Michelle Karwowski Oct, 31, 2018

EDU 373 Math lesson (55 minutes)

Mathematics goals:
a. Students will be able to tell time to the nearest minute
b. Students will be able to use addition and subtraction to solve one and two-step
word problems.

Standard

NY3.MD Solve problems involving measurement and estimation of intervals of time,

liquid volumes, and masses of objects.

1. 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.

Mathematical practice
MP2: Reason abstractly an quantitatively
Students will be using this mathematical practice by representing time in various
ways and with various tools. Judy clocks, and timelines will allow the students to apply
their skills to solve one and two-step word problems dealing with time. Understanding
that time as a measurement and using adding or subtracting to solve problems will show
their use of this practice.
MP3: Construct viable arguments and critique the reasoning of others
Students will demonstrate this practice by being able to answer teacher’s
questions on the activity during the after and elaborate portion or throughout individual
meetings with the teacher. They will discuss why they are using addition or subtraction
to solve the word problems using real-life time examples. They will explain to a peer why
their strategy doesn’t work if asked to do so during the center.
MP4: Model with mathematics
Students will use manipulatives to interpret word problems dealing with time.
They will use Judy clocks and timelines to make connections and see the relationships of
time and represent these problems multiple ways.

Materials:
Teacher will need a Timer
Center one will need
Judy clocks, question sheet, wipe off marker, felt eraser
Center two will need
Time lines, question sheets, wipe off marker, felt eraser
Center three will need:
Matching pumpkins
Center four will need:
Chrome books
Before (5 min)
I will tell the students that today they will be doing Halloween themed math centers and
that I would like them to use the manipulatives at the center to solve their problems. I will
ask them to tell me the time right now at that moment; this resembles telling time to the
nearest minute in the third center. I will write the time on the board (digital
representation). Then I will ask them to show me the same time on a Judy clock (analog
representation) and on their number lines. I am looking for them to resemble this time
three different ways. The key idea I would like them to think about is, how many
different ways we can model time. I will explain the instructions for the centers, in which
will be similar problems they are used to seeing within the NY engage modules for Time.
Questions: So all of these (point to time line, analog, and digital time) represent the
time? These centers are going to end in 30 minuets, what time will that be?
Can you use your time lines or Judy clock to show me what time the centers will end?

(These questions will be asked for them to be able to rationalize how to figure out time to
the nearest minute, and end times).

During/math centers (30 min) 10 min each

The first center will be the Judy clock center; each question will be on a piece of candy
construction paper in a wipe off plastic sheet.

The questions on each candy are found below with the directions and teacher guide in
red:
 Directions: Solve these one and two-step word problems! You can use the Judy clocks to
help you.

1. Ashley finished her homework at 4:52 pm. It took her 48 minutes to complete.
What time did Ashley start her homework.

4:52
- :48
4:04
Ashley started her homework at ___4:04____________pm.

2. Jen was walking to class at 8:05am. It took 37 minutes to get to school. What
time did she arrive at school?

8:05
+ :37
8:42
Jen arrived at school at ____8:42__________am.

3. Arnold finished walking his dog at 7:46 pm. It took him 29 minutes until he
arrived back home. What time did he start walking his dog?
7:46
- :29
7:17

Arnold started walking his dog at________7:17_________pm.

4. Sally started playing video games at 4:10 pm. Her mom told her that she had
only 35 minutes to play. What time did Sally have to stop playing her video
games?
4:10
+35
4:45
She needs to stop playing at ______4:45______pm.
b. Sally’s mom saw that she got a 100 on her spelling test, so her mom let Sally play for
an extra 12 minutes.

What time does Sally finish playing video games now?

Sally finishes playing her video games at ___4:57_________________pm.

4:45
+ 12
4:57
 5. Josiah has to go to the doctor’s office at 10:50 am. He wakes up at 10:00 am.
He needs to finish his chores before he leaves for the doctor. It takes him 15
minutes to eat breakfast. 12 minutes to take a shower and get dressed. It takes
him another 13 minutes to make his lunch. How much time does he have to
get to his doctors appointment?

Hint: How many minutes does Josiah take to get ready in the morning?

