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Overview

Grade: 3rd
Duration: 60 minutes per day (3 consecutive days)
Class Size: 30 students
Standards:

• CCSS.MATH.CONTENT.3.MD.A.1 – Tell and write time to the nearest minute and measure time intervals in minutes.
• CCSS.MATH.CONTENT.3.MD.A.2 – Solve word problems involving addition and subtraction of time intervals in minutes.

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Day 1: Discovering Time to the Minute

Learning Objectives

• Content:
  • Use an analog clock to tell and write time to the nearest minute.
  • Relate time on analog and digital clocks.
  • Express time as the number of minutes before the hour.
• Language:
  • Tell the time on a digital clock.
  • Tell the time on an analog clock to the minute.
  • Use “am” and “pm” correctly in speaking and writing.

Success Criteria

• Students will accurately read and write times on analog clocks to the nearest minute.
• Students will say times aloud using “am” and “pm.”
• Students will explain time as “x minutes before the hour.”

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Anticipatory Activity (10 minutes)

"What You Know"

• Show various familiar analog clocks with times on them.
• Ask: “What time does this clock show?”
• Quickly discuss “before the hour” concept (e.g., 3:55 is 5 minutes before 4:00).
• Use thumbs up/down for students to self-check understanding.

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Teacher Instruction (10 minutes)

“Find Out More” Interactive Tutorial*

• Use a large analog clock model with moving hands for demonstration.
• Model how to read the hour hand and minute hand precisely (e.g., 3:43).
• Demonstrate writing the time digitally as 3:43 am or pm.
• Emphasize “minutes before” the next hour language (e.g., "3:43 is 17 minutes before 4:00").
• Discuss am/pm concept: morning and afternoon/evening times.

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Student Work/Lesson Application (25 minutes)

Picture It / Model It (10 minutes)

• Students use individual mini analog clocks with movable hands to set given times written by the teacher.
• Each student practices telling aloud the time, including “am” or “pm.”
• Encourage students to say times as “x minutes before the hour.”

Connect It (10 minutes)

• Show a time on an analog clock on the board, ask volunteers to write it as a digital time and say the “minutes before” phrasing aloud.
• Pair students to quiz each other with analog clocks and digital time cards.

Try It (5 minutes)

• Quick written assignment: Students draw hands on blank analog clock faces to show a time given in digital format "5:12 pm," using “minutes before” phrasing in a sentence.

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Small Group / Differentiated Instruction

• For struggling learners: Use larger clock faces, color-code minutes in 5-minute increments, provide sentence starters for time phrases.
• For advanced learners: Challenge with mixed AM/PM times and elapsed time questions. Use problem-solving: “If the clock shows 4:50, what time will it be in 25 minutes?”

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Exit Ticket (5 minutes)

• Students write one “I can” statement:
  "I can tell the time to the nearest minute on an analog clock and say the time as minutes before the hour."

• Students write the digital time and minutes before the hour for a clock image shown by the teacher.

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Day 2: Practicing Time Reading and Writing

Learning Objectives

• Content: Practice telling and writing time to the minute accurately
• Language: Use “am” and “pm” and “minutes before” expressions fluently

Success Criteria

• Students will read digital and analog clocks accurately.
• Students will write time correctly and express it in “minutes before” terms confidently.

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Anticipatory Activity (5 minutes)

• Quick review of Day 1’s hands-on clock activity with thumb up/down for understanding.

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Teacher Instruction (5 minutes)

• Model example problems aloud on board: Reading clock, writing time, saying minutes before the hour.

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Student Work/Lesson Application (40 minutes)

Practice Problems 9–11 (15 minutes)

• Students complete assigned workbook pages 227–230 focusing on telling and writing time.

Pair/Share (15 minutes)

• Students work in pairs to solve time problems, explain reasoning aloud, and check each other’s clocks and answers.

Solution Review & Feedback (10 minutes)

• Discuss answers as a class, correcting misconceptions and reinforcing language: “am,” “pm,” and “x minutes before the hour.”

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Small Group / Differentiated Instruction

• Dyslexia-friendly: Provide dyslexia-friendly text versions of problems with larger font and colored clock faces. Use audio instructions for struggling readers.
• Advanced learners: Extend to calculating elapsed time and converting between digital and analog with irregular intervals.

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Exit Ticket (5 minutes)

• Write a sentence telling the time from an analog clock and expressing it as minutes before the next hour.

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Day 3: Independent Mastery & Challenge

Learning Objectives

• Independently tell, write, and express time to the minute on analog and digital clocks.
• Apply am/pm and “minutes before” concept in own words.

Success Criteria

• Students will independently complete activities showing mastery of time-telling.
• Use language objectives fluently when explaining time.

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Anticipatory Activity (5 minutes)

• Quick “I Can” review – read aloud from previous exit tickets and share.

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Student Work/Lesson Application (20 minutes)

Independent Practice Problems 1–4 (using pages 231–232)

• Students complete individually with minimal teacher support.

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Assessment & Remediation (10 minutes)

• Quick check quiz based on Lesson 20 Quiz format focusing on all core objectives.
• Small group remediation for students with errors or misconceptions.

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Hands-On or Challenge Activity (15 minutes)

• Hands-On: Time Scavenger Hunt in classroom using analog clocks scattered around showing different times. Students record times digitally and write minutes before the hour statements.
• Extension: Challenge students to create their own word problems involving elapsed time using am/pm and minutes before the hour.

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Small Group / Differentiated Instruction

• For learners needing extra support: Use clock manipulatives and peer-buddy support. Visual aids with color coding on minute markings.
• For advanced learners: Create and solve multi-step word problems involving time changes and several clocks.

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Exit Ticket / Final Assessment (5 minutes)

• Students write an “I can” statement summarizing what they’ve learned.
• Answer a short question: “What time is it if the clock shows 6:55 pm? Write it in digital form and say it as minutes before the hour.”

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Additional Notes for Teacher

• Dyslexia Support: Use clear fonts (Arial, OpenDyslexic), avoid long sentences, use color-coded clocks, and provide oral instructions.
• Classroom Management: Use engaging clock manipulatives for tactile learning; movement breaks with the scavenger hunt.
• Technology Integration: Interactive clock apps or smartboard tutorials for visual and kinesthetic learners.
• Family Engagement: Send home a simple “time-telling” game card with instructions to reinforce learning at home.

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Summary “I Can” Statements:

• I can read an analog clock to the nearest minute.
• I can write the time shown on an analog clock in digital form.
• I can say the time using “minutes before” the next hour.
• I can use “am” and “pm” correctly when telling time.
• I can solve problems with elapsed time using clocks.

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This three-day sequence closely follows Common Core standards by emphasizing both conceptual and procedural fluency with time to the minute, using precise language and student-centered interactive methods to engage diverse 3rd grade learners.