Module on Time for Grade 3
By
Tim Roth, Sue Samp, Marsha Thornton, Jan Wyatt
Table of Contents
Math Module Outline: Grade 3
Pre-test Grade 3
Lesson 1: Ways to Measure Time
Lesson 2: Tell Time to the Minute
Lesson 3: Determine Elapsed Time
Lesson 4: A.M./P.M.
Lesson 5: Using Calendars
Post-test Grade 3
Module development was partially funded by the Missouri Coordinating Board for
Higher Education through the Eisenhower Professional Development Program.
Translations were partially funded by NSF ESIE SGER Project 0086580
Math Module Outline
Strand: Time
Grade Level Span: 3
Concepts Included in Module:
• Ways to Measure Time
• Tell Time to the Minute
• Determine Elapsed Time
• A.M./P.M.
• Using Calendars
Authors: Tim Roth, Sue Samp, Marsha Thornton, Jan Wyatt
District(s): Northeast R-IV School, Cairo, Missouri
Brief Statement of Basis for Selection of Strand/Concepts: Annual achievement tests,
MAP test results, and teacher observations indicated student weaknesses in measuring
time.
Module Resources:
Korean Mathematics. (2001). Edited by Janice Grow-Maienza, translated by Sue Chung
Nugent. Kirksville, Missouri: Truman State University. From Ministry of Education.
Arithmetic, Grades 1-6. Seoul, Korea: National Textbooks Inc. (Original work
published 1993).
Telling Time: Pre-Test
A. Draw the minute hand and hour hand to show the time.
4:25
5:50
1:38
8:23
B.
Write the time:
____________
What time will it
be in 15 minutes?
____________
Write the time:
____________
What time will it
be in 25 minutes?
____________
Write the time:
____________
What time will it
be in 40 minutes?
____________
C.
Andrew and Caitlyn began picking up their toys at 3:20 p.m. They finished at 4:35
p.m. How long did it take them to complete their job? Explain your answer. Show your
work.
D.
Alicia woke up at 8:00 and got ready for school. In which part of the day did she wake
up, a.m. or p.m.? Explain how you got your answer. Show your work.
Scoring Guide for Constructed Response Items C and D
2 points – student found correct answer and shows complete process
1 point – student found correct answer, but lacked complete process or
student attempted to find the correct answer , but may or may not
have made computation errors leading to an invalid answer
Lesson 1
Ways We Measure Time
Objective: Recognize and identify different instruments used for telling time
Lesson Resources:
Transparencies (T): none
Student Handout (S): S-1 Ways We Measure Time Survey
Other: Time keeping instruments (e.g. analog and digital clocks, timers, stop
watches, etc.)
Standards Addressed:
• Show-Me Goals: 1.3 Design and conduct field and laboratory investigations
to study nature and society
• Missouri Frameworks: MA 2 Geometric and spatial sense involving
measurement, trigonometry, and similarity and transformations of shapes
• NCTM Content Standards: Investigating timing devices
Real Life Problem: Observe different instruments used throughout the school building
for telling time.
Demonstration: Students will take a walking tour throughout the school building and
keep a tally chart of different instruments for telling time (e.g. analog and digital clocks,
timers, stop watches, etc.)
Guided Practice: Students will discuss observations and write a summary.
Independent Practice/Enrichment: Ways We Measure Time Survey (S-1)
Enrichment: Use a stopwatch or clock with second hand. Time how long it takes
students to complete certain tasks, such as passing out papers, putting on gym shoes, etc.
S-1 Survey
Ways We Measure Time Survey
Directions: Tally the different instruments used for telling time that you have observed.
OTHER
Lesson 2
Telling Time to the Minute
Objective: Tell and record time to the nearest minute
Lesson Resources:
Transparencies (T): none
Student Handout (S): S-2 Telling Time to the Nearest Minute
Other: Judy clocks, index cards, timer
Standards Addressed:
• Show-Me Goals: 3.6 Examine problems and proposed solutions from
multiple perspectives
• Missouri Frameworks: MA 2 Geometric and spatial sense involving
measurement, trigonometry, and similarity and transformations of shapes
• NCTM Content Standards: Developing familiarity with time rotation
Real Life Problem: Zach won a trip to the St. Louis Cardinal’s game for his third grade
class. The following clock shows the hour and minute that Zach arrived at the stadium.
What time is it?
The small unit at which the long hand points is 1 minute.
If the long hand points at 1, then it is 5 minutes. Zach
started at _____ hour _____ minutes.
Demonstration: Students will use Judy clocks to find different times to the nearest
minute. Students will share different strategies used to find the time (e.g. skip count by
5’s, multiply, count tick marks, etc.)
Guided Practice: Teacher will pre-label index cards using various times to the nearest
minute. Teacher will display a card and children will show the time on Judy clocks.
Independent Practice/Enrichment: Telling Time to the Nearest Minute Worksheet
(S-2)
Enrichment: Teacher will set a timer to go off at various times throughout the school
day. Have students record the time.
Telling Time to the Minute
S-2 N.E. R-IV
The following shows the numbers to which the long hand points. Express as minutes.
