2017-2018 Curriculum Blueprint
Grade: 1
Course: Mathematics
Topic 13 – Time
Flexible Time
Line
9 days
Topic Overview
Students will focus on telling and writing time to the hour and half hour using both analog and digital clocks.
Vertical Progression
Coherence Map
Kindergarten: Students recognize and write numerals to 20.
2nd Grade: Students will learn to tell time to the nearest five minutes on both digital and analog clocks.
Learning Goal
Essential Question
Students will tell time to the hour and half hour.
What are different ways to tell time?
Topic 13 Scale
Deconstructed Standards
MAFS.1.MD.2.3 (DOK 1) Tell and write time in hours and half-hours using analog and digital clocks. [Conceptual Understanding, Procedural Skill and Fluency]
 Recognize that analog and digital clocks are objects that measure time
 Know hour hand and minute hand and distinguish between the two
 Determine where the minute hand must be when the time is to the hour (o’clock)
 Determine where the minute hand must be when the time is to the half-hour (thirty)
 Tell and write the time to the hour and half-hour correctly using analog and digital clocks
Math Practice Standard(s)
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
Suggested Learning Progression
The following learning progression provides students with an opportunity to
construct meaning and create connections through the CRA Method: Concrete –
Representational – Abstract.
*Collaborative teams should be selective in choosing standards-aligned tasks for
instruction and assessment. Teams may adjust the sequence and use additional
resources based on the needs of their students.
Topic 13: Time
Sample Thinking Map: Telling Time using a Bridge Map (An editable version of
this map is available on the K Drive.)
Sample Thinking Map: Time using a Brace Map
Recommended Instructional Sequence
This instructional sequence is intended to provide a framework for
student learning. Various options are listed below each step in the
sequence. Collaborative teams may adjust the sequence as necessary to
meet the needs of their students.
Step 1: 5-Minute Spiral Review
 Pearson Daily Review
 Common Misunderstandings or Errors
Step 2: Problem-Based Learning
 Solve and Share
 Math Formative Assessment System (MFAS) Tasks by Standard
 Illustrative Mathematics Tasks by Standard
Step 3: Focus Lesson & Opportunities for Practice
Teachers may use this map for professional development or as a teaching tool.
Teachers may build this map with their students as they progress throughout the
topic.
Suggested Materials: Demonstration Analog Clock
Lesson 13-1: Understand the Hour and Minute Hand
 Additional Resource: Georgia Unit 4, Task 8 It’s Time Part II (pg. 58-62)
Lesson 13-2: Tell and Write Time to the Hour
 Additional Resource: EngageNY Module 5 Topic D Lesson 10
Lesson 13-3: Tell and Write Time to the Half Hour
 Additional Resource: EngageNY Module 5 Lesson 11-13
 Additional Resource: Georgia Unit 4,Task 9 It’s Time Part III (pg. 63-70)
 Additional Resource: i-Ready Lesson, Measurement and Data: Measuring
Time
Lesson 13-4: Math Practices and Problem Solving: Reasoning
 Additional Resource: Georgia Unit 4, Task 7 It’s Time Part I- Using a
Number Line (pg. 52-57)
 Additional Resource: Georgia Unit 4, Task 10 Time for Bed (pg. 71-78)
 Additional Resource: CPALMS What Time Is It?
Professional Development
Marzano Proficiency Scales Bank
Common Core Flip Books: Provides additional information and
sample problems for every standard


Visual Learning Bridge
Thinking Map/Graphic
Organizer
 Interactive Notebook
 Whole Group i-Ready
Lesson
Step 4: Differentiated Instruction
 Small group instruction
 Centers/stations (including
i-Ready)
Step 5: Student Debrief
 Thinking Map/Graphic
Organizer
 Exit Ticket
 Interactive Notebook




Guided Practice
Collaborative work
Independent Practice
Task Oriented Instruction
(additional opportunities for
PBL)


Guided Practice
Intervention/Enrichment

Reflection
o So what? What did
you learn?
o So why? Why is it
important?
Higher Order Questions & Writing Connections
Link to Webb’s DOK Guide
*Higher order questions should be utilized to foster a deep, conceptual
understanding of the topic. Encouraging students to express their
mathematical thinking in writing helps them solidify their learning.

Explain how to tell which hand is the minute hand and which is the
hour hand.
 Does it matter which hand we read first? Why or why not?
 How can you use a clock to tell time to the half-hour?
Resources
Essential Vocabulary
Pearson enVision Math 2.0
 hour
Home-School Connection Page
 hour hand
Reteaching Pages
 minute
Daily Review
 minute hand
Math Formative Assessment System (MFAS) Tasks by
 o’clock
Standard
 half hour
CPALMS -MFAS includes tasks and rubrics that the teacher
can implement with their students.
Illustrative Mathematics Tasks by Standard
The site illustrates standards with impeccably crafted
tasks, videos, lesson plans, and curriculum modules.