Quarter Past and Quarter to - math grade 2 - lesson 60

Yesterday we experienced how long a minute is and then we looked at times where the minute hand was not pointing at 12 or at 6. We talked about how the minute hand moves around the clock and that we can use skip counting by 5s to help us figure out the time. Today we are going to look again at times when the minute hand is on the 3 or the 9.

Note to the Teacher: In today’s lesson, students explore a clock that has been divided into quarters to help them understand the concept of a quarter after and a quarter to. Th is concept of quarter time is challenging, and the visual image of their folded clocks helps to build the conceptual connection between the word “quarter” and why we refer to 4:15 as a quarter after the hour and 4:45 as a quarter to the hour.

1.TEACHER SAY: Take out your clock and your crayons.

STUDENTS DO: Take out clock and crayons.

TEACHER SAY: When we made our clocks, we folded them in half twice, first by touching the 9 to the 3 and then by touching the 12 to the 6. When we folded our clocks, we created four sections on the clock face. Give me a Thumbs Up if you see four sections on your clock.

STUDENTS DO: Give a Thumbs Up if they see the four sections on their clock.

TEACHER DO: Use your large clock to help students see the four quarters of the clock.

TEACHER SAY: The first section goes from 12 to 3. The second section goes from 3 to 6. Raise your hand if you can tell me where the next section goes.

STUDENTS DO: Raise hand to volunteer. Selected students share their answers.

TEACHER SAY: Yes, the third section goes from 6 to 9. What about the fourth section? Raise your hand if you know.

STUDENTS DO: Raise hand to volunteer. Selected students share their answer.

TEACHER SAY: Yes, the fourth section goes from 9 to 12. Mathematicians use the word QUARTER to talk about one part of something that been divided into four equal parts, like our clocks. Say the word quarter with me.

STUDENTS DO: Say: quarter.

TEACHER SAY: Wonderful. That is a new vocabulary word we will use today as we tell time. Choose four crayons. You will use them to color each section of your clock. Try to choose a light color or make sure you color lightly.

TEACHER DO: Model selecting four colors and coloring in one quarter of your clock. Have students color each quarter of their clock. Make sure they use a different color for each quarter. As students are coloring, color in the remaining three quarters of your clock.

STUDENTS DO: Color in each quarter of their clock.

2.TEACHER SAY: We have talked about how the minute hand moves around the clock. We also learned that when the minute hand goes from the 12 to the 6, it has moved halfway around the clock.

TEACHER DO: Use your large clock to show the minute hand moving from 12 to 6.

TEACHER SAY: My minute hand has moved through the first half of the circle, so we can say that the time is half past an hour. We know this means that 30 minutes have passed. Let’s talk about when the minute hand is not on the 6 or 12. First, let’s make our clocks show 2:00.

TEACHER DO: Show 2:00 on your large clock.

STUDENTS DO: Show 2:00 on their clock.

TEACHER SAY: Now, let’s move our minute hands to point to 3.

TEACHER DO: Model moving the minute hand slowly to 3.

STUDENTS DO: Move the minute hand on their clock from the 12 to the 3.

TEACHER SAY: The minute hand has moved through one quarter of an hour. It moved through just one colored quarter. Give me a Thumbs Up if you know how many minutes have passed when the minute hand is at the 3. Remember, you can count by 5s to find out.

STUDENTS DO: Give a Thumbs Up if they know the answer. Selected student answers the question.

TEACHER SAY: Yes, when the minute hand is pointing at the 3, 15 minutes have passed.

TEACHER DO: Touch the 1 and say 5, the 2 and say 10, and the 3 and say 15.

TEACHER SAY: The time is 2:15. Since the minute hand has moved through one quarter of the clock, so we can also say it is a quarter after 2. Watch me show a quarter after 10 on my clock. Then you show the same time on your clock.

TEACHER DO: Show 10:15 on the large clock.

STUDENTS DO: Watch the teacher and then show 10:15 on their clock.

TEACHER SAY: The minute hand has moved one quarter of the way around the clock. We can say the time on this clock shows 10:15 or a quarter after 10. Repeat that with me.

TEACHER DO: As students are repeating, point to the quarter that has passed on the colored clock.

STUDENTS DO: Say: 10:15 or a quarter after 10.

TEACHER SAY: Let’s practice another one. Move the hands on your clock to show 7:00.

STUDENTS DO: Show 7:00 on their clock.

TEACHER SAY: Good. Now make your clock show a quarter after 7. When you are finished, hold up your clock so we can all see.

STUDENTS DO: Show 7:15 on their clock. Hold up clock.

