1. Connecting Academics & Parents
Academic seminars to sharpen skills and build understanding in Telling Time
Critical Point –
Build understanding of how we can help our students tell time.
Materials
Clocks
Fraction circles
Pencils
Computer/Projector/Speakers
Copy for each family
Clock Face for Fraction Circles
Digital/Analog Clock Sheet
My Schedule Sheet
CAP 2nd grade time handout
Time Learning Progression
PowerPoint for Parents (optional)

2. Mathematics Florida Standards Focus
Grade 2
MAFS.2.MD.3.7 Tell and write from analog and digital clocks to the nearest five minutes.
Critical point
We will be addressing MAFS.2.MD.3.7 during this workshop
Step by step directions
Read this standard to parents

3. Learning Progression: Telling Time
Critical Point: Show how learning about time progresses from earlier grades to future grades.
Step by Step directions
Read The standard that is in the box.
There is more information on each standard that is not displayed due to space. All standards can be found at
Share the progression starting with kindergarten through 3rd grade. Let parents know, if their child is struggling with the current grade level content standard they can look at the previous learning for support.
A full size learning progression should be copy for each family. Point it out to parents as the slide may be difficult to read.
Copyright 2009

4. Why is telling time challenging for students?
Confuse hour and minute hand
The hour hand and minute hand can point to the same place on a clock but have different values.
Most student use digital clocks – analog clocks are not very common
Critical point
Activate parents prior knowledge of the components required to tell time.
Step by step directions
Give parents 2 minutes to brainstorm independently. Then have groups share their ideas – 3-4 min. Finally bring ideas whole group.
Facilitate a discussion about parent ideas and click to show some sample student struggles.
Things you might hear parents say:
There is a minute hand and an hour hand – students confuse the two
The numbers on the clock mean different things depending which hand is pointing to it. (when the hour hand is pointing at the 2 it is 2 o’clock, when the minute hand is pointing at the 2 it is 10 past that hour)
We are counting 2 intervals of time on the same number line. In 1 hours time the hour hand moves from one number to the next but the minute hand turns a full rotation.
Digital clocks are prevalent – students don’t use analog clocks very often
Fractions can also describe time – half past 3, quarter to 4
AM and PM – students confuse them thinking anything dark is PM and anything with daylight is AM
Copyright 2009

5. STOP How Long is a Minute?
Take out a piece of copy paper. How many stars do you think you can make in 1 minute? Write your estimate in the corner of you paper. Get set, get ready, ….
Have you ever said “give me a few seconds” but really it took about minutes? How could this create misconceptions for our students?
Critical point
We need to develop a sense of time for our children.
Step by step directions
Have parents take out a piece of copy paper.
Ask “How many stars can you make in1 minute? Write your estimate in the corner of your paper.”
Click to start the timer. The star will spin for 1 min. At the end of 1 min a red circle will cover the star and say STOP.
Facilitate a discussion about the activity using the following questions
Was a minute shorter or longer than you expected? Was your estimate over or under?
Do you think our students have a good sense of time? What activities take about 1 min? ½ hour? 1 hour?
Click to show a Common misconception- telling a student “ill be there in one minute… when you are actually there in about 15 minutes) contorts there understanding of time. Facilitate discussion from question on the slide.
Copyright 2009

6. Can we tell time on a number line?
Critical point
A clock is just a number line in a circle.
We can estimate time with just an hour hand and a number line.
This slide will connect to the video on the next slide where a child is telling time on a number line.
How will creating a number line support students understanding of the concept of time?
Step by Step directions
Ask parents to estimate the time shown on the number line. (3:00)
Click to make the arrow move.
About what time is shown now? 8:30 How do you know? The hour hand is half way past 8:00
Say … wait are you telling me you can tell time with out a minute hand …. What?!?
Hour
Copyright 2009

7. How does the child makes sense of the two number lines represented?
Critical Point: This video shows a student thinking through the two number lines that are represented on the clock. The number line counting the hours and the number line counting the minutes.
Step by Step Instructions
Instruct participants to watch the video clip with this question in mind. . . “How does the child make sense of the two number lines represented.?”
Click on the picture to link to the video
Stop the video at 4:17
Facilitate a discussion in response to the question.
If needed here is a direct link to the video.
You will want to access youtube prior to the training as it often requires you to enter a district log in to override the firewall.
Copyright 2009

8. How is the number line connected to a clock?
Critical Point:
The linear number line can be turned to represent the circular number line on a clock.
Step by Step Directions
Instruct participants to watch the video clip with this question in mind. . . “How is the number line connected to a clock?”
Click on the picture to link to the video
Stop the video at 1:17
Facilitate a discussion in response to the question.
If needed here is a direct link to the video.
You will want to access youtube prior to the training as it often requires you to enter a district log in to override the firewall.
Copyright 2009

