Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Unit 7: Measurement (25 days) Pssible Lessn 1 (8 days) Pssible Lessn 2 (6 days) Pssible Lessn 3 (6 days) Pssible Lessn 4 (5 days) POSSIBLE LESSON 4 (5 days) This lessn is ne apprach t teaching the State Standards assciated with this unit. Districts are encuraged t custmize this lessn by supplementing with districtapprved resurces, materials, and activities t best meet the needs f learners. The duratin fr this lessn is nly a recmmendatin, and districts may mdify the time frame t meet students needs. T better understand hw yur district is implementing SOPE lessns, please cntact yur child s teacher. (r yur cnvenience, please find linked the TEA mmissiner s List f State Bard f Educatin Apprved Instructinal Resurces and Midcycle State Adpted Instructinal Materials.) Lessn Synpsis: Students investigate and slve elapsed time prblem situatins using a using a stpwatch and pictrial mdels. Students recrd temperatures in ahrenheit and elsius using real-wrld situatins and practice reading the thermmeters fr thse situatins, as well as reading thermmeters shwing varius temperatures. TEKS: The Texas Essential Knwledge and Skills (TEKS) listed belw are the standards adpted by the State Bard f Educatin, which are required by Texas law. Any standard that has a strike-thrugh (e.g. sample phrase) indicates that prtin f the standard is taught in a previus r subsequent unit. The TEKS are available n the Texas Educatin Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148 4.12 Measurement.. The student applies measurement cncepts. The student measures time and temperature (in degrees ahrenheit and elsius). The student is expected t: 4.12A Use a thermmeter t measure temperature and changes in temperature. Supprting Standard 4.12B Use tls such as a clck with gears r a stpwatch t slve prblems invlving elapsed time. Supprting Standard page 1 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Underlying Prcesses and Mathematical Tls TEKS: 4.14 Underlying prcesses and mathematical tls.. The student applies mathematics t slve prblems cnnected t everyday experiences and activities in and utside f schl. The student is expected t: 4.14A Identify the mathematics in everyday situatins. 4.14D Use tls such as real bjects, manipulatives, and technlgy t slve prblems. 4.15 Underlying prcesses and mathematical tls.. The student cmmunicates abut mathematics using infrmal language. The student is expected t 4.15A Explain and recrd bservatins using bjects, wrds, pictures, numbers, and technlgy. 4.15B Relate infrmal language t mathematical language and symbls. 4.16 Underlying prcesses and mathematical tls.. The student uses lgical reasning. The student is expected t: 4.16B Justify why an answer is reasnable and explain the slutin prcess. Perfrmance Indicatr(s): page 2 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Unit 7 PI 4 Determine the differences in temperature and the elapsed time between temperature readings in a real-life situatin such as the fllwing: The table belw shws the temperature readings that a meterlgist tk in ne day. Demnstrate the fur ahrenheit temperatures n a thermmeter pictrial and the fur elsius temperatures. ind the difference between the highest and lwest ahrenheit temperature and the difference between the highest and lwest elsius temperature. Explain in writing hw the differences in the temperatures were determined. Then, use a mdel (e.g., analg clck pictrial, number line, etc.) t display the elapsed time ver which the temperatures changed and explain in writing hw the mdel was used t determine the elapsed time. Standard(s): 4.12A, 4.12B, 4.14A, 4.14D, 4.15A, 4.15B, 4.16B ELPS ELPS.c.1, ELPS.c.1 Key Understanding(s): Real-life prblems invlving changes in temperature (bth ahrenheit and elsius) can be slved and justified using a variety f mdels and strategies. Real-life prblems invlving elapsed time can be slved and justified using varius mdels such as clck pictrials, number lines, and tables. Miscnceptin(s)/Underdevelped ncept(s): Nne identified