NY Next Generation Math NY-3.MD.1
The Standard
Tell and write time to the nearest minute and measure time intervals in minutes. Solve one-step word problems involving addition and subtraction of time intervals in minutes.
New York State Next Generation Mathematics Learning Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students read and write clock times to the nearest minute. They find elapsed time in minutes and solve a single-step problem when the start, end, or duration must be found.
What Mastery Looks Like
- A student reads an analog clock as 2:47 and records the same digital time. The student finds 38 minutes from 1:35 to 2:13 by tracking minutes across the hour.
Common Misconceptions
- Students may treat clock times like ordinary base-ten numbers or subtract hour and minute digits separately. They may misread the hour hand near the next number or lose minutes when crossing an hour.
How to Assess It
- Ask, "A bus leaves at 9:38 and travels for 27 minutes. When does it arrive?" Have the student show the minutes on an open number line.
Lesson moves
Ways to Teach It
Use geared clocks and open number lines to model minute jumps within an hour and across the next hour.
Ask students to compare counting every minute with making jumps to the next hour when finding an elapsed time.
Play time-card match by pairing start, duration, and end cards that form a correct one-step situation.
Use a class schedule to calculate how many minutes pass between realistic events such as arrival, recess, and lunch.
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Printable NY-3.MD.1 Worksheet
A ready-to-print activity worksheet aligned to NY-3.MD.1, with an answer key for the teacher on its own page. No account needed.
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