s e s s i o n 1 . 5 a measuring...

S E S S I O N 1 . 5 A

ACTIVITY

Introducing Telling Time to the Hour

10 MIN CLASS

• C16, Tools for Measuring Time Make a transparency.

• C17, Clocks Make a transparency and cut apart clocks.

• C18, O’Clock Times Make a transparency.

• C19, Telling Time to the Hour Make a transparency.

• Demonstration clock

ACTIVITY

Introduction to Making Keepers5 MIN CLASS

• 12” x 18” sheets of paper; markers and other drawing materials

MATH WORKSHOP

Measuring and Comparing3A Making Keepers3B Measuring Fish3C Fish Stories

30 MIN

3A • Students’ partially-completed “Keepers” (from Activity 2); color tiles

3B • Student Activity Book, pp. 5–6 (from Session 1.3)

• M27, Measuring Keepers Make copies. (1 per student)

• Fish sets (from Session 1.3)3C • Student Activity Book, pp. 11–12 (from

Session 1.4)

DISCUSSION

Fish Stories15 MIN CLASS

• Chart paper Write Fish Story 1 from Student Activity Book, p. 11.

SESSION FOLLOW-UP

Daily Practice• Student Activity Book, p. 14B or

C20, True or False? Make copies. (as needed)

• Student Math Handbook, pp. 97–98, 102, 107

Vocabularydigital clock

analog clock

hour hand

minute hand

o’clock

ACTIVITY

Today’s Plan Materials

Measuring KeepersMath Focus Points

Naming, notating, and telling time to the hour on a digital

and an analog clock

Understanding the meaning of at least in the context of

linear measurement

Developing accurate measurement techniques

Solving problems about comparing lengths

Classroom RoutinesStart With/Get to: Counting Backward Choose a start with number from the first

basket (cards 31–60) and a get to number from the second basket (cards 1–30). Ask

students to find and mark both numbers on the 100 chart. Rather than counting as a

whole class, students pair up and can either count together or take alternating turns.