Vcabulary f Instructin: degrees degrees elsius degrees ahrenheit elapsed time temperature thermmeter page 3 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Materials List: bath twel (2 per teacher) dry erase marker (1 per student) heating pad (electric) (1 per teacher) math jurnal (1 per student) STAAR Reference Materials (1 per teacher, 1 per student) stpwatch (1 per 2 students) student clck with gears (1 per student, 1 per teacher) thermmeter (in degrees ahrenheit and elsius) (1 per 4 students) whitebard (student-sized) (1 per student) Attachments: All attachments assciated with this lessn are referenced in the bdy f the lessn. Due t cnsideratins fr grading r student assessment, attachments that are cnnected with Perfrmance Indicatrs r serve as answer keys are available in the district site and are nt accessible n the public website. 24-Hur Timeline Sftball Practice Prblem Using Time Wrds Elapsed Time Ntes/Practice KEY Elapsed Time Ntes/Practice Stpwatch Activity Recrding Sheet Eye Blink Activity page 4 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Elapsed Time Practice KEY Elapsed Time Practice Thermmeters Thermmeter Diagrams KEY Thermmeter Diagrams Temperature hange Recrding Sheet Daily Temperatures KEY Daily Temperatures Temperature Ntes/Practice KEY Temperature Ntes/Practice Temperature Situatins KEY Temperature Situatins Thermmeter Pictrials PI GETTING READY OR INSTRUTION Teachers are encuraged t supplement and substitute resurces, materials, and activities t meet the needs f learners. These lessns are ne apprach t teaching the TEKS/Specificity as well as addressing the Perfrmance Indicatrs assciated with each unit. District persnnel may create riginal lessns using the ntent reatr in the Tls Tab. All riginally authred lessns can be saved in the My SOPE Tab within the My ntent area. Suggested Day Suggested Instructinal Prcedures Ntes fr Teacher page 5 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Suggested Day Suggested Instructinal Prcedures Ntes fr Teacher 1 Tpics: Engage 1 Time intrductin Spiraling Review ATTAHMENTS Students use the STAAR Reference Materials t review measures fr time. Instructinal Prcedures: 1. Display the STAAR Reference Materials fr the class t see. 2. Distribute the STAAR Reference Materials t each student. Instruct students t find the sectin f time. Teacher Resurce: 24-Hur Timeline (1 per teacher) MATERIALS STAAR Reference Materials (1 per teacher, 1 per student) whitebard (student-sized) (1 per student) dry erase marker (1 per student) Texas Educatin Agency. (11). State f Texas Assessments f Academic Readiness: STAAR Reference Materials. Austin, TX: Authr. 3. Distribute a whitebard and dry erase marker t each student. Instruct students t recrd their page 6 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Suggested Day slutins t each questin. Ask: Suggested Instructinal Prcedures Ntes fr Teacher Hw many hurs are in a day? (24 hurs) What tw perids are ur days divided int? (A.M. and P.M.) What are the times that mark the divisin f these tw perids? (nn, r 12: P.M.; and midnight, r 12: A.M.) Hw many times des the hur hand g arund the clck in ne day? Explain. (twice) Answers may vary. There are nly 12 hurs shwn n a clck face and there are 24 hurs in a day; the hur hand ges arund the clck face twice each day t measure 24 hurs; etc. 4. Display teacher resurce: 24-Hur Timeline. 5. Explain t students that yu will be reading sme daily situatins alud and that they are t recrd either A.M. r P.M. n their whitebards t indicate the time f day that activity is mst likely t ccur. Say: page 7 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Suggested Day Suggested Instructinal Prcedures Schl day ends (P.M.) Eat breakfast (A.M.) G t bed (P.M.) G t schl (A.M.) Wake up (A.M.) Eat lunch Answers may vary. Ntes fr Teacher Tpics: ATTAHMENTS Elapsed time Explre/Explain 1 Students explre and determine elapsed time using prcess tables and number lines. Instructinal Prcedures: 1. Place students in student pairs. Distribute a student clck with gears, whitebard, and dry erase marker t each student. 