Quarter Hours and Beyond

Overview

Grade: 3 & 4
Duration: 30 minutes
Class Size: 25 students
Unit: Mastering Time Telling (Lesson 3 of 5)
Topic: Telling time at quarter hours — "quarter past" and "quarter to"
Curriculum Reference: Alberta Mathematics Curriculum (Grade 3 & 4)

• Number (Grade 3): 3.N.1 - Demonstrate an understanding of fractions as parts of a whole and parts of a set
• Number (Grade 4): 4.N.3 - Develop and apply strategies for telling time to the minute and understanding elapsed time
• Mathematical Process – Reasoning and Analyzing
• Mathematical Process – Communicating

This lesson advances students’ ability to read analogue clock faces, focusing on quarter hour intervals, an essential skill that supports understanding fractions and elapsed time in practical contexts.

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Learning Objectives

By the end of the lesson, students will be able to:

• Recognize and articulate the phrase “quarter past” the hour to indicate 15 minutes after the hour.
• Recognize and articulate the phrase “quarter to” the hour to indicate 15 minutes before the hour.
• Demonstrate reading analogue clocks showing times at quarter past and quarter to the hour accurately.
• Explain the meaning of quarter past and quarter to using appropriate mathematical language and fraction concepts.
• Apply their understanding by representing times on paper and clocks.

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Materials Needed

• Large classroom analogue clock with movable hands (for teacher demonstration)
• Individual mini analogue clock models or paper clock templates with movable hands (one per student)
• Whiteboard and markers
• Worksheets with clock faces showing different quarter hour times (both quarter past and quarter to)
• Flashcards with time phrases: “quarter past,” “quarter to,” and corresponding digital and analogue times
• Timer/stopwatch
• Fraction circles or paper cut-outs labelled “quarter” (optional for visual fraction connection)

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Lesson Breakdown

Introduction (5 minutes)

1. Activate Prior Knowledge:

   • Begin by reviewing the concept of “o’clock” and “half past” times.
   • Ask: “What does it mean when the long hand is on the 12? When it's on the 6?”
   • Use the large classroom clock to demonstrate.

2. Introduce Quarter Hours Concept:

   • Show the clock set at 3:15 and say, “This time is called ‘quarter past three.’” Explain that a quarter means one-fourth of the clock.
   • Show the clock set at 2:45 and say, “This time is called ‘quarter to three.’” Reinforce that “quarter to” means 15 minutes before the next hour.

3. State Learning Goals:

   • Share the day’s learning target: “Today we will learn how to tell time when the minute hand is on the 3 or the 9, to read quarter past and quarter to times.”

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Guided Practice (10 minutes)

1. Demonstration & Modelling:

   • Move the classroom clock hands to various quarter past and quarter to times (e.g., 5:15, 7:45, 12:15, 4:45).
   • Prompt students to say the time out loud and write the time phrase on the board (e.g., “quarter past five”).
   • Emphasize the phrase structure: “quarter past [hour]” and “quarter to [next hour].”

2. Hands-on Clock Activity:

   • Distribute mini clock models or paper clocks.
   • Call out different quarter hour times and ask students to set their hands correctly.
   • Circulate and check for understanding, giving immediate feedback.

3. Fraction Connection Discussion:

   • Display fraction circles or quarter pieces.
   • Connect the “quarter” language in time telling with the fraction concept: “There are 4 quarters in 60 minutes. When we say quarter past, it means 1 quarter (15 minutes) has passed.”
   • Encourage students to visualise the clock as divided into four equal parts.

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Independent Practice (10 minutes)

1. Worksheet Activity:

   • Provide students with a worksheet containing clock faces showing quarter past and quarter to times.
   • Students must:
     • Write the time phrase (e.g., “quarter past six”).
     • Draw hands on blank clocks to represent given quarter hour times in words.

2. Time Phrase Match-up Game (Optional, if time permits):

   • Use time flashcards placed face-down.
   • In pairs, students take turns picking a card showing a quarter time or the time phrase, finding the matching pair (analogue to phrase).

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Conclusion and Assessment (5 minutes)

1. Class Discussion:

   • Invite volunteers to share times they set on their clocks and explain if it’s “quarter past” or “quarter to.”
   • Discuss any common challenges and misconceptions observed during activities.

2. Exit Ticket:

   • On a small slip of paper, have each student write or draw the time for “quarter past 9” and “quarter to 2.”
   • Collect these for quick informal assessment of individual understanding.

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Assessment & Evaluation

• Observation of students setting quarter hour times on the clocks correctly during guided practice.
• Review of worksheets for accuracy in identifying and representing quarter past and quarter to times.
• Exit ticket to assess individual grasp of both quarter past and quarter to.
• Use questioning to assess students’ verbal explanations and fraction connections.

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Differentiation

• Support: Provide clock templates with shaded quarter sections to support visual learners. Offer one-on-one support during hands-on activities.
• Extension: Challenge higher-achieving students to tell time at 5-minute intervals beyond quarter hours or solve word problems involving elapsed time around quarter hours.
• Language: Use clear, consistent language and visuals to support English Language Learners.

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Reflection & Next Steps

• Plan to continue reinforcing quarter hours in the next lessons, introducing elapsed time problems involving “quarter past” and “quarter to.”
• Incorporate digital clock comparisons to solidify the concept of quarter hours aligned with Alberta curriculum expectations.

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This targeted, interactive lesson embeds concrete materials and fraction connections supporting mathematical reasoning aligned with Alberta’s curricular goals. It fosters communication and reasoning skills through dialogue and hands-on practice, ensuring mastery of quarter hours as foundational temporal concepts.