Telling Time to the Quarter Hour A First Grade Mathematics Lesson Overview Students will draw a circular pizza

and divide it into 4 samesize pieces, and notice that this can be done to a clock face, as well. The students review the movements of the minute and hour hands on the clock and telling time on the hour and on the half hour. They learn to tell time to the quarter hour. [Everyday Math Lesson 8.4, Grade 1] Lesson Goals Students will be able to read an analog clock that shows the following times: oclock, quarter-after, half-past, quarter-to. Students will be able to show the following times on both a Judy clock and a paper clock model: oclock, quarter-after, half-past, quarter-to.

Assessment Students will tell what time clocks show and show clocks that say a specified time (see Math Journal 1, pg. 71, #3 and #6).

Materials 1 paper circle on which to draw divided pizza per student 1 slate, marker, and eraser per student 1 small Judy clock per student Everyday Math Journal 1 1 large Judy clock for teacher Visuals of pizza and analog clock to display

Components Instructional Sequence Introduction Imagine you and three friends order one pizza and want to share it fairly. How many people are sharing the pizza, if its you and three friends? [Four.] The math message is: Draw a picture of a circular pizza. Divide the pizza into 2 pieces that are the same size. Then divide it into 4 pieces that are the same size. Im going to give you 3 minutes to work by yourself to answer this question, and then we will have a discussion about what you did. Launch Explain expectations that students will explain their thinking and listen to their peers during this discussion. Repeat Discussion question. Ask for a volunteer to share first. Orchestrate Probe students thinking as they explain their process and strategies. Ask questions such as: What did you do first? Why Discussion did you do that? Then what did you do? How did you know that would help you find the answer? How can you tell that the pieces are the same size? Why is it important that all of the pieces are the same size? Do you have an idea about what you could call these pieces? [Suggest quarter if students do not.]

Student work samples

Components Instructional Sequence Explain To answer this question, we need to start with a circle, just like the directions said to draw a picture of a circular pizza. Introduction Next, to divide the pizza into two pieces that are the same size, you can draw a straight line through the middle of the circle. Problem Now I have 2 pieces of pizza that are the same size. I can check that theyre the same size by putting them on top of each other. They fit on top of each other without too much or too little of the pieces on either side, so they are the same size. Next, to divide the 2 pieces I have into 4 pieces that are the same size, I can draw another line down the middle. I want to make sure this line goes through the middle of the 2 pieces I already made. I can check that all of these pieces are the same size by putting them on top of each other. They fit on top of each other without too much or too little of the pieces of pizza on either side, so they are the same size. We learned that you can make 4 pieces of a circle that are all the same size, and that these 4 pieces that are the same size are called quarters of the circle. Just like we can divide a circular pizza into 4 pieces that are the same size called quarters, we can also divide a circular clock face into 4 pieces that are the same size. Those 4 same-sized pieces are called quarters on the clock, too. These quarters can help us tell times between the half-past and the oclock times.

Connect to Analog Clocks

Suggested visuals Practice telling time to the hour and half hour by showing times on the big Judy clock and asking students to write those times on their slates. Then, ask students to show specified times on their personal Judy clocks. Ask students to observe what happens to the hour hand as you move the minute hand in fifteen-minute intervals. Ask, How many minutes are in a half hour? How many minutes are in a quarter hour? Practice telling time to the quarter hour and half hour by showing times on the big Judy clock and asking students to write those times on their slates. Then, ask students to show specified times on their personal Judy clocks. Assign page 71 in the Everyday Math Journal 1. Explain that on the top part is looking at a clock and filling in what time the clock says. The bottom part is reading a time in words and drawing the clock hands to show that time. When students are finished, they should work on the math boxes on page 72. If students finish before math time is over, they should write an answer to the following question on a separate piece of paper: Imagine somebody in your class was not here today. How would you teach this friend how to tell time to the quarter hour?

Telling Time to the QuarterHour Journal Pages