Measurement: Time

Math 4
Candace Halvorson
 Unit Plan Rationale

Time is a fundamental concept that is present in our daily lives. The ability to read, tell,
and understand time are essential skills for students to develop as they progress through their
education and daily lives. Telling time is a critical skill that must be mastered in order for
individuals to effectively manage their daily activities and schedules. Time is particularly
important in the colony setting as the daily schedule is routinely followed and enforced. Meals,
school, and church are all done at set times. It is important for students to be able to tell time so
they arrive on time for their daily activities.

In this Grade 4 Math Measurement:Time Unit students will explore time and its related
concepts. They will learn to express time in multiple forms, how clocks relate to fractions of
circles, develop an understanding of elapsed time, and how to apply mathematical operations to
calculate duration. They will look at time on both digital and analog clocks and in both 12hr and
24 hr time on digital clocks.

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 Unit Assessment Plan
Subject: Math Topic: Measurement- Time
Grade: 2,4,5 Length: 17 days (4 weeks)
Stage 1 – Desired Results
Established Goals (General Outcomes):
Students will be able to…
● Students communicate duration with standard units of time.
● Express time in fractions of a circle.
● Relate time durations to circle fractions.
● Calculate duration through mathematical application.
● Convert between units of time.
Constructs: Essential Questions:
● Express time using quarter to and quarter ● How can a clock be divided into fractions
past terminology. of a circle?
● Express time using half past terminology. ● How can the recognition of fractions
● Relate time durations of minutes to 1/4, assist in telling time?
1/3, ½ fractions of a circle. ● How can addition and subtraction be used
● Determine duration in minutes using a to calculate duration?
clock. ● Why can time be expressed in a variety of
● Apply addition and subtraction strategies units?
to calculate duration.
● Understand the relations of hours,
minutes, and seconds.
Specific Learning Goals (Specific Outcomes):
Students will be able to…
● Relate durations of 15 minutes, 20 minutes, 30 minutes, 40 minutes, and 45 minutes to
fractions of a circle.

● Express time of day using fractions.

● Determine duration in minutes using a clock.

● Apply addition and subtraction strategies to the calculation of duration.

● Convert between hours, minutes, and seconds.

● Compare the duration of events using standard units.

● Solve problems involving duration.

Prior understandings… Where does this lead? (Future outcomes in

Grade 3 (old curriculum) the same course, following grade-level
● Relate the passage of time to classes, etc.)
common activities, using Grade 7

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 nonstandard and standard units 1. Demonstrate an understanding of
(minutes, hours, days, weeks, circles by: • describing the relationships
months, years). among radius, diameter and circumference
● Relate the number of seconds to a • relating circumference to pi •
minute, the number of minutes to determining the sum of the central angles
an hour and the number of days to • constructing circles with a given radius
a month in a problem-solving or diameter • solving problems involving
context. the radii, diameters and circumferences of
Grade 3 (new curriculum) circles. [C, CN, PS, R, V]
● Students tell time using clocks.
● Clocks are standard measuring
tools used to communicate time.
Stage 2 – Assessment Evidence
Pre-Assessment(s)
● Quiz Review
● Practice Test
Formative Assessment
● Worksheets (Jump Math Books)
● Entrance/Exit Slips
● Partner/Group Games
● Mini-Whiteboard Problems
Summative Assessment
● Two Quizzes
● Test
Other Evidence (observations, work samples, dialogues)
Observe students while they are completing their in-class worksheets (jump math) and
mini-whiteboard problems.
Encourage students to share their work in class discussions - this will also allow the
opportunity to answer any questions that may arise.

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Measurement: Time

Unit Plan Grid Organizer

Subject: Math Unit Topic: Time Grade Level: 4

GOs in full: Students communicate duration with standard units of time.
SOs in full:
1. Time of day can be expressed with fractions of a circle, including:

● quarter past the hour

● half past the hour
● quarter to the hour

2. Duration can be determined by finding the difference between a start time and an end time.
3. Analog clocks can relate duration to a circle.
4. Relate durations of 15 minutes, 20 minutes, 30 minutes, 40 minutes, and 45 minutes to fractions of a circle.
5. Express time of day using fractions.
6. Determine duration in minutes using a clock.
7. Apply addition and subtraction strategies to the calculation of duration.
8. Convert between hours, minutes, and seconds.
9. Compare the duration of events using standard units.
10. Solve problems involving duration.

Materials to be learned in the unit:

Time of day can be expressed with fractions of a circle, including

● quarter past the hour
● half past the hour
● quarter to the hour

Duration can be determined by finding the difference between a start time and an end time.
Analog clocks can relate duration to a circle.
Measurement: Time

Lesson Plan Summaries

(point form descriptions of your activities)
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities/Resources Evaluation
(minimum of 2 per lesson, (minimum of 2 different (Indicate FA or SA for each)
written in full with B, P, M) activities/repertoire per class)
Day 1: Digital Pre-Assessmen By the end of class students will ● Group Discussion 4: pg. 105, 106
clocks and pre t be able to: ● Digital vs Analog Clocks
assessment - Digital vs ● Construct an analog ● Direct Instruction
Day 1 Analog clocks clock
- Hours & ● Demonstrate verbal Will practice telling time from digital
Minutes understanding of reading clocks.
- Reading a clock Pre assessment on how students read
Time time.
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities/Resources Evaluation
Day 2: Digital Pre-Assessmen By the end of class students will ● Group Discussion 4: pg. 105, 106
clocks and pre t be able to: ● Digital vs Analog Clocks
assessment - Digital vs ● Construct an analog ● 12 hr and 24 hr time Exit Slip
Day 2 Analog clocks clock ● a.m , and p.m.
- Hours & ● Demonstrate verbal ● Direct Instruction
Minutes understanding of reading ● Build your own clock
- Reading a clock
Time Will practice telling time from digital
clocks.
Pre assessment on how students read
time.
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities Evaluation
Day 3: 1,3,4,5 By the end of class students will Fill in build your own clock with 4: pg. 109,110
O’clock, Half, be able to: reference numbers for o’clock, half hours
and quarter past and to (12, 6, 3, 9 ) Entrance Slip
Measurement: Time