2. Display teacher resurce: Sftball Practice Prblem. Instruct students t read the prblem alud. Explain t the class that this prblem will be mdeled n tw different tls, a geared clck and a number line. Ask: Hw can a number line be used t find elapsed time? Answers may vary. A clck is just a rund number line, s a number line can be used t cunt the hurs and minutes between each marked line; etc. Teacher Resurce: Sftball Practice Prblem (1 per teacher) Teacher Resurce: Elapsed Time Ntes/Practice KEY (1 per teacher) Handut: Elapsed Time Ntes/Practice (1 per student) Handut (ptinal): Using Time Wrds (1 per student) MATERIALS student clck with gears (1 per student, 1 per teacher) whitebard (student-sized) (1 per page 8 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Suggested Day Suggested Instructinal Prcedures 3. Instruct students t set their clcks t :15 A.M. Using a student clck with gears, demnstrate setting the time fr the class t see. Allw students t make self-crrectins, as needed. 4. Instruct students t draw a number line with a start time f :15 A.M. n their whitebard. Demnstrate creating a number line with the apprpriate start time fr the class t see. Allw students t make self-crrectins, as needed. 5. Instruct students t reread the prblem frm the displayed teacher resurce: Sftball Practice Prblem and use their student clck with gears t mdel the prblem ne hur at a time while recrding each time n their number line. r example, as they mve their clck hands ne hur frm :15 t 11:15, students shuld recrd a tic mark n their number line and label it 11:15; as they mve their clck hands anther hur frm 11:15 t 12:15, students shuld recrd anther tic mark n their number line and label it 12:15; etc. Allw time fr students t cmplete the activity. Mnitr and assess students t check fr understanding. acilitate a class discussin t debrief student slutins. Ask: What is the last hur that will be recrded? Why? (2:15, because practice ends at 2:25.) Nw, instead f cunting by hurs, what increment shuld be used t cunt frm 2:15 t 2:25? (increments f 5) Ntes fr Teacher student) dry erase marker (1 per student) STAAR Reference Materials (1 per student) TEAHER NOTE r students wh struggle with time vcabulary, use page 2 f handut (ptinal): Using Time Wrds. TEAHER NOTE If students have difficulty with the bar and lp number line methd fr finding elapsed time, an alternate Time Table Methd is intrduced In the Elapsed Time Ntes/Practice fr students wh chse t use it. Teacher demnstratin f this methd, either as whle grup r as small grup, may be necessary. 6. Instruct students t use their student clck with gears and number line t cunt frm 2:15 t 2:25 by 5s. Allw time fr students t cmplete the activity. Mnitr and assess students t check fr understanding. page 9 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Suggested Day Suggested Instructinal Prcedures 7. Instruct students t place their finger at :15 A.M. n their number line and chrally cunt the hurs frm ne tic mark t the next t 2:15 P.M. and then make lps t indicate cunting by minutes." Explain t students that this can be called the bar and lp methd fr finding elapsed time. Ntes fr Teacher Ask: Hw many hurs are there between :15 A.M. and 2:15 P.M.? (4 hurs) Hw many minutes between 2:15 P.M. and 2:25 P.M.? ( minutes) What is the elapsed time between :15 A.M. and 2:25 P.M.? (4 hurs and minutes) 8. Distribute the STAAR Reference Materials and handut: Elapsed Time Ntes/Practice t each student. Instruct students t use their STAAR Reference Materials t identify the elapsed time fr each prblem. Allw time fr students t cmplete the activity. Mnitr and assess students t check fr understanding. acilitate a class discussin t debrief student slutins, as needed. 