TEACHER SAY: Great. Your clocks look like this.

TEACHER DO: Show 7:15 on the class clock.

TEACHER SAY: You moved your minute hand one quarter, and it is pointing at the 3. The hour is 7 but a little past 7 since it is slowly moving toward 8:00. The time is 7:15 or a quarter past 7. Let’s now look at when the minute hand moves from 12 to 9. First, let’s make our clocks show 6:00.

TEACHER DO: Show 6:00 on your large clock.

STUDENTS DO: Show 6:00 on their clock.

TEACHER SAY: Now, let’s move the minute hand from the 12 to the 9.

TEACHER DO: Move the minute hand on the large clock from 12 to 9.

STUDENTS DO: Move the minute hand on their clock from the 12 to the 9.

TEACHER SAY: Give me a Thumbs Up if you know how many minutes have passed when the minute hand is at the 9. Remember, you can count by 5s to find out.

STUDENTS DO: Give a Thumbs Up if they know the answer. Selected student answers the question.

TEACHER SAY: When the minute hand is pointing at the 9, 45 minutes have passed.

TEACHER DO: Touch the 1 and say 5, the 2 and say 10, and so on until you get to the 9 and say 45.

TEACHER SAY: The time is 5:45. The minute hand moved from the 12 to the 9. Talk to your Shoulder Partner about how many quarters the minute hand moved. Wiggle your fingers when you think you know.

STUDENTS DO: Talk to their Shoulder Partner about how many quarters the minute hand moved. Wiggle their fingers when ready. Selected students share their thinking.

TEACHER SAY: The minute hand has moved three-quarters of an hour.

TEACHER DO: Use the large clock to show students that the minute hand moved through three quarters.

TEACHER SAY: Now talk to your Shoulder Partner about how many more quarters the minute hand has to move until it is back at the 12. Touch your nose when you think you know.

STUDENTS DO: Talk to their Shoulder Partner about how many more quarters the minute hand has to move. Touch their nose when ready. Selected students share their thinking.

TEACHER SAY: Yes, the minute hand has only one quarter to go until it is back at the 12. One way to say the time showing on our clocks is a quarter to the hour, or a quarter to 6. Say that with me.

STUDENTS DO: Repeat with teacher: a quarter to 6.

TEACHER SAY: Good. I am going to show a time on my clock. You show the same time on your clock.

TEACHER DO: Show 3:45 on the large clock.

STUDENTS DO: Show 3:45 on their clock.

TEACHER SAY: We know that the hour is not yet 4, because the hour hand has not gotten to it yet. It is still in the space between the 3 and the 4. The hour is still 3. It has a quarter to go to be 4. Lean and Whisper what you think the minutes are. Give a Thumbs Up if you remember how many minutes have passed when the minute hand is pointing at the 9.

STUDENTS DO: Lean and Whisper: 45

TEACHER SAY: Yes, 45 minutes have passed, so the time is 3:45, or a quarter to 4. We can count by 5s around the clock to the 9. Count with me.

STUDENTS DO: Count by 5s to 45 on their clock.

TEACHER SAY: Good. Let’s try one more. Show a quarter to 8 on your clock. When you are done, hold your clock up for others to see.

STUDENTS DO: Show the time 7:45 on their clock. Hold up clock when finished.

TEACHER DO: Take note of students who are struggling and those who seem to be understanding a quarter past and a quarter to. Use Calling Sticks to select students to show 7:45 on the large clock and write 7:45 on the board.

TEACHER SAY: Nice work. The time is not yet 8:00, so the hour will be 7 and the minute hand will be on the 9, so 7:45. Let’s practice more in our student books. Turn to page Lesson 60: Apply. You will see some clocks on one side of your page and some times and words on the other side. You will work independently to match the analog clocks on one side of the page to the digital times and words on the other side of the page. Draw lines to show your matches. When you are finished, check your answers with your Shoulder Partner. Do you have any questions?

STUDENTS DO: Ask clarifying questions, if needed. Then work independently for the rest of the Learn time, matching the analog clocks to the digital times and words. Check work with their Shoulder Partner.

TEACHER DO: Walk around the room, observing students as they work. Take note of students who may need additional instruction and support and those who may be able to help their peers. If students finish early, they can work together to show :15 or :45 times on the clock, and then see if their Shoulder Partner can tell the time using the words “a quarter after” or “a quarter to.” When Learn time is over, use an Attention Getting Signal to bring the group back.

TEACHER SAY: Good work today telling time. I am very proud of you. Put away your clock and crayons, but keep your student book out.

STUDENTS DO: Put away clock and crayons.