15+12+13= 40 minutes

10:50-00:40= 10 minutes to get to the

apt.

------------------------------------------------------------------------------------------------------------

I will explain that for this center they will be using their wipe off markers to solve
problems, and should use their Judy clock to help them. They will rotate their problems
with their group as they complete them and the answers will be on the back for the
students to check their work independently, they should also erase their answers before
giving it to someone else. These questions will have either start or end times and the
amount of minutes the activity took, in order for the students to find the start or end time.
I used easy to read examples for all my students to be able to read efficiently and I tried
to make real life examples to create positive connections. The students will be able to use
addition and subtraction to solve these one and two-step problems. I would like to see
them using the Judy clocks to represent the times and help them solve these problems.

Questions: How did you know that you had to add those times? How did you know to
subtract those times? I see that you got ____ as an answer, does that time make sense if
he/she started/ended at ___? How did you decide to use the Judy clock to help you solve
this problem?

By the end of the activity students should be able to determine whether to use addition or
subtraction to find the start or end times in word problems. I will look for students who
are struggling with this concept and who might not be thinking logically and
understanding the concept of time. I will look for students who seem to be grasping the
concept of time and ask them for their reasoning. I will ask them how they incorporated
the use of their Judy clock to solve the problem.
The second center will be the timeline center. In which all the questions will be on wipe
off ghosts.
 The questions on each ghost are found below with the directions and teacher guide in red:

Directions: use your number line to help you solve. You can color in between the two
times to show the amount of minutes, like this:

35 minutes

6:00 5 10 15 20 25 30 35 40 45 50 55 7:00

ALSO show the addition or subtraction sentence: ex: 6:50

- 6:15
0:35

_---- -------------------------------------------------------
1. Chris went to the supermarket at 5:00 pm. He shopped and shopped and shopped and
finally got to the check out line at 5:48 pm. How long did it take him to shop?

5:48
-5:00
0:48 Chris shopped for _________48 _____________ minutes.
2. Tristan went to school at 8:10 am. He played basketball in the gym until it was
8:32am. How long did Tristan play basketball for?
8:32
-8:10
22

Tristan played basketball for ______22________minutes

3. Mrs. Morse left her house to drive to Ithaca at 10:27 am. She arrived in Ithaca at 10:59
am. How long did it take her to get to Ithaca?

10:59
-10:27
32

It took Mrs. Morse _____32_____minutes to get to Ithaca.

4. Miss. K’s mom told her to clean her room. Miss. K put her clothes away in 27
minutes, she put her shoes away in 6 minutes, and she made her bed in 3 minutes. How
long did Miss K. spend cleaning her room?

27
6
+3
36

Miss K. spent _______36__________ minutes cleaning her room.

5. Mrs. EB started her bike ride at 7:13 am. She worked up a sweat and didn’t stop until
she got to Randall at 7:56 am. How long did it take Mrs. EB to get to Randall?
7:56
-7:13
43

It took Mrs. EB ______43___________minutes to bike to school.

I will explain that for this center they will be using their wipe off markers to solve these
problems, and should use their timelines to help them. They will rotate their problems
with their group as they complete them and the answers will be on the back for the
students to independently check their work. These questions help the students identify
“how many minutes or how long” something took. I used easy to read examples for all
my students to be able to read efficiently and tried to make real life examples to make
positive connections. The students will be able to use addition or subtraction to solve one
and two-step word problems. At completion of this activity I would like to see the
students able to use either subtraction or addition with reasoning to explain “how many
minutes or how long” the activity in the problem was. I would like them to use their time
lines to represent the times as well as help with solving the problem. I will ask them to
explain these problems the way they solved it incorporating the timeline if they didn’t do
so.

Questions: How did you know that you had to add those times? How did you know to
subtract those times? I see that you got ____ as an answer, does that time make sense if
he/she started and ended at ___? Can you explain what you are working on? How did you
decide to use the timeline for this problem? How does using the timeline help you with
this problem?

By the end of the activity students should be able to determine whether to use addition or
subtraction to find the “amount of minutes”. I will look for students who are struggling
with this concept and who might not be thinking logically and understanding the concept
of time. I will look for students who seem to be grasping the concept of time and ask for
their reasoning.

The third center is the matching pumpkins center, where students will practice telling
time to the nearest minute on an analog clock and matching it with the correct digital
time.
 I will explain that for this center they will be looking that the analog clock side and
digital clock side to make the pumpkin whole. I will be walking around the room with
the other teachers to make sure these are being done correctly, I will ask them to see how
many they can match in 10 minutes.

Questions: What does this time say? Where is the minute/hour hand? How were you
able to find the amount of minutes? That looks like 4:55 why is the time actually 3:55?
What is your strategy for finding the correct times?

By the end of the activity I will be looking for the students to show me how they can
match these pumpkins, and tell time effectively to the nearest minute. I will look for
students who aren’t grasping the concept and prompt them and show them different
strategies to find the correct time. Strategies include determining the minute and hour
hand, counting by fives and by ones, looking behind the hour hand when it’s in between
two times. I will look for common misconceptions like when the time is 3:55 and the
students think it is 4:55 because the hour hand is really close to the next hour.

The fourth center is a technology center in which the students can independently work
on their Zearn app and practice telling time. The picture below shows multiplication work
because it is a mix of different games at this center. This center is just for practice with
different mathematical skills. I will not be asking them any questions because this is their
own independent work that is cycled through my lesson by the Host teacher.

After:

After each center I will ask the students how they solved their problems and what helped
them figure them out. After all the centers are done, as a class, I will ask them what
center gave them the most trouble and take a little survey by a show of hands. I will ask
them which one they liked the most. Then I will ask, “how many ways can we show how
to tell time and solve time problems?” Mathematical sentences, Judy clocks, digital
clocks, and timelines are all valid answers. The host teacher does not leave enough time
for discussion, but if I had more time I would show one of each questions from the wipe
off centers on the board and have the students tell me how to solve and represent it
multiple ways. I would have a student explain the misconception about the hour hand
when the clock shows 3:55 and it looks like 4:55 and ask a student to explain why the
time is actually 3:55.

Questions: Tell me more about how you solved _____? Can you explain why your
strategy works to the class? How come it looks like the time is at 4:55, but your telling
me it is 3:55? Is the time on the timeline and the time on the Judy clock the same? Can
I solve this problem the same way?

Elaboration(10 min): through student responses to the above questions, I will show the
common misconception about seeing the time 3:55 and students thinking it’s 4:55. The
students will tell me that the hour hand is not quite to the hour 4 and the minutes are 5
minutes before the hour. They will explain this misconception and I will elaborate and
recap the minute and hour hands. I will give a new example and have the students re-
explain my elaboration.

I will look at the “how many minutes” questions and explain the proper use for addition
or subtraction and ask why this makes sense. I will explain that if the students started and
ended an activity a certain amount of time past. Therefore, by either adding the minutes,
or subtracting start and end times, the students will find out how many minutes past. I
will show how this is represented multiple ways on the previous problems I asked them
in the after section. I would like the students to take away strategies to solve these
problems and be able to represent them multiple ways. I would also like them to be able
to tell time to the nearest minute by the end of this activity, or at least understand how
they can get the answer through my elaboration of different strategies and
acknowledgement of common misconceptions.

Questions: How can we the timeline be used to figure out how many minutes______?
How can we write this as a subtraction/addition sentence? Can we use our Judy clocks to
solve this problem?

Evaluate (5 min)

Then, I will give them an exit ticket based on the three activities and explain that they can
use the strategies we just talked about and represent the problem however they think will
help them. The exit ticket is one question with three parts; how to tell time to the nearest
minute, how to find the amount of minutes and how to find the end time. This way all
activities from the centers are incorporated in each section of the exit ticket. This relates
to my goal because it assesses the students ability to tell time to the nearest minute and
their ability to use addition and subtraction to solve one and two-step word problems.
The exit ticket is shown below:
 Drawn in time
8:03 on
student’s copy

She finished cooking breakfast at 8:27am.

How many minutes does it take her to cook
breakfast?

8:27
-8:03
2 4 minutes to cook breakfast

It takes Maria another 17 minutes to eat her breakfast. What time

does she finish eating her breakfast?

8:27
+ 17

8: 44 am