# Telling Time Bundle | Time in Word Form | Elapsed Time | Games and Task Cards

Laura Candler

73.4k Followers

Grade Levels

2nd - 4th

Subjects

Resource Type

Standards

CCSS3.MD.A.1

CCSS4.MD.A.2

CCSSMP4

CCSSMP5

Formats Included

- Zip

Pages

50+

Laura Candler

73.4k Followers

Includes Google Apps™

This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).

#### What educators are saying

My students enjoyed working with time in this way. They used mini clocks to help them understand the changing of times from earlier to later and vice versa.

#### Products in this Bundle (3)

### Description

The Telling Time Games and Task Cards Bundle includes three products: two games with task cards and an additional set of task cards that can be used with those games. Preview the products using the links below, save 30% by purchasing them as a bundle.

**• Time in Word Form Task Cards **

**• Racing Through Elapsed Time Math Game**

**• Monster Math Mix-up Math Game: Telling Time to the Nearest Minute and 5 Minutes**.

Total Pages

50+

Answer Key

Included

Teaching Duration

1 hour

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### Standards

to see state-specific standards (only available in the US).

CCSS3.MD.A.1

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.

CCSS4.MD.A.2

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.