9. How can you tell time with just an hour hand?
The hour hand is between 5 and 6. It is after 5:00 but before 6:00.
The hour hand is half way between the 5 and 6 so it is about 5:30.
Critical point
Connect the number line to telling time with just an hour hand.
Step By Step Directions
Allow parents to discuss in groups how they can use just the hour hand to tell time.
Then click to show the steps for thinking through telling time with the hour hand.
Say “If your student is struggling with telling time have him or her first estimate the time with just the hour hand.”
Trainer Notes:
Students should first learn to say the approximate time with a one-handed clock. Next they should be able to place the minute hand. Then, give a digital time, discuss first where the hour hand should go and then the minute hand. On an ongoing basis help student by having them focus first on the hour hand and making and estimate of time.
Copyright 2009

10. How can you tell time with just an hour hand?
It is past 8 o’clock and not yet 9 o’clock.
Is it closer to 8 or 9 o’clock?
What does it mean if the hour hand is closer to the 9?
About what time is it?
Critical point
Connect the number line to telling time with just an hour hand. When the hour hand is approaching the next hour, we often see students make the mistake of saying the hour is 9 when in fact the hour hand has not yet reached the 9. Therefore it is just before 9:00
Step by Step Directions
Allow parents to discuss in groups how they can use just the hour hand to tell time.
Then click to show the questions for thinking through telling time with the hour hand.
Parents should come to the conclusion it is about 8:45 or 8:50 – almost 9:00.
Copyright 2009

11. Step by step directions
Critical point- Once students are confident at telling time with only the hour hand, you want to introduce the minute hand. In 2nd grade students will time to nearest 5 minutes.
Step by step directions
Say “Watch this video to see how students can make sense of telling time the nearest 5 minutes.”
Click on the video and
Stop at 2 minutes and 38 seconds
The video will explain that each number on the clock represents 5 minutes.
If needed here is a direct link to the video and the quick code.
Quick Code LZ2629
Copyright 2009

12. First look at the hour hand and estimate the time.
Think like a student …
First look at the hour hand and estimate the time.
Then look at the minute hand to be more precise.
:25
:00
:05
:10
:15
:20
:30
:35
:40
:45
:50
:55
Critical Point: Connect telling time on the one handed clock (hour hand only) with telling a more precise time by first using the hour hand and then the minute hand.
Step by Step Directions
Read Slide
Think like a student …
First look at the hour hand and estimate the time.
Then look at the minute hand to be more precise
Click to show student thinking

13. By looking just at the hour hand what do you know?
What do you know by looking at the minute hand?
What time is it?
Now I know It is
4:55.
Is it
5:55?
:00
:05
:10
:15
:20
:25
:30
:35
:40
:45
:50
:55
Critical Point: Connect telling time on the one handed clock (hour hand only) with tell a more precise time using first the hour hand and then the minute hand.
Step by Step Directions
Click to show one students thinking. “Is it 5:55?”
The most common mistake children make is saying this time is 5:55. They see the hour hand is close to the 5 and the minute hand is pointing to 55 minutes. By looking first at the hour hand and determining it is not yet 5:00, so we are still in the 4:00 hour, we can help students avoid this common misconception.
Here are questions we can ask our children to help them clarify their thinking.
Click to reveal the question. Have parents discuss each question as they are shown.
By looking just at the hour hand what do you know?
Encourage parents to first estimate the time with the hour hand then. Use the minute hand to more precise about the minutes after the hour. (Similar to how the child thought on the previous slide.)
For example, I can see the hour hand is between the 4:00 and 5:00. I can see it is almost to 5:00, but not yet, so I think it is about 4:45.
By looking just at the minute hand what do you know?
Now I can check the minute hand is pointing to the 11. When I count by 5’s I know that the minute hand is pointing to 55 minutes. So now I know it is exactly 4:55.
What time is it?
Click to show students revised thinking cloud

14. How do fractions relate to the clock?
How can you represent a quarter of an hour?
How can you represent a half of an hour?
How can you represent quarter to or quarter ‘til ?
Critical point
The standard states “Tell and write time from analog and digital clocks to the nearest five minutes.” Part of telling time could be reading it as a fractional amount, for example a quarter past 5 is 5:15 or half past 2 is 2:30.
Step by step directions
Have parents get out their fraction circles and “Fraction clock” paper.
Using these tools allow parents to explore the question “How do fractions relate to a clock?”
Then click to show questions (allow parents to model answers with clocks and fractions circles)
What is a quarter of an hour? (15 minutes) So quarter past 9 is 15 minutes past 9 or 9:15.
What is a half of an hour? (30 minutes) so half past 4 is 4:30
How can you represent quarter to or quarter ‘til ? (45 minutes have passed and it is minutes to the next hour - so quarter til 5 is 4:45 )
After discussing the questions , click to show two other pictures relating fractions to the clock.
Trainer Notes:
There are 60 seconds in a minute or 60 equal sized pieces that make a whole minute.
There are 60 minutes in 1 hour, or 60 equal sized pieces that make a whole hour.
Students may think that when you say “quarter past” , it is 25 after because a quarter in money is 25 cents. An idea to help with this is to have students fold different sized pieces into fourths to show that fourths are relative to the size of the shape and not all fourths are equal. Make sure to use a circle folded into quarters. A quarter in money is 25 cents while a quarter in time is 15 minutes.
Copyright 2009

