Telling Time Activity - 5 Minute Increments - Crack the Code

Rated 5 out of 5, based on 10 reviews

5.0 (10 ratings)

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Desktop Learning Adventures

1.7k Followers

Grade Levels

2nd - 4th, Homeschool

Subjects

Math, Basic Operations, Other (Math)

Resource Type

Activities, Centers

Standards

CCSS2.MD.C.7

CCSS3.MD.A.1

CCSSMP1

Formats Included

Pages

10 pages

$3.75

Wish List

$3.75

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Description

Standards

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Description

Telling Time- Crack the Code includes two different puzzles. The first puzzle, What Time Is It?, gives students practice reading an analogue clock. The second puzzle, What Time Will It Be?, is a two-step problem. Students must first read the clocks and then give the time asked for - before or after the time read, to get their answers. All time increments are based on 5 minutes.

Included in this resource:

♥ 2 Crack the Code puzzles, self-checking, no prep!

♥ Answer Keys

♥ Sample code (color & BW) to show students how to solve these types of puzzles

Skills Addressed

♥ Reading analogue clock times with 5-minute increments

♥ Addition and subtraction of minutes from a given time

♥ 2-step problems

♥ Problem-solving strategies

Quotes:

“Slow and steady wins the race.” Aesop, "The Tortoise and the Hare"

“The best way to cheer yourself up is to try to cheer someone else up.” Mark Twain

Ways to use Crack the Code puzzles~

Centers
Go-to Activities
Fun Class Challenge
Small Group Challenges
Paired Work (Buddy up!)
Test Prep
Homework
Sub Days
RTI

Click HERE for additional Crack the Code math practice puzzles your kids will enjoy!

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Total Pages

10 pages

Answer Key

Included

Teaching Duration

40 minutes

Last updated Sep 25th, 2020

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Standards

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

CCSS2.MD.C.7

Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

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.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

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