Session 1.5A Measuring Keepers CC31

C17 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1Unit 5 Session 1.5A

Clocks

2 00

DateName

Fish Lengths and Animal Jumps


DateName


Tools for Measuring Time

Analog Clock Digital Clock

Watches

Stop Watch Timer

Calendars

April

12

Monday

19 20 21 22 23 24

25

12 13 14 15 16 17

18

26 27 28 29 30

5 6 7 8 9 10

11

1 2 3

4

S M T W T F S

APRIL

18 19 20 21 22 23

11 12 13 14 15 16

17

25 26 27 28 29 30

31

24

4 5 6 7 8 9

10

1 2

3

S M T W T F S

JANUARY

18 19 20 21 22 23

11 12 13 14 15 16

17

25 26 27 28 29 30

31

24

4 5 6 7 8 9

10

1 2

3

S M T W T F S

OCTOBER

7 18 19 20 21 22

10 11 12 13 14 15

16

24 25 26 27 28 29

30

23

31

3 4 5 6 7 8

9

1

2

S M T W T F S

MAY

22 23 24 25 26 27

28

15 16 17 18 19 20

21

8 9 10 11

1 2 3

12 13

14

4 5 6

7

S M T W T F S

FEBRUARY

22 23 24 25 26 27

28

15 16 17 18 19 20

21

29 30

8 9 10 11

1 2 3

12 13

14

4 5 6

7

S M T W T F S

NOVEMBER

22 23 24 25 26 27

28

15 16 17 18 19 20

21

29 30 31

8 9 10 11 12 13

1 2 3

14

4 5 6

7

S M T W T F S

MARCH

19 20 21 22 23 24

25

12 13 14 15 16 17

18

26 27 28 29 30

5 6 7 8 9 10

11

1 2 3

4

S M T W T F S

APRIL

21 22 23 24 25 26

27

14 15 16 17 18 19

20

28 29 30

7 8 9 10 11 12

13

3 4 5

6

1 2

S M T W T F S

JUNE

19 20 21 22 23 24

3125

12 13 14 15 16 17

18

26 27 28 29 30

5 6 7 8 9 10

11

1 2 3

4

S M T W T F S

JULY

23 24 25 26 27 28

29

16 17 18 19 20 21

22

30 31

9 10 11 12 13 14

15

5 6 7

8

2 3 41

S M T W T F S

AUGUST

20 21 22 23 24 25

26

3 14 15 16 17 18

19

27 28 29 30

6 7 8 9

1

10 11

12

2 3 4

5

S M T W T F S

SEPTEMBER

20 21 22 23 24 25

26

13 14 15 16 17 18

19

27 28 29 30 31

6 7 8 9

1

10 11

12

2 3 4

5

S M T W T F S

DECEMBER

A C T I V I T Y

Introducing Telling Time to the HourCLASS10 MIN

Students have been thinking about and writing times on the hour during the Morning Meeting variation Daily Schedule. This activity introduces students to telling time to the hour on digital and analog clocks.

We’ve been talking about time when we look at our daily schedule and when we think about what time different activities happen. There are a lot of different tools for measuring and keeping track of time.

Show and talk through Tools for Measuring Time (C16) with students, asking them to share the kinds of clocks and calendars they are familiar with. Also ask students what they know about telling time.

During Morning Meeting we’ve been talking about how to write different times. For example, if [math] starts at [2:00] today, how would I write 2 o’clock?

Write 2:00 on the board. Then, show students the image of a digital clock (C17) set to 2:00.

People use clocks to tell what time it is. This kind of clock is called a digital clock. It shows 2 o’clock just the way we did when we wrote it on the board: a 2, a colon—that’s what they call these two dots—and then two zeros.

Now show the analog clock (C17) set to 2:00.

This is another kind of clock. It’s called an analog clock. This one is also set to show 2 o’clock.

Encourage students to share what they notice about the images of the two clocks, and to think about how they are the same and how they are different.

Students might say:

“They both have numbers.”

“The analog clock has lots of lines in

between the numbers.”

1 Activity

2 Activity 3 Math Workshop 4 Discussion 5 Session Follow-Up

▲ Resource Masters, C16


CC32 INVESTIGATION 1 Learning to Measure


DateName


O’Clock Times

1 Activity


Use students’ observations to introduce the parts of the clock and the ways they help you know what time it is.

Both clocks tell the hours and the minutes. The time of 2 o’clock means 2 hours and zero minutes or no minutes. We can see that on the digital clock because it says “2” and then “zero zero.” The analog clock is trickier. If I want my clock to show 2:00, what do I need to do?

Show students the demonstration clock, and ask them to use the image on C17 to help you set the demonstration clock to 2:00. As you do so, highlight and discuss the parts of the clock. 1

[Point to the hour hand.] [Neil] said that this has to point to the 2. Does anyone know what this is called? That’s right, it’s a hand.

[Sacha] said that the other hand has to point to the 12. She’s right. There are two hands on an analog clock. [Point to the hour hand.] This one is called “the small hand,” “the little hand,” or “the hour hand.” [Point to the minute hand.] The other one is called “the long hand,” “the big hand,” or “the minute hand.”

The things you noticed—the numbers and the hands—are the things that help us know what time it is. The little hand always points to the hour. This clock (C17) and our demonstration clock both show 2 o’clock, so the small hand points to the 2. What if it were showing 3 o’clock?

Ask students to help you write the digital time (3:00) and to set the demonstration clock to that time. Do the same for 4 and 5 o’clock.

Then show students O’Clock Times (C18), which presents a series of analog clocks showing 2:00, 3:00, 4:00, and 5:00, and ask students what they notice. Be sure to highlight that the little hand always points to the hour (the two in 2 o’clock) and that the big hand in each picture points to 12.

Some people call these “on the hour” times or “o’clock times.” When you read these clocks you say, “It’s 2 o’clock” or “It’s 5 o’clock.” Which clock do you think shows 4:00? Why do you think so? What about 3:00?

As you discuss each clock, ask students to help you set the demonstration clock to the same time. Then, use Telling Time to the Hour (C19) to summarize and review the different clocks and how they tell time. 2

Teaching Notes

1 Words with Multiple Meanings Words

such as face and hands may be confusing

because they name parts of the clock as

well as parts of the body. Be sure to

discuss this with students as you name

and discuss the parts of a clock.

