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

DOK 1

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

MA-EP-2.1.3Students will choose and use appropriate tools (e.g., thermometer, scales, balances, clock, ruler) for specific measurement tasks.

MA-EP-2.2.2Students 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 # of LEP Students: 8

Subject: Telling Time Major Content: Math Lesson Length: 30 minutes Unit Title: Measurement- Time

Lesson: # 2 of 3 5 minute and quarter hour intervals

Context

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.

Students having trouble with skip counting by fives or understanding quarter-hour, half-hour, and hour intervals may need extra assistance.

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)

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.

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

Connections

MA-EP-2.1.1Students 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); ando money (identify coins and bills by value) ando temperature (Fahrenheit).

MA-EP-2.2.1Students 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).

DOK 1,2

Assessment PlanObjective/Assessment Plan Organizer

Learner Objective Type of Description of Depth of Adaptations

Number Assessment AssessmentKnowledge

(DOK)and/or

Accommodations

2Entrance

SlipDefinitions and showing time.

1 Verbal

2 Written Favorite time shown on clocks.

Written description to

complement the visual display.

Activity Worksheets

2 Verbal

2 Exit Slip Time Telling activity sheet

1 Verbal

Resources, media and technology Time Telling activity sheets, Entrance Slips (bellringers), stopwatches, Analog/Digital

Clocks, Copies of clock activities. ELMO, Journey in Time. “Just in Time” 2010. November 2010

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

Procedures

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.

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.

33 out of 3 task completed.

22 out 3 tasks is completed

1 1 out of the three tasks is completed.

0 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.