 Course Number1111 Course Title222 5012050: Grade Three Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) 7712040: Access Mathematics Grade 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) 5012055: Grade 3 Accelerated Mathematics (Specifically in versions: 2019 - 2022, 2022 and beyond (current)) 5012015: Foundational Skills in Mathematics 3-5 (Specifically in versions: 2019 - 2022, 2022 and beyond (current))

#### Related Access Points

 Access Point Number Access Point Title MA.3.M.2.AP.1 Using analog and digital clocks, express the time to the nearest five minutes using a.m. and p.m. appropriately.

#### Formative Assessment

 Name Description Telling Time Students determine time shown on an analog clock to the nearest minute.

#### Model Eliciting Activity (MEA) STEM Lessons

 Name Description Physical Science Unit: Water Beach Vacation Lesson 15 Beat the Heat MEA Part 2: Cooler Experiment In this MEA, students will have the opportunity to apply what they learned about describingthe changes water undergoes when it changes state through heating and cooling. This MEAis divided into four parts. In part 1, students will develop their hypothesis and receiveinformation on how to set up the cooler experiment. In part 2, students will use ice to testthe coolers they designed in Beat the Heat Engineering Design Lessons. Students will takemeasurements and collect data on their cooler. In part 3, students will analyze the datathey collected. Finally, in part 4 they will develop a procedure for selecting the mosteffective cooler to keep water frozen the longest at the beach. In the optional twist,students will need to take the mass of the cooler into account. This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. Physical Science Unit: Water Beach Vacation Lesson 16 Beat the Heat MEA Part 3: Analyzing Cooler Data In this MEA, students will have the opportunity to apply what they learned about describingthe changes water undergoes when it changes state through heating and cooling. This MEAis divided into four parts. In part 1, students will develop their hypothesis and receiveinformation on how to set up the cooler experiment. In part 2, students will be asked to useice to test the coolers they designed in Beat the Heat Engineering Design Lessons.Students will take measurements and collect data on their cooler. In Part 3 of this activity,students will analyze the data they collected in Part 2 by drawing and interpreting a scaledbar graph and line graph. Students will participate in a discussion about how to interpret thedata that was collected. Finally, in part 4 they will develop a procedure for selecting the bestcooler to keep water frozen the longest at the beach. In the optional twist, students willneed to take the mass of the cooler into account. This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx. Physical Science Unit: Water Beach Vacation Lesson 17 Beat the Heat MEA Part 4: Ranking Procedure In this MEA, students will have the opportunity to apply what they learned about describingthe changes water undergoes when it changes state through heating and cooling. This MEAis divided into four parts. In part 1, students will develop their hypothesis and receiveinformation on how to set up the cooler experiment. In part 2, students will be asked to useice to test the coolers they designed in Beat the Heat Engineering Design Lessons.Students will take measurements and collect data on their cooler. In part 3, students willanalyze the data they collected. Finally, in part 4 they will develop a procedure for selectingthe best cooler to keep water frozen the longest at the beach. They will communicate theirfindings and procedure via a letter to next year’s class. In the optional twist, students willneed to take the mass of the cooler into account. This is a lesson in the Grade 3 Physical Science Unit on Water. This is a themed unit of SaM-1's adventures while on a Beach Vacation.  To see all the lessons in the unit please visit https://www.cpalms.org/page818.aspx.

#### Original Student Tutorial

 Name Description Count Every Minute Learn to read analog and digital clocks to the nearest minute in this interactive tutorial.

#### Perspectives Video: Teaching Idea

 Name Description One Handed Clocks Unlock an effective teaching strategy for using one-handed clocks to help students learn to tell time in this Teacher Perspectives video for educators.

#### Original Student Tutorial

 Name Description Count Every Minute: Learn to read analog and digital clocks to the nearest minute in this interactive tutorial.

Printed On:5/30/2024 2:58:54 AM
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