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Mathematics Governor’s Institute 2004
(Download as a Microsoft Word document governor project charlene's group.doc)
Names of
group members: Charlene
Topic/Theme: Measurement: Elapsed Time
Level: 4th
Time Element: 2/3 days
NCTM
Standards Addressed: In
grades 3-5, all students should be able to select and apply appropriate
standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.
PA Math Standards Addressed: 2.33D The students will be able to determine and compare elapsed times, tell time (analog and digital) to the minute, and select and use the appropriate instruments and units for measuring quantities(e.g., perimeter, volume, area, weight, time, temperature).
Math Assessment Anchors Addressed: M5B2.2, M4B1.1, M3.B The students will be able to demonstrate an understanding of measurable attributes of objects and figures, and the units, systems and processes of measurement. The students will be able to determine time and/or calculate elapsed time. The students will apply appropriate techniques, tools, and formulas to determine measurements. The students will be able to solve problems involving length, time, weight, mass, capacity, temperature, perimeter, area and/or money.
Objectives:
The students will be able to tell time
on an analog clock and a digital clock to the minute and how much time has
elapsed between a given start and end time.
Instructional
Strategies and Plan (include strategies used to help different types of
learners, i.e. auditory, visual, etc):
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Telling Time |
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Objective: The students will be able to tell time on an analog clock and a digital clock.
Preparation for the Lesson: The teacher needs to make a model of the analog clock and the digital clock, find several kinds of clocks, cut the strips for the clock assembly, have a cup and a rectangle for each student, and vocabulary words written on a 3 x 5 card.
Opener: Display various kinds of clocks and watches. Allow the students a few minutes to create an observation about the various clocks. Students will go back to their seat and write down the differences and similarities they found. Next the teacher will allow the students 3 minutes to buzz about their findings. The teacher will then ask the class if they heard an observation that they didn’t notice before, and then have them share.
Vocabulary words: analog, digital, minute, second, hour, half past, quarter to, quarter after, A.M., P.M.
Procedure:
Group Work
1. Reveal the objective for today’s lesson.
2. Give each group a 3 x 5 card with the vocabulary word on it. The group will have 4 minutes to look up and create a student friendly definition to share with the class. Each group will report out and discuss their findings.
3. The teacher will hold up the digital clock and ask the students what time is displayed. The students will reply. After successful answers, the teacher will have the students take out their student Judy clock. Display another time on the digital clock and ask students if they can display the same time on their clock. Once the students make the time on their clock they will hold it up and show it to the teacher. Ask one student to come up and show their clock. Find out who agrees, who doesn’t, and why. The teacher will repeat with several other time examples.
Partner Work
4. The teacher will allow the students to model this activity with a partner. The teacher will facilitate and observe the students to identify candidates for small group instruction.
Independent Work
5. The students will draw 20 clocks in their math journal: 10 analog and 10 digital. Use the paper cup and a temple to create the clock. Have each student number their clock 1-10 in their math journal.
Look at
the example.
1)
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Make sure that each set of clocks displays the same time.
6. While the students are working independently, the teacher will call students that still need help with reading time to work in small groups.
Group Work
7. The group will assemble again and the students will have two minutes to buzz (discuss) with two students what they have learned.
8. Have the students look at the analog clock with the second hand. Have the students watch the hand go around the clock for one rotation. Create a list of things they can do in a minute in the classroom. Give them time to share with the class. Then give them 6 minutes to try three activities each in pairs. Discuss the outcomes.
9. Hand out the clock worksheet. Have students count the small lines or dots around the clock. How many are there? What do the little lines represent?
10. Hold up an
analog clock. Display
Partner Work
11. Allow students to work with partners. Have one student create and display a time and then show it to their partner. Ask them what time is displayed and once they have a correct answer they will ask them what time it will be in _____ minutes. (Examples: 2, 10, 20 and for the more advanced student 43 minutes.) The teacher now has time to facilitate and observe the students to look for candidates for small group remediation.
Independent Work
12. The students will complete the worksheet independently while the teacher works with the students that need additional students.
13. Have all of the students take out their journal and write one thing that they learned today. Select student to share. Fill in one new concept that they have learned.
Name:__________________________________
Date:___________________________________
What can you
do in this amount of time?
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Seconds |
Minutes |
Hours |
Days |
Weeks |
Months |
Years |
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Which
kind of clock have you seen before?
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Materials/Resources:
KWL chart about time, 14- 3 x 5 cards, math journal, student Judy clocks,
worksheets, computer sites bookmarked, chart paper, analog clock with a seconds
hand, digital clock, pictures of various
types of clocks and watches, one paper cup for each student, one rectangle
pattern for each student and reading stories. (If you need to make student
clocks: pencils, scissors, construction
paper, paper plates and brass fasteners.)
Interdisciplinary
Connections:
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Reading : Identify literary devices in poems (sound techniques -rhyme, rhythm see
Extensions/Enrichment)
Additional story books for read aloud or SSR.
1. Pat
Hutchins - Clocks and More Clocks
2. Bonner, Mary Graham- The Magic Clock
3. Henry Pluckrose- Time
4. Giulio Maestro-The Story of Clocks and Calendars : Marking a Millennium
5. Stuart Sherman- Telling Time: Clocks, Diaries, and
English Diurnal Form, 1660-1785
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Technology:
www.cyberbee.com/games/timeteacher.html
www.primarygames.com/time/question1.htm
www.harcourtschool.com/activity/willly/willy.html
http://www.edu4kids.com/clock/
Assessment Strategies:
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Formative Evaluation
(checking student understanding during the lesson): Observe partner work, check independent work, write one thing in Math
journal that they didn’t know at the start of the lesson, and fill in one new
concept under the “L” of the KWL chart
daily, pop quizzes
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Summative Evaluation
(How will it be determined that the objectives were achieved?): Written assessment –checking student’s ability
to determine time and calculate elapsed time.
Correctives/Remediation: Allow student to take the test orally
instead of written. Have student highlight directions; also provide Judy clocks
during test.
Extensions/Enrichment:
1.
Create
a chart with seconds, minutes, days, weeks, months, and years at the top
heading. Have the students fill in what
they could do in a second, minute, etc.
Display the results in the class room for discussion. (See attached page)
2.
Allow
the students to discover how many seconds are in a minute, minutes in an hour,
hours in a day, days in a week, weeks in a year, days in a month, and days in a
year. Teach the class this poem about
the months of the year.
A.
Thirty days has September, A
April, June, and November; A
All the rest have thirty-one, B
Except when February is done;
B
It has just twenty- eight we hear, C
And twenty-nine in each leap year. C
B. Make two fists. The first knuckle is January, then the space between that and the next knuckle is February, the next knuckle is March, and so on. Every month that lands on a knuckle has 31 days, all the others have 30 days, except February.
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Special Accommodations
(special needs students)
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Description of the
Special Needs student selected:
Margaret is
functioning three years below grade level. She is receiving learning support
services for language arts and math and has difficulty following direction in
all instructional areas. Margaret has difficulties in language comprehension,
vocabulary, direction following, event-sequencing and working memory. She can
answer literal comprehension questions in all content areas and usually answers
1 out of 5 inferential questions correctly. She tends to jump into reading
tasks without previewing material but has success when instructions are broken
down and accompanied by modeling. She has difficulty with basic math facts for
multiplication and division as well as problems involving multiple steps.
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Accommodations to use
with this student:
o Color-code clocks and calendars
o Implement a partner system
o Model directions – one step at a time
(checking to make sure the student is in step with you)
o Have student explain orally the modeled
directions
o Use various computer games to
demonstrate elapsed time.
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