Card of
Please wait while your changes are saved
Copy and paste the code below into your LMS or other online platform to embed this page.
Copy and paste the code below into your LMS or other online platform to embed this page.
This should give an overview of the lesson, including vocabulary and any special materials needed for the lesson. We recommend keeping it to 1-2 paragraphs.
Send this LZ Code to students, colleagues, or parents and have them type it into the LearnZillion search box.
Select classes or students to assign to:
You don't have any classes yet. Start managing your classes.
There are no students in this class! Add students now.
You have no students not in classes!
There are no students in this class! Add students now.
You have no students not in classes!
You haven't set up your roster yet! Start managing your students on LearnZillion.
When the assignment is ready, students will see it under their 'My Assignments' tab.
When the assignment is ready, students will see it under their 'My Assignments' tab. You can track their progress here.
Note: if you add students to a class after assigning, you will have to re-assign to them or that class
Lesson objective: Extend understanding about telling time to telling time to the nearest minute.
Students bring prior knowledge of telling time to the nearest five minutes from Grade 2, Unit 4, 2.MD.C.7. This prior knowledge is extended to telling time to the nearest minute as students show their methods for finding time on the number line. A conceptual challenge students may encounter is using efficient methods for showing the time on the number line or clock face.
The concept is developed through work with a number line consisting of sixty minute tick marks for each hour, which extends the students' experiences with using the number line to show time by counting fives. The number line helps students apply what they know about decomposing numbers into more compatible numbers to telling time such as 15, 30, 45, etc.
This work helps students deepen their understanding of numbers because they recognize that numbers represent the number of minute and hour units when measuring time. Also, students connect their experiences with decomposing numbers to telling time. In addition, students develop their understanding of equivalence because they recognize that sixty minutes is equivalent to one hour.
Students engage in Mathematical Practice 5 (use appropriate tools strategically) as they tell time on the analog clock and show their method on the number line. In addition, students engage in Mathematical Practice 4 (model with mathematics) as they use number equations to show their methods for using the number line to find the time.
Key vocabulary:
Special materials needed: