Task G: Designing the Instructional Unit (Standards 1 and 2)

1. Unit Title and estimated number of lessons (3 days): Telling Time- three 30 minute lessons

2. Learning Context and Implications:

The measurement of time is an integral part of everyday life. Schedules are followed each day and activities take place during blocks of time. It is imperative students know how to use and read clocks as well as estimate elapsed time. Computers and stopwatches will be used to enhance student instruction and learning.

3. Essential Questions:

1. What is time and why do we tell time? 2. How do we tell time? 3. How do we determine time at the end of an interval of hours and minutes?

4. Statement of Objectives for the Unit (no more than 3): 1. Students will be able to describe and analyze what time is to them. 2. Students will be able to tell time. 3. Students will be able to solve problems about elapsed time.

MA-EP-2.1.1 Students will apply standard units to measure length (to the nearest half-inch or the nearest centimeter) and to determine: y weight (nearest pound); y time (nearest quarter hour); and y money (identify coins and bills by value) and y temperature (Fahrenheit). DOK 1 MA-EP-2.1.6 Students will estimate weight, length, perimeter, area, angle measures and time using appropriate units of measurement MA-EP-2.2.1

Students will describe, define, give examples of and use to solve real-world and mathematical problems nonstandard and standard (U.S. Customary, metric) units of measurement to include length (in., cm.), time, money, temperature (Fahrenheit) and weight (oz., lb).

MA-EP-2.1.6 Students will estimate weight, length, perimeter, area, angle measures and time using appropriate units of measurement.

MA-EP-2.1.3 Students will choose and use appropriate tools (e.g., thermometer, scales, balances, clock, ruler) for specific measurement tasks. MA-EP-2.2.2 Students will determine elapsed time by half hours.

A-2 Lesson Plan (Standards 1, 2, 3, 5, 6)

Name: Date:01/04/11 Age/Grade Level:3rd Grade # of Students: 22 # of IEP Students: 0 # of GSSP Students 3 Subject: Telling Time # of LEP Students: 8

Major Content: MathLesson Length: 30 minutes

Unit Title: Measurement- Time Lesson: # 2 of 3 5 minute and quarter hour intervals

Context
y This lesson is the second lesson of three. The students will have learned and experienced

time intervals. The first lesson focused on reading time by the hour and half hour. y Students having trouble with skip counting by fives or understanding quarter-hour, half-hour, and hour intervals may need extra assistance. y There are no IEP students in this class. LEP students will be paired with non-LEP students if needed. Verbal rather than written assessments can take place as well.

Lesson Objective(s)
y Students will be able to tell time in 5 minute and quarter-hour intervals with the use of

their individual clocks and through completion of worksheets.

y Students will be able to describe and analyze what time is to them.

Connections

MA-EP-2.1.1 Students will apply standard units to measure length (to the nearest half-inch or the nearest centimeter) and to determine: o weight (nearest pound); o time (nearest quarter hour); and o money (identify coins and bills by value) and o temperature (Fahrenheit).

y MA-EP-2.2.1 Students will describe, define, give examples of and use to solve real-world and mathematical problems nonstandard and standard (U.S. Customary, metric) units of measurement to include length (in., cm.), time, money, temperature (Fahrenheit) and weight (oz., lb). y DOK 1,2

Assessment Plan

Learner Objective Number 2 2

Objective/Assessment Plan Organizer Depth of Adaptations Type of Description of Knowledge and/or Assessment Assessment (DOK) Accommodations Entrance Definitions and 1 Verbal Slip showing time. Written Favorite time 2 Verbal shown on clocks. Written description to complement the visual display. Activity Worksheets Exit Slip Time Telling 1 Verbal activity sheet

Resources, media and technology y Time Tellingactivity sheets, Entrance Slips (bellringers), stopwatches, Analog/Digital Clocks, Copies of clock activities.
y ELMO, Journey in Time. Just in Time 2010. November 2010

http://www.fi.edu/time/Journey/JustInTime/contents.html

Procedures y y Students will remain in their seats. An entrance slip will be placed on their desks. Verbally read question to students and/or model on large clock. Stopwatches will be used by the students to experiment with time increments. o How fast can you turn on and then turn off the stopwatch? o How many steps can you take in 15 seconds? 30 seconds? Write down your estimate? Write down the actual number. o Use a dry erase board. Begin to activate prior knowledge about the face of the clock. With the use of the large clock as a class model, various review questions will be asked about the clock. These questions include: What do we call the two arrow-like figures on the clock? What is different about the two hands on the clock? What is the longer or bigger hand called? What is the shorter or little hand called? Tell the class they will be continuing their lesson on telling time, learning about quarter hours and 5 minute intervals. They will be able to determine the right time with the help of their clocks and a few activity worksheets that will be passed out.

y y

y y y y y y

y y

y y y

Review what children already know about telling time. Ask questions such as: We learned that each number on the clock represents multiples of what? What does the minute hand always point to when it is a certain hour? What about the hour hand? Discussion: What are some important times in your day? Practice counting by fives in unison. Have students move the minute hands of their clocks, counting the minutes by fives as the hands pass each number until they get to 15. What time is it now? 12:15 Write 12:15 on the board and fifteen minutes after 12 on the board. Children continue moving the minute hands around the clocks and counting by fives, stopping at each quarter hour and saying the time. Write each time on the chalkboard. Using the model clock, explain to students that quarter hours are marked on the clock with the minute hand pointing to the three at quarter after, and nine at quarter to. Show students where the hour hand is at this time, follow with a few examples. Have students complete telling time activity worksheets. Play What time is it? One student is the town crier. S/he describes the time; the hour hand is on the three, the minute hand is on the 2. What time is it? (3:10). Other students must guess the time. Clocks may be used to help figure the time. Discuss what happens during the students day at specific times. Complete Timely Tale on the computer via ELMO as a class. Have students help with filling in the blanks. Have students look over the My Favorite Time activity. This will be homework. Review with students. Count by 5 around the clock. Stop at 3, 6, 9, and 12. Discuss alternate names for these. Students will complete Exit Slip- Draw hands on the clock to show the correct time.

Beginning Review: Entrance Slip- How many minutes in an hour? Hours in a day? Show me the time on your clock. What do we call the two arrow-like figures on the clock? What is different about the two hands on the clock? What is the longer or bigger hand called? What is the shorter or little hand called?

Concept Initiation : Questioning

Concept Exploration: See attached page

Concept Application: Students will practice using their individual clocks. The class will model together. Time Telling games will take place.

Concept Assessment: My Favorite Time! 4 3 out of 3 task completed. Extra effort and care is taken in the written component. The clocks are specific and have added embellishments.

3 3 out of 3 task completed. 2 1 0 2 out 3 tasks is completed 1 out of the three tasks is completed. Nothing is turned in or if turned in, it is blank.

Ending Review: Students will count by 5 around the clock. Stop at 3,6,9, and 12. Discuss alternate names for these.