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Time to the Nearest Minute

Grade 3: Unit 6: Lesson 9

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Let’s tell and write time to the nearest minute.

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Estimation Exploration: On the One Hand….

Warm-Up

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This clock only has an hour hand.�

What time could it be?

Record an estimate that is:

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Let’s Talk About It!

How did you know that the hour was 1?

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Just a Clock on the Wall

Activity 1

MLR8: Discussion Supports

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Lin says the time shown on the clock is 1:37 p.m.�

Diego says the time is 1:35 p.m.�

Who do you agree with? Explain or show your reasoning.

Launch

Groups of 2

• “Take some time to think about the time Lin and Diego think this clock is showing.”

• 1-2 minutes: quiet think time

• “Talk to your partner about who you agree with and why.”

• 2 minutes: partner discussion

• Monitor for students who notice that the minute hand is not pointing to the 7 or the 8 but is in

between the two numbers.

• Invite students to share their responses and reasoning.

• “There are 60 small tick marks around the clock to show each of the 60 minutes in 1 hour. We

know it is 1:37 since the minute hand is at the thirty-seventh tick mark.”

Student Work Time

• “Work with your partner to determine what time is shown on each of these clocks.”

• 2-3 minutes: partner work time

• Monitor for different ways that students determine the minutes, such as:

◦ Counting by 5 and then by 1

◦ Starting at a time they know and counting on or back

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What time is shown on each clock?

Launch

Groups of 2

• “Take some time to think about the time Lin and Diego think this clock is showing.”

• 1-2 minutes: quiet think time

• “Talk to your partner about who you agree with and why.”

• 2 minutes: partner discussion

• Monitor for students who notice that the minute hand is not pointing to the 7 or the 8 but is in

between the two numbers.

• Invite students to share their responses and reasoning.

• “There are 60 small tick marks around the clock to show each of the 60 minutes in 1 hour. We

know it is 1:37 since the minute hand is at the thirty-seventh tick mark.”

Student Work Time

• “Work with your partner to determine what time is shown on each of these clocks.”

• 2-3 minutes: partner work time

• Monitor for different ways that students determine the minutes, such as:

◦ Counting by 5 and then by 1

◦ Starting at a time they know and counting on or back

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Let’s Talk About It!

◦ Were there any times that confused you at first or were harder to tell?

◦ Does anyone have suggestions for how to handle some of the times that could create confusion?

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Show Time

Activity 2

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Show the time given on each clock.

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Draw a time on this clock. Trade with a partner and tell the time on their clock.

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Let’s Talk About It!

Were there any times that confused you at first or were harder to show?

Does anyone have suggestions for how to handle some of the times that might be hard to show?

When you were drawing a time for your partner, what did you have to keep in mind?

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Lesson Synthesis

How was telling time different today than how you have told time in the past?
If you were going to explain to a friend how to tell time to the nearest minute, what would be the most important ideas you would want to share with them?

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Times Like These

Cool-Down

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Cool-Down: Times Like These

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Image Citations

https://giphy.com/gifs/wall-cuckoo-clocks-YYQJsmEowW5A4

https://giphy.com/stickers/clock-clocks-karlsson-x5BDsIX3MivI4SyRwE

https://giphy.com/stickers/interior-home-decor-present-time-PBN6hNm4q6KabSJ2jX

https://giphy.com/gifs/thelonelyisland-snl-saturday-macgruber-iKBAAfYNDu1dowhnEj

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