15. Agree or Disagree? Why?
If your child is making this mistake, you could ask ….
When the minute hand points to a number, how many minutes are represented?
How do you count minutes on a clock?
If it is 7 minutes past 8:00 where would the minute hand point?
Critical Point:
To help parents identify common mistakes their children might make and think of questions to probe thinking rather than telling.
Step by Step Directions
Ask Agree or Disagree? (give wait time)
Why? (parents should explain that the child did not count by 5s to determine the minutes but instead related the minute hand to the hour number line)
Say…Rather than telling the child the answer, What question could you ask to help the child realize their mistake?
Click to show
When the minute hand points to a number, how many minutes are represented?
How do you count minutes on a clock?
Can you show me where 7 minutes is represented on the clock?
Click to show second clock.
Why? (parents should explain that the hour hand is almost to the 2 but not yet so the time is 1:50 not 2:50.
Cover the minute hand, “About what time is it?” (encouraging the child to realize the hour is not yet to the 2)
So then based on your estimate is 2:50 reasonable?
Click to show third question.
Why? (Parents should say that the child confused a quarter of an hour (15 min) with a quarter of a dollar (25 cents)
How do you count the minuets on a clock? 5,10, 15 – does that match your answer?
What is a quarter of an hour?
What is the quarter of a dollar?
Is the quarter of a dollar the same as the quarter of an hour?
(A quarter of a whole represents one-fourth of the whole. When an hour is broken into four equal parts each part has a value of 15 minutes. When a dollar is broken into 4 equal parts each part has a value of 25 cents.)
Copyright 2009

16. Agree or Disagree? Why?
If your child is making this mistake, you could ….
Cover the minute hand and ask “About what time is it?” (encourage the child to realize the hour is not yet to the 2)
Based on your estimate is 2:50 reasonable?
Critical Point:
To help parents identify common mistakes their children might make and think of questions to probe thinking rather than telling.
Step by step directions
Ask Agree or Disagree? (give wait time)
Why? (parents should explain that the hour hand is almost to the 2 but not yet so the time is 1:50 not 2:50.
Say…Rather than telling the child the answer, What question could you ask to help the child realize their mistake?
Cover the minute hand, “About what time is it?” (encouraging the child to realize the hour is not yet to the 2)
So then based on your estimate is 2:50 reasonable?

17. Agree or Disagree? Why?
If your child is making this mistake, you could ask ….
Where does the minute hand point when it is quarter past the hour?
How many minutes are in a quarter of an hour?
How many cents are in a quarter of a dollar?
Is the quarter of a dollar the same as the quarter of an hour?
Critical Point:
To help parents identify common mistakes their children might make and think of questions to probe thinking rather than telling.
Step by Step Directions:
Ask Agree or Disagree? (give wait time)
Why? (Parents should say that the child confused a quarter of an hour (15 min) with a quarter of a dollar (25 cents)
Click to show
Say…Rather than telling the child the answer, What question could you ask to help the child realize their mistake?
Where does the minute hand point when it is quarter past the hour?
How many minutes are in a quarter of an hour?
How many cents are in a quarter of a dollar?
Is the quarter of a dollar the same as the quarter of an hour?
(A quarter of a whole represents one-fourth of the whole. When an hour is broken into four equal parts each part has a value of 15 minutes. When a dollar is broken into 4 equal parts each part has a value of 25 cents.)

18. Take it Home and Try It! DO TRY THIS AT HOME!
Warning: Implementing this engaging activity will result in an increase in motivation and long-lasting learning.
One Handed Clocks – Students place the minute hand based on the position of the hour hand.
My Schedule – Students represent their daily schedule with analog and digital clocks.
Critical Point: To provide time activities for parents to take home and try with their children.
Step by Step Directions:
Direct parents to their CAP hand-out to see a full description the two activities listed.
If time have parents select one activity and ty it.
Copyright 2009

19. Possible Delivery Models for CAP Sessions:
School Parent night K-5
Teacher’s or grade level’s own workshop
School invites parents to a curriculum night
Break-out sessions offered by grade level and content area
Teachers who attended TTT or watched voiceover TTT video deliver sessions
Teachers who attended TTT or watched voiceover TTT video deliver sessions to their own class of parents
Grade level can organize a workshop on needed content and have own parent night
Only shared at Train the Trainer session for delivery model options.

20. Tips for Success in Organizing CAP sessions:
Find a team of people to help with organizing the event
Send home bright colored half-sheet flyers and use parent link calls to notify parents
Have parents rsvp
Look for sponsorships from business partners/PTA to have snacks or a full meal for the parents
Consider baby-sitting options on-site
Consider time frames that meet the needs of your parents.
Morning session, at dismissal, evenings
Only shared at Train the Trainer session for delivery model options.