Your device is currently offline. You can view downloaded files in My Downloads.

Lesson Plan

3. Connect representations of time on digital and analog clocks (C)

teaches Common Core State Standards CCSS.Math.Content.1.MD.B.3 http://corestandards.org/Math/Content/1/MD/B/3
teaches Common Core State Standards CCSS.Math.Practice.MP6 http://corestandards.org/Math/Practice/MP6
teaches Common Core State Standards CCSS.Math.Practice.MP7 http://corestandards.org/Math/Practice/MP7
Quick Assign

You have saved this lesson!

Here's where you can access your saved items.

Dismiss

Card of

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson.

Lesson objective: Understand why the :30 displayed on a digital clock represents the same thing as when the minute hand points to the six on an analog clock.

Students bring prior knowledge of reading analog and digital clocks from telling time to the hour and half hour. This prior knowledge is extended to push students to understand the meaning of a half hour as students think about how the two different formats of clocks are connected. A conceptual challenge students may encounter is misinterpreting the 30 on a digital clock as a six.

The concept is developed through work with digital and analog clocks, which shows students why it makes sense that a half hour is linked with the number 30.

This work helps students deepen their understanding of equivalence because it shows students that the 30 on a digital clock is the same as when the minute hand points to the six on an analog clock.

Students engage in Mathematical Practice 7 (look for and make use of structure) as they interpret the connections between representing half hours on digital and analog clocks.

Key vocabulary:

  • Analog clock
  • Colon
  • Digital clock
  • Half hour
  • Half past
  • Minute hand

 

Related content

Appears in

Telling and writing time to the half hour

Provide feedback