2 Tpics: Elapsed time with a stpwatch Elabrate 1 Spiraling Review ATTAHMENTS page f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Suggested Day Suggested Instructinal Prcedures Students investigate and determine elapsed time using a stpwatch. Instructinal Prcedures: 1. acilitate a class discussin abut time. Ask: What is the smallest unit f time regularly used? (secnds) Hw many secnds are in ne minute? (6 secnds) 2. Place students in pairs and distribute a stpwatch t each pair. acilitate a class discussin abut hw a stpwatch wrks. Ask: Ntes fr Teacher Handut: Stpwatch Activity Recrding Sheet (1 per student) Handut: Eye Blink Activity (1 per student) Teacher Resurce: Elapsed Time Practice KEY (1 per teacher) Handut: Elapsed Time Practice (1 per student) MATERIALS Hw are a stpwatch and digital clck alike? Hw are they different? Answers may vary. They are alike in that they bth display time the same way. Hwever, a digital clck displays time cntinuusly and a stpwatch displays the elapsed time f an event; etc. stpwatch (1 per 2 students) 3. Explain t student pairs that they will use their stpwatch t time an actual event. Invite a student vlunteer t walk up t the frnt f the classrm and then back t their desk. Instruct students t use their stpwatch t measure the elapsed time with their stpwatch. Ask: Hw lng did the walk take? Answers may vary. Repeat the activity again t allw all students t use the stpwatch t determine elapsed time. page 11 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Suggested Day Suggested Instructinal Prcedures 4. Distribute handut: Stpwatch Activity Recrding Sheet t each student. acilitate a class discussin abut the activities n the recrding sheet and hw each activity shuld be cmpleted. Explain t students that fr the first activity, the "start time" will be "zer." Hwever, after the first activity, they will nt reset the stpwatch. When the first partner says "G," the secnd partner will begin the assigned activity. The first partner will start the stpwatch. When the secnd partner has finished the activity, the first partner will stp the stpwatch. The secnd partner will recrd the "stp time" n his r her recrding sheet. Instruct student pairs that the secnd partner will cmplete all 4 tasks t determine the start and stp times fr each task listed n their handut and t use the end time as the start time fr the next activity. Remind students they shuld nt reset the stpwatch! Once the secnd partner has cmpleted all 4 tasks, the rles will switch and the secnd partner will time the first partner as they cmplete all 4 tasks. Allw time fr students t cmplete each activity and recrd their start and stp times. Mnitr and assess student pairs t check fr understanding. 5. Instruct students t use their start and stp times t find the elapsed time between each event and recrd this time n their handut: Stpwatch Activity Recrding Sheet. Allw time fr students t cmplete each activity. Mnitr and assess students t check fr understanding. acilitate a class discussin t debrief student slutins. Ask: Ntes fr Teacher Hw culd yu find the elapsed time fr each activity? Answers may vary. Use a timeline and place the start time at the beginning and cunt each minute and then secnd until the ttal time is accunted fr; etc. 6. Demnstrate creating a number line t determine the elapsed time between the stpwatch time f 2:47 as a start time and 6:4 as an end time: page 12 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Suggested Day Suggested Instructinal Prcedures Ntes fr Teacher 7. Instruct student pairs t cmplete the remainder f their handut: Stpwatch Activity Recrding Sheet. Allw time fr students t cmplete each activity. Mnitr and assess student pairs t check fr understanding. acilitate a class discussin t debrief student slutins. Ask: Which activity tk the lngest time? Which tk the shrtest time? Answers may vary. What are sme ther activities yu culd time with a stpwatch? Answers may vary. 8. Distribute handut: Eye Blink Activity t each student. Instruct student pairs t use their stpwatch t recrd the start and end time fr each eye blink. Explain t students that the start time will be zer when they first begin, but at each eye blink, the stpwatch is stpped and the end time is recrded. Remind students that they are nt t reset the stpwatch. If they d, they will have t start ver. The end time f the last eye blink is the start time fr the next eye blink. Students are nt allwed t hld their eyes pen with their hands r by any ther means ther than by using their eye muscles. Allw time fr students t cmplete each activity and recrd their start and stp times. Mnitr and assess student pairs t check fr understanding. 