Lesson 3
Elapsed Time
Objective: Determine elapsed time
Lesson Resources:
Transparencies (T): none
Student Handout (S): S-3 Elapsed Time Worksheet
Other: Judy clocks, paper plates, construction paper, brads, and markers
Standards Addressed:
• Show-Me Goals: 3.2 Develop and apply strategies based on ways others
have prevented or solved problems
• Missouri Frameworks: MA 2 Geometric and spatial sense involving
measurement, trigonometry, and similarity and transformations of shapes
• NCTM Content Standards: Comparing durations of time within a day
Real Life Problem: During the second inning of the Cardinal’s game, Hannah decided
to visit the concession stand. She ordered popcorn. Determine how long Hannah stood
in line.
Demonstration: Teacher will use the Judy clock and model a specific time and record
the time. The teacher will repeat the process choosing a different time. Students will
share different methods of determining elapsed time.
Guided Practice: Students will construct clocks using paper plates, construction paper,
brads, and markers. Pair up students. One partner will demonstrate the beginning time
with his/her clock. The other partner will demonstrate the ending time. Partners will
then determine the elapsed time.
Independent Practice/Enrichment: Elapsed time worksheet S-3
Enrichment: At various times throughout the day, the teacher will ask students to record
the time. Then the students will calculate the length of time until a new activity.
S3
Lesson 4 A.M./P.M.
Objective: Use A.M. and P.M. when telling time
Lesson Resources:
Transparencies (T): none
Student Handout (S): none
Other: paper plates, brads, markers, construction paper, Judy clock
Standards Addressed:
• Show-Me Goals: 3.4 Evaluate the processes used in recognizing and solving
problems
• Missouri Frameworks: MA 2 Geometric and spatial sense involving
measurement, trigonometry, similarity, and transformation of shapes
• NCTM Content Standards: Comparing durations of time within a day
Real Life Problem: Ethan’s group arrived at the Cardinal’s game early to watch batting
practice at 11:30. The game began at 1:00. How do you determine a.m. and p.m. when
telling time?
Demonstration:
Guided Practice: Each student will make an hour spinner with twelve sections labeled
1-12. Each student will then make a minute spinner labeled 00-55 by 5’s. Spin the hour
and minute spinner. Record this time. Students will then write something they do at this
time of the day. Write a.m. or p.m. to show the time of day the activity is done. Repeat
these steps six times. Students will write the list to show the order in which they do the
activities.
Independent Practice/Enrichment: Draw or use magazine pictures and label each
picture with an appropriate estimated time including a.m. and p.m.
Lesson 5
Using a Calendar
Objective: Use a calendar to identify months, weeks, and days.
Lesson Resources:
Transparencies (T): none
Student Handout (S): S-4 Calendar Worksheet
Other: Calendars
Standards Addressed:
• Show-Me Goals: 1.4 Use technological tools and other resources to locate,
select and organize information
• Missouri Frameworks: MA 3 Data analysis, probability and statistics
• NCTM Content Standards: Representing events in time
Real Life Problem: Kyle was ordering Cardinal’s tickets for a game in July. He would
like to attend on a Sunday or a Friday. What dates are available for him to attend?
Demonstration: Teacher will use room calendar and ask students to locate specific
dates, days of the week, and months.
Guided Practice: Students will work in cooperative groups. Teacher will provide each
group with a calendar. Each group will use calendars to locate their birthdays and/or
special holidays. Students will log the month, date, and day of the week for that
particular year.
Independent Practice/Enrichment: Use the calendar worksheet (S-4) and make up
your own 10-game schedule for the Cardinal’s.
S-4 Using a Calendar
Directions: Use the attached calendar and make up your own 10-Game schedule for the
Cardinals.
Month
Date
Day of the Week
Game #1
_____
_____
__________
Game #2
_____
_____
__________
Game #3
_____
_____
__________
Game #4
_____
_____
__________
Game #5
_____
_____
__________
Game #6
_____
_____
__________
Game #7
_____
_____
__________
Game #8
_____
_____
__________
Game #9
_____
_____
__________
Game #10
_____
_____
__________
How many days is it from Game #1 to Game #10? _______________
Telling Time: Post-Test
B. Draw the minute hand and hour hand to show the time.
3:50
1:15
4:36
7:28
B.
Write the time:
____________
What time will it
be in 20 minutes?
____________
Write the time:
____________
What time will it
be in 35 minutes?
____________
Write the time:
____________
What time will it
be in 50 minutes?
____________
C.
Tim and Sue started raking the yard at 10:15 a.m. They finished at 11:55 a.m. How long
did it take them to complete their job? Explain how you know the answer. Show your
work.
D.
Mark read a book. He finished the last chapter at 10:00 and went to bed. In which part
of the day did Mark go to bed, a.m. or p.m.? Explain how you got your answer. Show
your work.
Scoring Guide for Constructed Response Items C and D
2 points – student found correct answer and shows complete process
1 point – student found correct answer, but lacked complete process or
student attempted to find the correct answer , but may or may not
have made computation errors leading to an invalid answer
Materials: Calendars
You have been asked to plan the next field trip for your class. Set up a schedule
for the trip and include the following:
• Where are you going?
• What time will the bus leave school?
• What time will the bus arrive at the destination?
• How long is the bus ride?
• What activities will you do (include the times of each activity)?
• What time will the bus leave to go back to school?
• What time will the bus arrive back at school?
• How long did the trip take?
**Please remember to use a.m. and p.m. when writing time.
The principal would like to know what month, day, and day of the week that you
will be going on your field trip. Write the date that you have chosen. _______________
How many days is it from today’s date to the date of your trip? ______________