1.MD.B.3 - About the Math, Learning Targets, and Increasing Rigor

Full Standard

Tell and write time in hours and half-hours using analog and digital clocks.

Measurement Topic

This standard is reported on the report card in these quarters as follows:

About the Math

Skills and concepts below are learning goals for this standard.

• Identify the differences between an analog clock and a digital clock.
• Identify the hours and minutes on a digital and analog clock.
• Tell how many minutes are in an hour and a half-hour.
• Tell time to the hour and half-hour using an analog clock.
• Tell time to the hour and half-hour using a digital clock.
• Write a time when given a time verbally.
• Draw hands on a clock to show a given time.
• Relate time on an analog clock to a digital clock.
• Relate time on a digital clock to an analog clock.
• Explain what "__o'clock" and "__ thirty" mean.

Time can be thought of as the duration of an event from its beginning to end. Telling time is more of learning how to read a dial-type instrument. Students need to read time on an analog clock and a digital clock. Students should first read an analog clock to the hour and half-hour. Essential vocabulary for this standard includes: analog clock, digital clock, hour, and half-hour (online dictionary Links to an external site., HCPSS Vocabulary Cards Download HCPSS Vocabulary Cards

Progression of Standard within Grade 1

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

TASKS

These tasks can be used with small group or whole group instruction.

• Give students each 12 sticky notes and have them line them up on their desk and write the numbers 1- 12; one on each sticky. Tell them to put the  1 near the top of their desk. Then to put the 2 to the right but below the 1 (show on the board). Have them continue to go in number order in the circle until their stickies are in a circle with the 12 on top. Ask what does this look like?  Tell them this is like a clock face (introduce the vocab) and we use it to tell time. It is just like a number line in a circle to show sometimes it 1 o'clock, 2 o'clock, 3 o'clock, etc. Have them fill in a clock face with the numbers and practice pointing the numbers to say time by the hour. Ask what is something we may do at 3 pm? (in the afternoon) What should we be doing at 3 am? What is something we may do at 6 pm? at 12 pm or noon? 
• Either create a 1 hand (hour hand only) clock using a paper plate or project a virtual one like this one Links to an external site.. What do the numbers on the clock represent? Show the hour hand pointing to 2. How do I know what time it is? Get them to get out the clock face they made and give them an hour hand to use. Have them practice showing different times focused just on the hour hand first saying point to the 4 (this shows it is about 4 o'clock since there is no precise time until later with the minute hand. Have them continue practicing times. Tell them to point to 12. Explain after 12 it moves to 1 o'clock to show 1 hour has gone by. Show them how the hour hand moves then have them practice on their clocks. Have them continue practicing from 1 hour to the next. 
• The students get out their clocks and hour hands. Show your hour hand pointing in between two hours. Say sometimes I notice the hour hand is in between two hours. What time do you think my clock is showing? It is half past 2 since it is half way in-between 2 and 3 but hasn't made it to the 3 o'clock hour. Continue to practice showing half past a hour and having them try it as well. Tell them half past four and 4:30 are different ways to say the same time. Have them practice showing their hour hand for different times such as 11, 5:30, 7, 6:30. 
• How does the hour hand look different from the minute hand? Is this comparison true for the duration of time each hand represents?
• (Display 3 analog clocks showing 11:30, 1:30 and 12:30) Which clock shows half past 12 o’clock? Explain your thinking.
• Why is 4:30 also known as half past 4?
• You eat lunch between 11:00am and 1:00pm. What are some possible times you can eat?
• What difference do you notice between the hour hands for 3:00 and 3:30? Why does it change?

SLIDE-BASED TASKS 

  These links are HCPSS created instructional tasks. These tasks are provided in Google slides.  These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Additional Tasks 

  These links provide instructional ideas connected to this standard. {NOTE: NCTM membership required for access to Illuminations lessons.}

• Making a clock Links to an external site.(Illustrative Math) 
• Introduction to Analog Clocks Download Introduction to Analog Clocks
  (Utah Core Academy Lesson)
• Grouchy Ladybug Time Download Grouchy Ladybug Time
  (Utah Core Academy Lesson)
• Time to Match Download Time to Match
  (Utah Core Academy Lesson)
• Teaching Time Download Teaching Time
  (Utah Core Academy Lesson), Teaching Time Download Teaching Time
  Workmat
• It's Time, Part 1: Using a Number Line Links to an external site. (Georgia Department of Education, pg. 52)

Tasks From Print Resources

  These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. Additional copies may be purchased with team or school funds.

Print Resources

Book Thumbnail	Book Title	Grade	Pages
	Teaching Student-Centered Mathematics	K-3
	Hands-On Standards	1-2	104-105 (Nonstandard Units)
	Brain Compatible Activities for Mathematics	K-1	(126-135)
	Number Sense	1-2	40-43
	Developing Mathematics with Unifix	K-5	Measurement Sticks 1
	Roads to Reasoning	1 2	(Grade 1): Watch the Clock (10-11) (Grade 2): Time to ask Questions (55)
	Math In Practice Teaching First-Grade Math	1	Module 11

Centers

  These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

• Time Bingo Download Time Bingo
  (HCPSS-adapted resource)
• Fill the Face Links to an external site.
• Time Go-Fish Links to an external site.
• Cross it Off Links to an external site.

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

  These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

• Tell Time to the Hour and Half-Hour a Links to an external site.
• Tell Time to the Hour and Half-Hour b Links to an external site.
• Tell Time to the Hour and Half-Hour c Links to an external site.
• Tell Time to the Hour and Half-Hour d Links to an external site.
• Tell Time to the Hour and Half-Hour e Links to an external site.
• Tell Time to the Hour and Half-Hour f Links to an external site.
• Distinguish Between Analog and Digit Clocks Links to an external site.
• Tell Time to Hour on Analog Clocks Links to an external site.
• Tell Time to Half-Hour on Analog Clocks Links to an external site.
• Tell Time to Hour and Half-Hour on Analog Clocks Links to an external site.
• Tell Time to Hour and Half-Hour on Analog Clocks 2 Links to an external site.

Full Standard

Tell and write time in hours and half-hours using analog and digital clocks.

Measurement Topic

The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.

First Grade Students Learning First Grade Standards by Measurement Topic

Kindergarten Students Learning 1st Grade Standards by Measurement Topic

1MD3 Anecdotal Data Collection Tool Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) page in Course Essentials for more information and clarification. 

Rubric (for thinking and reasoning evidence)

Use this rubric for observation and constructed responses (tasks that require explanation, justification, and/or representation).

Rubric for Tasks (pdf) Links to an external site.

Exemplars for this standard (if available)

These samples are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.