Telling Time

Brittany Miller
Third Grade/ Mathematics

Common Core Standards:

Measurement and Data

3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word
problems involving addition and subtraction of time intervals in minutes, e.g., by representing the
problem on a number line diagram.

Geometry
3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share
attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g.,
quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and
draw examples of quadrilaterals that do not belong to any of these subcategories.
3.G.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the
whole. For example, partition a shape into 4 parts with equal area, and describe the area of each
part as 1/4 of the area of the shape.
Lesson Summary:
The lesson is constructed to help students understand the concept of time. The students will be split up at five
different stations. Each station has a QR code that students will scan to either hear the directions of the
assignment or to watch a video. These stations include worksheets over time, creating your own clock,
watching a video, playing a game, and solving a time puzzle. After the last day of stations the class will come
together to talk about what they learned and how they can now use time in their everyday lives.
Estimated Duration:
Five/ 25 minute class periods

Commentary:
To engage the students I will begin by pulling out my own personal clock and saying Does anyone know what
this is and how its used? And one student will respond its a clock and you use it to tell the time. I will
respond by saying thats right and I will demonstrate a couple examples of telling time in front of the class.

Afterwards I will continue by saying today we are going to start Time Stations. I will begin to explain the
different stations and what they are expected to do. This exercise progresses to the major lesson.

Instructional Procedures: This will be one of the most detailed sections of the assignment.
Each of the days the children will start either at activity 1 all the way up to activity 5. Each day is an
explanation of each station and what the children are going to be doing.
Day 1: At station one, the children are going to be given a time worksheet. They will start out by scanning the
QR code thats located on the left and ride side of the paper. This will explain the directions and give the
correct answers out at the end of the activity. The worksheet will include a total of 20 problems. They will be
split into two different categories including filling out a number line and writing down the time shown on the
clock. The problems are meant to be challenging so they are allowed to work together if they want too.
Day 2: At station two, the children are going to create their own clock. The QR code is located on each of their
individual papers. The QR code explains the steps they should take in order to create a successful clock. They
will each be given a sheet of paper with a circle in the middle. The materials they will be given are scissors,
markers, arrow sticker. After reading the QR code the children will start by cutting out the circle, numbering
the clock, and using the arrow sticker to identify the current time.
Day 3: At station three, the children are going to watch a couple videos on time. One video includes how to
read the clock and the other includes examples of how they are used in everyday life. Once the videos are over
they are going to be able to answer a set of questions on a worksheet.
Day 4: At station four, the children are going to play a time game. The children will first scan the QR code
located on the top of the game box. This will explain the rules of the game and how to play. The materials will
include game pieces, game board, and a dice to roll. The children will takes turns rolling the dice to see who
goes first. The first player rolls the dice and counts that many squares. The child will then say that time aloud
to the group and explain what he does typically at that time. The game will continue until the 25 minutes are
over.
Day 5: At station five, the children are going to solve a word puzzle over time. They will start off by reading
the directions located at the top of the paper. The worksheet will include terms of a clock and the different
times. If the children are having trouble with a certain problem they will be able to scan the QR next to the
number of the puzzle to get an answer and reason behind it. The children are allowed to work as a team if they
want too.

Pre-Assessment:
Before I start the lesson, I will give each student a worksheet to access what they know. This includes
identifying time and matching times correctly. This will inform the teacher on which students are
struggling with telling time and which students understand the concept well. In effect the instructor will
help the students learn from the mistakes their making and fix it all together.

Scoring Guidelines:
The instructor will grade the pre-assessment by fitting each child into a category. The first category is
stellar which only will happen if the student gets every problem right. The second category is average
which is only missing one fourth of the questions. The third category is below average which means
missing more than one third of the questions. The children that fall under the third category need extra
help in this given area.
Post-Assessment:
After the lesson is finished the children will take a final assessment to see if their knowledge in this area has
improved. The final assessment will include identifying time and drawing an arrow to the right time. The
stations were a success if their results on the assessment improve. If for some reason the results on the final
assessment decrease immediate action needs to take place.
Scoring Guidelines:
The instructor will count the post assessment grades though a pass or fail. The children need to have at least a
75% to have passed the assessment. If the student receives a grade lower they will be given extra help and
problems to take home. In the next week the children that didnt pass the first time will be given a second
chance to successfully pass the assessment.
Differentiated Instructional Support
Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students:
If the children are having difficulty understanding time they will be paired up with a student who does
understand the topic. If this isnt working the instructor will step in and take the child aside to go into great
detail about the area. As the childs skills improve they are able to move on to the next activity. If the child is
doing accelerating at this area they will be given even harder time problems to test their knowledge. This
includes going one step above their grade level to determine their skill set.

Extension
This is a great website to practice more time problems:
https://www.ixl.com/math/grade-3/read-clocks-and-write-times
This website breaks down each step clearly and will help the students understand time in an enriched way.
http://www.wikihow.com/Tell-Time

Homework Options and Home Connections

A worksheet will be given out to help students practice time outside the classroom with their parents.

Interdisciplinary Connections
This lesson covers language and literacy through listening to the different videos and writing down the
answers from the video on a worksheet.
Secondly, the lesson covers art when the students create their own clock. The students use their creativity skills
and interests to create what they enjoy doing.

Materials and Resources:

For teachers

QR code, QR code scanner, color printer, internet computer, worksheets, pencils,

markers, dice, scissors, arrow stickers, videos, game board, game pieces

For students

QR code scanner, worksheet, pencils, markers, scissors, arrow stickers, game board,
game pieces, dice

Key Vocabulary
Clock, Time, Hands, Afternoon, Nighttime, Day

Additional Notes
The QR code stations idea was used off an accurate site that contained even more ideas on how to use codes in
the elementary school classrooms.
https://insidetheclassroomoutsidethebox.wordpress.com/2012/04/08/ways-to-use-qr-codes-in-theelementary-classroom-and-using-google-docs-to-create-them/