9. Instruct students t find the elapsed time between each event n their handut: Eye Blink page 13 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Suggested Day Suggested Instructinal Prcedures Ntes fr Teacher Activity and recrd the prcess used t find the elapsed time. Allw time fr students t cmplete the activity. Mnitr and assess students t check fr understanding. acilitate a class discussin t debrief student slutins, as needed.. Distribute handut: Elapsed Time Practice t each student as independent practice and/r hmewrk. 3 Tpics: Reading thermmeters in degrees ahrenheit and elsius Engage 2 Students investigate what temperature is and hw it is measured and recrded. Instructinal Prcedures: Spiraling Review ATTAHMENTS Teacher Resurce: Thermmeters (1 per teacher) 1. Display teacher resurce: Thermmeters. Ask: What is temperature? (Temperature is the measure f hw ht r cld smething is.) Hw d yu measure temperature? (by degrees n a thermmeter) What is the symbl fr degree? ( ) What d yu mean when yu talk abut the scale n a thermmeter? (the marks r intervals n the thermmeter) 2. Explain t students that many thermmeters display tw different scales fr measuring temperature. page 14 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Suggested Day Ask: Suggested Instructinal Prcedures Ntes fr Teacher Accrding t this diagram f thermmeters, what are the names f these temperature scales? (ahrenheit and elsius) 3. Explain t students that the elsius scale was nce called the entigrade scale as it is based n divisins between freezing and biling pints f water. Tpics: ATTAHMENTS Reading thermmeters in degrees ahrenheit and elsius Explre/Explain 2 Students investigate what temperature is and hw it is measured. Instructinal Prcedures: 1. Display teacher resurce: Thermmeters. 2. Distribute handut: Thermmeter Diagrams t each student. Instruct students t shade in the freezing pint fr water in degrees elsius n the first thermmeter and t label the thermmeter accrdingly. Allw time fr students t cmplete the activity. Mnitr and assess students t check fr understanding. acilitate a class discussin t debrief student slutins. Ask: Yu just shaded in the freezing pint fr water in degrees elsius. Accrding t this thermmeter, what is the freezing pint fr water in degrees ahrenheit? Teacher Resurce: Thermmeters (1 per teacher) Teacher Resurce: Thermmeter Diagrams KEY (1 per teacher) Handut: Thermmeter Diagrams (1 per student) MATERIALS whitebard (student-sized) (1 per student) dry erase marker (1 per student) math jurnal (1 per student) page 15 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Suggested Day Suggested Instructinal Prcedures (32 ) 3. Explain t students that althugh the numbers are different, they bth shw the same temperature the freezing pint f water. Remind students that every elsius reading has a crrespnding ahrenheit reading. 4. Place students in pairs. Instruct student pairs t cmplete the remainder f their handut: Thermmeter Diagrams by shading in the thermmeters t shw nrmal bdy temperature and the biling pint f water. Allw time fr students t cmplete the activity. Mnitr and assess student pairs t check fr understanding. acilitate a class discussin t debrief student slutins. Ask: Ntes fr Teacher TEAHER NOTE Students have explred temperature measurement in degrees ahrenheit in Grade 3. In, they expand their knwledge t the elsius temperature scale. What interval is used n these thermmeters? (There are 2 degrees fr each mark, and the labels are at every degrees.) 