and Quarter ● Demonstrate on the hour

Hours time in 2 ways ● Direct Instruction
● Express time using half ● O’clock
past the hour ● Half an Hour
● Quarter past and quarter to
●
Practice for on the hour and half past
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities Evaluation
Day 4: 1,3,4,5 By the end of class students will ● Time Set Cards Matching and 4: pg. 111,112
O’clock, Half, be able to: Memory for Half past the hour
and Quarter ● Express time using ● Workbook practice for quarter Observation: Stomp It GG
Hours Cont. quarter to and quarter hours Time Set Cards Matching and
past language ● Stomp It GG – practice reading Memory
● Identify time on a clock and recognizing time
when heard verbally
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities Evaluation
Day 5: Quiz 1 1,3,4,5 See Above Summative assessment of outcomes Quiz 1
1-5. Jump math Quiz (Lessons 21-23)
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities Evaluation
Day 6: Time 3,5,6 By the end of class students will Applying skip counting by 5 to 4: pg. 113,114
to 5 Minutes be able to: determine time. Relating time shown on
● Identify time to 5-minute an analog clock to a digital clock Observation: Matching Game
intervals when observing
an analog clock. ● Matching Game
● Demonstrate time by 5
minutes 2 ways.
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities Evaluation
Measurement: Time

Day 7: Telling 6 By the end of class students will Skip count by 5s to the nearest number 4: pg. 115,116
Time to the be able to: on the clock and then count by one to
Minute ● Identify duration in determine the exact time. Observation: Who Has? GG
minutes using a clock. Accuracy Discussion.
● Why it is important to know the
exact time.
● Things that use exact time

● Who Has? GG
● Verbal recognition of time and
application to find it on a clock
● Time Task Cards
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities Evaluation
Day 8: Telling 6 By the end of class students will Application of previous lesson. 4: pg. 117,118
Time to the be able to: Relating time shown on an analog clock
Minute Cont. ● Identify duration in to a digital clock Exit Slip
minutes using a clock.
● Spin and write individual worksheet
for application.
● Exit Slip Question
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities Evaluation
Day 9: Review 3,5,6 See Above Students will take part in a variety of Observation:
day to prepare review activities to prepare for the quiz ● Who Has? GG
for Quiz 2 the following lesson. ● Time Set Cards Matching
and Memory
Will do some worksheets combined with
previously played games.
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities Evaluation
Day 10: Quiz 3,5,6 See Above Summative assessment of outcomes 3, 5, Quiz 2
2 6
Measurement: Time

Jump math Quiz (Lessons

24,25,28)
Additional Self-created
Questions
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities Evaluation
Day 11: Time 7,8,9 By the end of class students will ● Direct Instruction 4: pg. 119-121
Intervals be able to: - Defined periods of time
● Implement addition and - Using skip counting to Exit Slip
subtraction strategies to determine interval length.
the calculation of - Comparing length of
duration. intervals.
● Explore the differences - Making relations between
and similarities between units of time
hours, minutes, and
seconds Estimation vs Actual Time in an interval
● Relate duration of events
using standard units.
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities Evaluation
Day 12: 7,9 By the end of class students will ● Entrance Slip Question 4: pg. 122, 123
Elapsed Time be able to: ● Direct Instruction
● Implement addition and ● Problems requiring addition. Entrance Slip
subtraction strategies to ● Problems requiring subtraction.
the calculation of
duration.
● Explore the differences
and similarities between
hours, minutes, and
seconds.
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities Evaluation
Measurement: Time

Day 13: 9,10 By the end of class students will ● Word Problems Worksheets for word problem
Problems be able to: practice.
using Elapsed ● Explore the differences Students will work on word problems
Time and similarities between that require application of mathematical
hours, minutes, and operations to solve problems about
seconds. duration
● Solve problems
involving duration
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities Evaluation
Day 14: 9,10 By the end of class students will ● Schedule Story Analysis Observation
Problems be able to:
using Elapsed ● Explore the differences As a class we will analyze a schedule
Time Cont. and similarities between story to prepare for the performance task
hours, minutes, and the following lesson and become aware
seconds. of what a schedule story includes.
● Solve problems
involving duration
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities Evaluation
Day 15: 9,10 By the end of class students will Performance Task Done as a
Problems be able to: ● Schedule Story (Performance Task) whole class.
using Elapsed ● Explore the differences Students will create a schedule story for
Time Cont. and similarities between their day together as a class.
hours, minutes, and
seconds.
● Solve problems
involving duration
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities Evaluation
Day 16: 1-10 See above Students will take part in a variety of Group Games
Time Review review activities to prepare for the unit Worksheets
test the following lesson.
Measurement: Time

Will do some worksheets combined with

previously played games.
Lesson Title SLEs: Learning Instructional Strategies/ Assessments and
and Day (Abbrev.) Objectives Methods/Activities Evaluation
Day 17: Unit 1-10 See above Summative assessment of outcomes Unit Test
Test. 1-10 Students will analyze a schedule
story like the one done on Day 14
Measurement: Time
Measurement: Time

References

Teacher resources. JUMP Math Canada. (n.d.). Retrieved February 28,

2023, from
https://jumpmath.org/ca/teacher-resources/?lang=&grade=97&unit=
228&tr_search=