Timeline Solutions for Time Problems

Explicit Instruction/Teacher modeling

• Explain how the 1 to 60 number line is similar to minute measurements around the circle of an analog clock. The number line can be used as a tool to find the passing of time. Point out the differences between an open number line, and another in one-minute increments (this is the number line students will be working with).
• Ask your students to consider 5:30 on such a timeline, by finding 30 and marking the point (note that the timeline represents the hour of five o’clock).
• Ask your students, "If you wanted to know what time 15 minutes earlier would be, which direction would you go?" Spread out your arms and ask students to point which direction.
• Looking at the number line, clarify that moving backwards towards the one, takes you back within the hour, and moving forward towards the 60 takes you ahead towards the next hour.
• Query your class, “What happens when you pass 60 either way, left or right?” Have them turn to tell a neighbor their thoughts.
• Allow students to share out whole class. Clarify that going past 60 moves into the next hour beginning at one minute past, and moving backwards past the 60 takes you into a previous hour to decreasingly count from 60.

Guided Practice

• Hand out and preview the Solving Time Problems Between Hours with Number Lines worksheet with your students.
• Read through the example with your class and answer any clarifying questions.

Independent working time

• Students should complete the exercises on the Solving Time Problems Between Hours with Number Lines worksheet independently or in strategic partnerships