5. Explain t students that mst thermmeters use intervals f 2 degrees. Instruct students t examine the displayed teacher resurce: Thermmeters. Ask: Water bils as 212. What temperature is that in? ( ) A nice summer day is abut 8. Abut what temperature is that in? (26-28 ) 6. Place students in pairs. Distribute a whitebard and dry erase marker t each student. Instruct student pairs t create and recrd a list f situatins where measurement f temperature is used. Allw time fr student pairs t generate and recrd their lists. Mnitr and assess page 16 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Suggested Day Suggested Instructinal Prcedures students t check fr understanding. acilitate a class discussin t debrief student slutins, recrding each slutin fr the class t see in general categries (e.g., weather, cking, etc.). Ask: Ntes fr Teacher What are sme ways that temperature is reprted in weather reprts? (highs and lws) What is a reasnable temperature fr baking ckies? ( - ) 7. Instruct students t replicate the class list f temperature situatins in their math jurnal and determine reasnable temperatures fr each situatin with their partner. Allw time fr students t cmplete the activity. Mnitr and assess students t check fr understanding. acilitate a class discussin t debrief student slutins. 4 Tpics: Temperature differences Elabrate 2 Students read thermmeters t determine the differences in temperatures n bth ahrenheit and elsius scales. Instructinal Prcedures: 1. Prir t instructin place a flded bath twel n a table, place a heating pad n tp f the twel set t medium/high, and place anther flded bath twel n tp f the heating pad. Spiraling Review ATTAHMENTS Handut: Temperature hange Recrding Sheet (1 per student) Teacher Resurce: Daily Temperatures KEY (1 per teacher) page 17 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Suggested Day Suggested Instructinal Prcedures 2. Place students in grups 4. Distribute a thermmeter, with bth ahrenheit and elsius degree measures t each grup. Instruct students t take turns reading the temperature f the rm in elsius and ahrenheit degrees and recrd each measure in their math jurnal. 3. Instruct ne representative frm each grup t place their thermmeter n tp f the heating pad but under the twel, wait 3 minutes, remve their thermmeter and return t their grup. 4. Instruct each student in the grup t take turns reading the temperature f the heating pad in elsius and ahrenheit degrees and recrd each measure in their math jurnal. Allw time fr students t cmplete the activity. Mnitr and assess student grups t check fr understanding. acilitate a class discussin abut the temperatures and recrd the temperatures frm each grup in bth elsius and ahrenheit degree measures fr the class t see. 5. Place students in pairs. Distribute handut: Temperature hange Recrding Sheet t each student. Instruct students t recrd the elsius and ahrenheit temperatures fr bth situatins (rm and heating pad) frm their math jurnal, shade the thermmeters t represent each recrded temperature, and subtract and/r cunt intervals t find the change in the temperature recrded. Allw time fr students t cmplete the activity. Mnitr and assess students t check fr understanding, ensuring students are subtracting like units. acilitate individual discussins abut the activity. Ntes fr Teacher Teacher Resurce: Daily Temperatures (1 per teacher) Handut: Daily Temperatures (1 per 2 students) Teacher Resurce: Temperature Ntes/Practice KEY (1 per teacher) Handut: Temperature Ntes/Practice (1 per student) Teacher Resurce: Temperature Situatins KEY (1 per teacher) Handut: Temperature Situatins (1 per student) MATERIALS thermmeter (in degrees ahrenheit and elsius) (1 per 4 students) bath twel (2 per teacher) heating pad (electric) (1 per teacher) math jurnal (1 per student) page 18 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Suggested Day Ask: Suggested Instructinal Prcedures Ntes fr Teacher What is the temperature in ahrenheit f the rm? Answers may vary. What is the temperature in ahrenheit f the heating pad? Answers may vary. Hw d yu find the difference between the tw temperatures? Answers may vary. 6. Display teacher resurce: Daily Temperatures. 