# Measuring Keepers S E S S I O N 1. 5 A

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1 S E S S I O N 1. 5 A Measuring Keepers Math 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 Today s Plan ACTIVITY Introducing Telling Time to the Hour ACTIVITY Introduction to Making Keepers MATH WORKSHOP Measuring and Comparing 3A Making Keepers 3B Measuring Fish 3C Fish Stories DISCUSSION Fish Stories SESSION FOLLOW-UP Daily Practice 10 MIN CLASS 5 MIN CLASS 30 MIN 15 MIN CLASS Vocabulary digital clock analog clock hour hand minute hand o clock Materials 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 12 x 18 sheets of paper; markers and other drawing materials 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 (from Session 1.4) Chart paper Write Fish Story 1 from Student Activity Book, p. 11. Student Activity Book, p. 14B or C20, True or False? Make copies. (as needed) Student Math Handbook, pp , 102, 107 Classroom Routines Start 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

4 1 Activity 2 Activity 3 Math Workshop 4 Discussion 5 Session Follow-Up Name Telling Time to the Hour Clocks are tools for keeping track of time. Analog Clock The big hand tells how many minutes have gone by. The small hand tells what hour it is. This clock shows 6 o clock (6:00). Digital Clock The number on The number on the left tells what the right tells hour it is. how many minutes have gone by. This clock shows ten o clock (10:00). C19 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1 Resource Masters, C19 A C T I V I T Y Introduction to Making Keepers 5 MIN Students begin a new fish activity that will continue during Math Workshop. CLASS 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 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 ATH WORK SHOP Measuring and Comparing 30 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. CC34 INVESTIGATION 1 Learning to Measure

5 1 Activity 2 Activity 3 Math Workshop 4 Discussion 5 Session Follow-Up ONGOING ASSESSMENT: Observing Students 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 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 For complete details about this activity, see Session 1.4, pages PAIRS D I S C U S S I O N Fish Stories Math Focus Points for Discussion Solving problems about comparing lengths 15 MIN CLASS 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? Session 1.5A Measuring Keepers CC35

6 Pearson Education 1 1 Activity 2 Activity 3 Math Workshop 4 Discussion 5 Session Follow-Up Name Professional Development 3 Teacher Note: Strategies to Solve Comparison Problems, Unit 5, p. 90 Daily Practice 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 True or False? Circle the word to show whether the equation is true or false. NOTE Students determine whether equations are true or false. 44 Students might say: = 8 True False = 4 True False I made a tower of 8 and one of 11. And 11 had 3 more cubes = True False = 3 True False 5. 8 = 3 5 True False = 5 True False I counted from 8 to get to 11. 9, 10, 11 it s 3. Session 1.5A Unit 5 14B I found the number that I would subtract from 11 to get to 8. Student Activity Book, Unit 5, p. 14B; Resource Masters, C20 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 Practice Daily 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 in the back of Unit 5. CC36 INVESTIGATION 1 Learning to Measure

7 Name Tools for Measuring Time Analog Clock Digital Clock Watches Stop Watch Timer Calendars Monday April 12 APRIL JANUARY MAY FEBRUARY JUNE MARCH JULY APRIL AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER C16 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

10 Name Telling Time to the Hour Clocks are tools for keeping track of time. Analog Clock The big hand tells how many minutes have gone by. The small hand tells what hour it is. Digital Clock This clock shows 6 o clock (6:00). The number on the left tells what hour it is The number on the right tells how many minutes have gone by. This clock shows ten o clock (10:00). C19 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

11 Name True or False? Circle the word to show whether the equation is true or false. Daily Practice NOTE Students determine whether equations are true or false = 8 True False = 4 True False 3. 8 = True False = 3 True False 5. 8 = 3 5 True False = 5 True False C20 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

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