2 Telling Time in Grade 1 First graders

focus on the parts of the clock, and on

using the visual appearance of clocks to

read and write familiar times (to the hour

and half hour). In Grades 2 and 3,

students deepen their understanding of

time and elapsed time as they are ready

to count by numbers other than 1, work

with fractional parts of a whole (60

minutes), and understand why a single

time can be named in different ways

(e.g., 2:45, 45 minutes past two, quarter

to 3).



C19 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

Telling Time to the HourClocks are tools for keeping track of time.

Analog Clock

This clock shows 6 o’clock (6:00).

Digital Clock

10 00This clock shows ten o’clock (10:00).

Unit 5 Session 1.5A

DateName


The big hand tells how many minutes The big hand tells The big hand tells

have gone by.how many minutes how many minutes

The number on the left tells what hour it is.

The small hand tells what hour it is.

The number on the right tells how many the right tells the right tells

minutes have how many how many

gone by.

1 Activity


A C T I V I T Y

Introduction to Making KeepersCLASS5 MIN

Students begin a new fish activity that will continue during Math Workshop.

Today you will have a chance to invent a new fish and to decide how long a keeper is. Remember that we need to say how many inches long the fish needs to be to be a keeper. Show me with your fingers about how big an inch is.

Check to see whether students can approximate how long an inch is.

Now think about the fish you are going to invent, and decide what length a keeper will be. It can be any length that fits on this paper. [Show a sheet of 12” × 18” paper.]

Distribute the paper. Ask students to write their names on the top and to decide and write the length in inches that their keeper will be. When they have finished, have students set this task aside for now.

When you get to this activity during Math Workshop, you will draw one kind of fish that you invented. You need to draw a fish that is a keeper. You may also make up a name for your kind of fish.

M AT H W O R K S H O P

Measuring and Comparing30 MIN

Students work on three activities in which they practice measuring techniques. If they have not finished Student Activity Book pages 11 and 12, they should work on those because students’ answers to these problems will be discussed at the end of the session.

3A Making Keepers PAIRS

Students decide on a length for their fish and then draw a keeper of the fish they invented. The pairs must measure their fish to make sure that it is, in fact, a keeper.



1 Activity


ONGOING A SSESSMENT: Obser ving Student s at Work

As students work on this task, observe the following:

Do students understand the idea of at least as long as?

How is this evidenced when they draw their own fish? Do they

put out a series of tiles to make sure that their fish is at least as

long as this standard?

Are students able to accurately draw fish that are the

length of keepers?

3B Measuring Fish PAIRS

For complete details about this activity, see Session 1.3, pages 39–40. When students finish Student Activity Book pages 5 and 6, give them a copy of Measuring Keepers (M27) and an envelope for another kind of fish.

3C Fish Stories PAIRS

For complete details about this activity, see Session 1.4, pages 45–46.

D I S C U S S I O N

Fish StoriesCLASS15 MIN

Math Focus Points for Discussion Solving problems about comparing lengths

Meet together as a whole class to share solution strategies for the first problem on Student Activity Book page 11. Display the chart paper with the following problem:

Sam caught a perch that is 8 inches

long. He caught an alewife that is

11 inches long. How much longer

is the alewife than the perch?


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DateName

Fish Lengths and Animal Jumps Daily Practice

Session 1.5A Unit 5

True or False?Circle the word to show whether the equation is true or false.

1. 4 + 5 = 8 True False

2. 8 + 4 = 4 True False

3. 8 = 4 + 4 True False

4. 8 – 5 = 3 True False

5. 8 = 3 – 5 True False

6. 8 – 3 = 5 True False

NOTENOTE Students determine

whetherwhether equations are true or

false.false.

44

1 Activity


Use this discussion as an opportunity to model ways of recording a variety of solutions. Be sure to include someone who counted up from 8 to 11 or counted back from 11 to 8 and another who used a numerical strategy, such as 11 – _____ = 8 or 11 – 8 = 3. Have students demonstrate their thinking with tiles or cubes, as well as a number line. 3

Students might say:

“I made a tower of 8 and one of 11. And 11

had 3 more cubes.”

“I counted from 8 to get to 11. 9, 10, 11—

it’s 3.”

