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Temperature
Third Grade
Tiff Pugliese
II. Standards:
CC.2.4.3.A.1 Solve problems involving measurement and estimation of temperature,
liquid volume, mass, and length.
CC.2.4.3.A.2 Tell and write time to the nearest minute and solve problems by
calculating time intervals.
IV. Procedures:
The teacher will have the students come back to the front carpet to continue the
lesson.
Using the Smart board PowerPoint, the teacher will display the problem. The teacher
will read aloud the problem to the class. The teacher will ask how long each tour is?
(45 minutes). The teacher will highlight the important information.
For 8 tours, the time he spent giving the tours would be 8 intervals of 45 minutes.
The teacher will write and guide the students to solve 8 x 45 to find the product of
360 minutes. The teacher will remind students that there are 60 minutes in every
hour, so how many hours are in 360 minutes?
360 minutes = 6 hours. Rafael spent 6 hours giving tours on Saturday.
For the second step of the problem, the teacher will call on a student to read the
problem. The teacher will ask the students to look at the information we have and
recall how much Rafael is paid for one hour of work? ($30 an hour). The teacher will
ask the students how many hours we figured out that Rafael worked (6 hours)? For
the six hours of work, he will earn 6 times of $30. The teacher will write 6 x 30 and
guide the students in the multiplication procedure to find the product of $180.
The teacher will then display the student book page 252. Together, the teacher will
guide the class into solving problem one, making sure to highlight the important
information needed to solve the multiple parts of the problem. Next, the teacher will
display student page 253 and instruct the students to solve problem #2 with a
partner. The teacher will call on a student to show their work on the smart board.
The students will then complete problem 3 on their own.
Next, the teacher will return to the slideshow and display the slide with two blank
thermometers. The teacher will read the problem aloud to the students and
highlight the important information. The teacher will call on volunteers to color in
the thermometers to the correct temperatures. The teacher will ask the students
how each of those temperatures feels (hot, cold, warm or cool). The teacher will
then ask how to solve for the problem. Lastly, the teacher will display page 255 and
do the temperature problem together as a group.
Afterwards, the teacher will send the students to complete the remaining packet
pages. The teacher will work with any struggling students at this time.
V. Differentiation:
For students who are having difficulties they may use the demonstration clocks to
help visualize the clock as they solve the real world problems. Using a whiteboard
during the group work on the floor allows students who may be struggling to easily
erase and fix their mistakes.
VI. Closure:
When there is 5-7 minutes left of the math block, the teacher will hand out index
cards and reveal a time and temperature questions that is to be completed before
the students line up for science. When the students complete the questions, they
will hand in the exit slip to the teacher.
IX. Technology
For this lesson we are utilizing the smart board to display the problems from the
student book and the Math in Focus PowerPoint.
X. Reflection on Planning
For this lesson my cooperative teacher and I planned together and I am using the
Math in Focus resource. The students have already been introduced to elapsed time
and temperature in the previous sections of this chapter, they are just being
introduced to two- step word problems. I took the anticipatory set from the Five
Minute Warm-up section of the chapter and adapted it to make it more interactive
and allow for group work. This is the last section of the chapter, so we felt it was
important to include exit slips to gauge how well the students are grasping the realworld word problems, that way we can plan to instruct further before giving the test.