Standard

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Student language:

• "I can tell and write time to the nearest minute."
• I can measure time in minutes."
• "I can solve telling time word problems by adding and subtracting minutes. "

Explanation

About the Math, Learning Targets, and Rigor

This standard calls for students to solve elapsed time, including word problems. In 1st grade, student experienced telling and writing time from analog and digital clocks to the hour and half hour and to the nearest five minutes, using a.m. and p.m. in 2nd Grade. Now in 3rd grade, students will tell and write time to the nearest minute and measure time intervals in minutes.

Provide word problems involving addition and subtraction of time intervals in minutes. Have students represent the problem on a number line.

Note: Avoid the use of paper plate clocks. Students need to see the actual relationship between the hour and the minute hand. This is not adequately represented on student made clocks. Instead, provide geared analog clocks that allow students to move the minute hand. (Students need experience representing time from a digital clock to an analog clock and vice versa.)

Resources

Videos

• Khan Academy
  • scroll to 3.MD.1, click on a skill, watch videos on left side in each skill
• Learn Zillion

EngageNY Lessons

Extra Practice

• North Carolina Tasks
• Illustrative Math Tasks
• Howard County Tasks
  • Click on 3rd grade at bottom, then 3.MD.1
• Common Core Sheets

Released Assessment Questions

PARCC

3.MD.1-1

Tell and write time to the nearest minute and measure time intervals in minutes.

• Time intervals are limited to 60 minutes
• No more than 20% of items require determining a time interval from clock readings having different hour values.
• Acceptable interval: Start time 1:20, end time 2:10 – time interval is 50 minutes. Unacceptable interval: Start time 1:20, end time 2:30 – time interval exceeds 60 minutes.

3.MD.1-2

Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

• Only the answer is required.
• Tasks do not involve reading start/stop times from a clock nor calculating elapsed time

Performance Indicators: 3.MD.1-1, 3.MD.1-2

Level 5: Exceeds Expectations

Tells, writes and measures time to the nearest minute.

Solves two–step word problems involving addition and subtraction of time intervals in minutes.

Level 4: Meets Expectations

Tells, writes and measures time to the nearest minute.

Solves one-step word problems involving addition or subtraction of time intervals in minutes.

Critiquing Standards

3.C.6-2

Base explanations/reasoning on a number line diagram (whether provided in the prompt or constructed by the student in her response)

(Content scope: Knowledge and skills articulated in 3.MD.1)

Performance Indicators: 3.C.6-2

Level 5: Exceeds Expectations

In connection with the content knowledge, skills, and abilities described in Sub-claim A, the student clearly constructs and communicates a well-organized and complete response based on operations using concrete referents such as diagrams- -including number lines (whether provided in the prompt or constructed by the student) and connecting the diagrams to a written (symbolic) method, which may include:

• a logical approach based on a conjecture and/or stated assumptions, utilizing mathematical connections (when appropriate)
• an efficient and logical progression of steps with appropriate justification
• precision of calculation
• correct use of grade-level vocabulary, symbols and labels
• justification of a conclusion
• determination of whether an argument or conclusion is generalizable
• evaluating, interpreting, and critiquing the validity of other’s responses, approaches, and reasoning, and providing a counterexample where applicable

Level 4: Meets Expectations

In connection with the content knowledge, skills, and abilities described in Sub-claim A, the student clearly constructs and communicates a well-organized and complete response based on operations using concrete referents such as diagrams--including number lines (whether provided in the prompt or constructed by the student) and connecting the diagrams to a written (symbolic) method, which may include:

• a logical approach based on a conjecture and/or stated assumptions, utilizing mathematical connections (when appropriate)
• a logical progression of steps
• precision of calculation
• correct use of grade-level vocabulary, symbols and labels
• justification of a conclusion
• evaluating, interpreting, and critiquing the validity of other’s responses, approaches, and reasoning.