“I found the number that I would subtract

from 11 to get to 8.”

As students share their strategies, record them on chart paper using pictures, numbers, and/or equations. Some students will think of this problem as addition, and others may use a subtraction strategy. Both strategies are correct depending on how students think about the problem.

S E S S I O N F O L L O W - U P

Daily PracticeDaily Practice: For ongoing review, have students complete Student Activity Book page 14B or C20.

Student Math Handbook: Students and families may use Student Math Handbook pages 97–98, 102, 107 for reference and review. See pages 101–104 in the back of Unit 5.

Professional Development

3 Teacher Note: Strategies to Solve

Comparison Problems, Unit 5, p. 90

▲ Student Activity Book, Unit 5, p. 14B;Resource Masters, C20



DateName


Tools for Measuring Time

Analog Clock Digital Clock

Watches

Stop Watch Timer

Calendars

April

12

Monday

19 20 21 22 23 24

25

12 13 14 15 16 17

18

26 27 28 29 30

5 6 7 8 9 10

11

1 2 3

4

S M T W T F S

APRIL

18 19 20 21 22 23

11 12 13 14 15 16

17

25 26 27 28 29 30

31

24

4 5 6 7 8 9

10

1 2

3

S M T W T F S

JANUARY

18 19 20 21 22 23

11 12 13 14 15 16

17

25 26 27 28 29 30

31

24

4 5 6 7 8 9

10

1 2

3

S M T W T F S

OCTOBER

7 18 19 20 21 22

10 11 12 13 14 15

16

24 25 26 27 28 29

30

23

31

3 4 5 6 7 8

9

1

2

S M T W T F S

MAY

22 23 24 25 26 27

28

15 16 17 18 19 20

21

8 9 10 11

1 2 3

12 13

14

4 5 6

7

S M T W T F S

FEBRUARY

22 23 24 25 26 27

28

15 16 17 18 19 20

21

29 30

8 9 10 11

1 2 3

12 13

14

4 5 6

7

S M T W T F S

NOVEMBER

22 23 24 25 26 27

28

15 16 17 18 19 20

21

29 30 31

8 9 10 11 12 13

1 2 3

14

4 5 6

7

S M T W T F S

MARCH

19 20 21 22 23 24

25

12 13 14 15 16 17

18

26 27 28 29 30

5 6 7 8 9 10

11

1 2 3

4

S M T W T F S

APRIL

21 22 23 24 25 26

27

14 15 16 17 18 19

20

28 29 30

7 8 9 10 11 12

13

3 4 5

6

1 2

S M T W T F S

JUNE

19 20 21 22 23 24

3125

12 13 14 15 16 17

18

26 27 28 29 30

5 6 7 8 9 10

11

1 2 3

4

S M T W T F S

JULY

23 24 25 26 27 28

29

16 17 18 19 20 21

22

30 31

9 10 11 12 13 14

15

5 6 7

8

2 3 41

S M T W T F S

AUGUST

20 21 22 23 24 25

26

3 14 15 16 17 18

19

27 28 29 30

6 7 8 9

1

10 11

12

2 3 4

5

S M T W T F S

SEPTEMBER

20 21 22 23 24 25

26

13 14 15 16 17 18

19

27 28 29 30 31

6 7 8 9

1

10 11

12

2 3 4

5

S M T W T F S

DECEMBER


Clocks

2 00

DateName



DateName


O’Clock Times

C19 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

Telling Time to the HourClocks are tools for keeping track of time.

Analog Clock

This clock shows 6 o’clock (6:00).

Digital Clock

10 00This clock shows ten o’clock (10:00).

Unit 5 Session 1.5A

DateName


The big hand tells how many minutes have gone by.

The number on the left tells what hour it is.

The small hand tells what hour it is.

The number on the right tells how many minutes have gone by.


True or False?Circle the word to show whether the equation is true or false.

1. 4 + 5 = 8 True False

2. 8 + 4 = 4 True False

3. 8 = 4 + 4 True False

4. 8 – 5 = 3 True False

5. 8 = 3 – 5 True False

6. 8 – 3 = 5 True False

DateName


NOTE Students determine

whether equations are true or false.

44

Daily Practice

s e s s i o n 1 . 5 a measuring...

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