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Instructional Plan Template

Mathematics Governor’s Institute 2004

(Download as a Microsoft Word document Elapsed time -grade 4 team.doc, Elapsed Time Spreadsheet.doc)

 

Names of group members:  Dolores Behe

                                                     Maria Schmidt

                                                     Jo Lynn Lentz

 

Topic/Theme:  Time – Elapsed Time

 

Level:  Grade 4

 

Time Element: 3 days

 

NCTM Standards Addressed:

            Problem Solving

            Communication

            Reasoning

            Mathematical Connections

            Whole Number Computation

            Measurement

 

PA Math Standards Addressed:

            2.2.5.A            Create and solve word problems involving addition, subtraction, multiplication and division of whole numbers.

            2.3.3.C           Determine and compare elapsed times.

            2.3.5.A            Select and use appropriate instruments and units for measuring quantities (e.g., time).

            2.4.3.B           Use measurements in everyday situations.

            2.5.5.B           Use appropriate mathematical terms to explain clearly and logically solutions to problems.

            2.6.5.A            Organize and display data using pictures, tallies, tables, charts, bar graphs, and circle graphs.

           

 

Math Assessment Anchors Addressed:

            M4.B.1           Demonstrate an understanding of measurable attributes  of objects and figures, and the units, systems and processes of measurement.

 

            M4.B.1.1        Determine time and/or calculate elapsed time.

                                   

            M4.B.2           Apply appropriate techniques, tools, and formulas to determine measurements.

 

            M4.B.2.1        Select and/or use appropriate tools and/or measurements.

 

Reading Assessment Anchors Addressed:

            R4.A.1            Demonstrate the ability to understand and interpret fiction texts, including stories, folktales and poetry, appropriate to grade level.

                                   

            R4.A.1.1         Identify the meaning of vocabulary.

 

            R4.A.2            Demonstrate the ability to understand and interpret nonfiction texts, including informational, e.g., textbooks and print

media (magazines, brochures, etc.); autobiography; biography appropriate to grade level.

 

R4.A.2.1         Identify the meaning of vocabulary from various subject areas.

 

Objectives:

            Students will be able to estimate time; use time; determine elapsed time.

            Students will analyze, using a spreadsheet, collected time data.

            Students will create and solve problems using skills and strategies.

            Students will become familiar with appropriate terminology.

 

           

Instructional Strategies and Plan (include strategies used to help different

types of learners, i.e. auditory, visual, etc):

 

Day 1

- Introduce the lesson by reading the picture book, Tuesday.

- Develop a KWL chart assessing student’s prior knowledge about time.

- Introduce vocabulary (elapsed time, analog, digital, duration).  Place on

  word wall.

-Discuss class schedule leading students to an understanding of elapsed

  time occurring in their daily schedule.

- Record one day’s class schedule as it occurs on a timeline.

 -Complete a class chart of time durations.

-Students will use paper clocks as needed.

 

Day 2

-Math Minute (Oral Review):

            Find how many minutes:

            1 hour, 2 hours, 3 hours, quarter-hour, one and one-half hours

            -Review the previous day’s activities with the exception of the students doing the chart independently on individual spreadsheets (see accompanying file).

-Homework is to complete a timeline of three hours of their evening

 activities.

 

Day 3

-Students complete a spreadsheet using information gathered from

  homework timeline assignment.  This will involve calculating the duration

  of their activities.

 

Materials/Resources:

-paper clocks (one for each student) www.teachingtime.co.uk/clockOHP.html

-paper strips for class and individual timelines

-spreadsheet printed for each student

-Judy clocks

-chart paper

-classroom wall clock

-computers for technology websites

-brass paper fasteners for student clocks

 

Interdisciplinary Connections:

·         Reading

            Tuesday by David Wiesner (Clarion, 1991, ISBN 0-395-55113-7)

 

            Tom’s Midnight Garden by Philippa Pearce (HarperCollins, 1959            ISBN 0-397-30475-7)

            Poems and songs about time – www.canteach.ca/elementary/songspoems71.html

 

·                    Technology

Interactive game (called Stop the Clock)

            www.teachingtime.co.uk/draggames/sthec4.html

Interactive clock – (can add/subtract 1, 15, 30 minutes; 1 hour

            www.time-for-time.com/interactive.htm

Virtual timeline maker

            http://teachers.teach-nology.com/web_tools/materials/timeline/

Paper clock (with minutes/blank digital clock

            www.teachingtime.co.uk/clockOHP.html

 

·         Other

                        Teacher- made spreadsheet (see file)

                        Television Viewing Tally Sheet                                                               

                               www.teachingtime.co.uk/tvguide.html

                        Journal writing:

                        Describe two ways to write time.

                        Why is it important to recognize A.M. and P.M. when finding elapsed time?

                        Make up a story problem that tells about elapsed time and challenge a classmate to solve it.

 

Assessment Strategies:

·         Formative Evaluation (checking student understanding during the lesson):

Have students answer in their journal:

            Describe two ways to write time.

            Why is it important to recognize A.M. and P.M. when finding elapsed time?

 

Summative Evaluation (How will it be determined that the objectives were achieved?):

 – Collect and assess all assignments completed during the lessons.

 

Correctives/Remediation:

Play Game:  Students alternate choosing cards with elapsed time amounts.  The first counts on from 12:00 P.M. The second counts on from the new time.  Play several rounds.  Record responses. 

 

Interactive games—see website addresses listed.

 

Extensions/Enrichment:

Time Zones:  Have students use an encyclopedia to learn about time zones throughout the world.  Have them consider why different time zones were created and discover how many time zones there are in the world. 

Obtain various bus/train schedules for additional practice of elapsed time.

 

Special Accommodations (special needs students)

·          Description of the Special Needs student selected:

 

            Emily has a severe hearing loss in both ears.  Her language comprehension and expressive skills are 4 years below grade level, as are her reading skills.  She is above grade level in basic math computation, but has great difficulty with word problems and abstract concepts.  Emily uses an assistive listening device in the classroom to allow her to hear better, but even with that she has difficulty comprehending lengthy verbal explanations.  She does not use sign language.  She learns best using visual representation of information or a process when possible.

 

·          Accommodations to use with this student:

            Discussion/Questioning

                        Preferential seating for listening or speech reading.

                        Pre-teach new vocabulary while continuing to build on learned vocabulary. 

                        A copy of the questions should be given to the student with the main ideas and vocabulary highlighted.

                        Utilize pictures and visual prompts that reinforce the language and content.

                        Send a copy of the questions home to reinforce what is learned in school.

                       

            Independent Worksheets

                        Questions should be short and to the point.

                        Make sure that the student understands what he is to do.

 

            Assessments

                        Questions should be short.

                        Word keys should be available.

                        Ask fewer questions, and test the most important concepts

                                    and main ideas.

 

 

                       

           

Elapsed Time Spreadsheet

Name:

TASK

START TIME

FINISH TIME

DURATION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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