7. Distribute handut: Daily Temperatures t each student pair. Instruct student pairs t use the thermmeter pictrial t determine the change in temperature fr the prblem situatin. Allw time fr students t cmplete the activity. Mnitr and assess student pairs t check fr understanding. acilitate individual discussins t debrief student slutins and strategies, as needed. 8. Distribute handut: Temperature Ntes/Practice t each student. Instruct students t cmplete the handut. Allw time fr students t cmplete the activity. Mnitr and assess students t check fr understanding. acilitate a class discussin t debrief student slutins, as needed. 9. Distribute handut: Temperature Situatins t each student as independent practice and/r hmewrk. 5 Evaluate 1 Instructinal Prcedures: 1. Assess student understanding f related cncepts and prcesses by using the Perfrmance Indicatr(s) aligned t this lessn. ATTAHMENTS Handut: Thermmeter Pictrials PI (2 per student) page 19 f 53
Enhanced Instructinal Transitin Guide / Unit 7: Suggested Duratin: 5 days Suggested Day Suggested Instructinal Prcedures Ntes fr Teacher Perfrmance Indicatr(s): Unit 7 PI 4 Determine the differences in temperature and the elapsed time between temperature readings in a real-life situatin such as the fllwing: The table belw shws the temperature readings that a meterlgist tk in ne day. Demnstrate the fur ahrenheit temperatures n a thermmeter pictrial and the fur elsius temperatures. ind the difference between the highest and lwest ahrenheit temperature and the difference between the highest and lwest elsius temperature. Explain in writing hw the differences in the temperatures were determined. Then, use a mdel (e.g., analg clck pictrial, number line, etc.) t display the elapsed time ver which the temperatures changed and explain in writing hw the mdel was used t determine the elapsed time. Standard(s): 4.12A, 4.12B, 4.14A, 4.14D, 4.15A, 4.15B, 4.16B ELPS ELPS.c.1, ELPS.c.1 5/12/13 page f 53
24-Hur Timeline Unit: 7 Lessn: 4 A.M. hurs P.M. hurs 12 1 2 3 4 5 6 7 8 9 11 12 1 2 3 4 5 6 7 8 9 11 12 midnight r 12: A.M. nn r 12: P.M. midnight r 12: A.M. 12, TES 5/12/13 page 1 f 1
Unit: 7 Lessn: 4 Sftball Practice Prblem Shanna left fr sftball practice at :15 A.M. She returned hme at 2:25 P.M. Hw lng was she gne? 12, TES /17/12 page 1 f 1
Using Time Wrds Teacher py Unit: 7 Lessn: 4 Reading an analg clck can be difficult fr many students. This is ften due t a lack f familiarity and practice. r example, many students may nt understand what five minutes t fur means; they nly knw that time as 3:55. Therefre, time vcabulary must be emphasized and taught. One suggestin is t mdify an existing analg wall clck with a pster bard ring as shwn belw. O lck 5 minutes t minutes t 5 minutes after minutes after A quarter t A quarter after minutes t 25 minutes t minutes after 25 minutes after Half past r thirty 12, TES 5/12/13 page 1 f 2
Using Time Wrds Student py Unit: 7 Lessn: 4 O lck 5 minutes t minutes t 5 minutes after minutes after A quarter t A quarter after minutes t 25 minutes t minutes after 25 minutes after Half past r thirty O lck 5 minutes t minutes t 5 minutes after minutes after A quarter t A quarter after minutes t 25 minutes t minutes after 25 minutes after Half past r thirty 12, TES 5/12/13 page 2 f 2
Elapsed Time Ntes/Practice KEY Unit: 7 Lessn: 4 Ntes: Bar and Lp Methd Patrick went t the pl frm : A.M. until 2:45 P.M. Hw many hurs and minutes was Patrick at the pl? Step 1: Draw a timeline with the beginning time labeled. : Start A.M. Step 2: unt by hurs until yu have n hurs left t cunt. : 11: 12: 1: 2: 1 hur 2 hurs 3 hurs 4 hurs Start A.M. P.M. Begins Step 3: unt by 5-minute increments using lps n yur timeline until yu have n minutes left t cunt. : 11: 12: 1: 2: 2:45 1 hur Start A.M. 2 hurs P.M. Begins 3 hurs 4 hurs +5 min End P.M. Step 4: Add the hurs and minutes tgether t get the elapsed time f 4 hurs and 5 minutes. Practice: (1) ind the elapsed time frm 5:25 P.M. t : P.M. (2) ind the elapsed time frm 11:25 P.M. t 4:35 A.M. 5:25 6:25 7:25 8:25 9:25 :25 : :35 : 1 hur 2 hurs 3 hurs 4 hurs 5 hurs Start P.M. +5 +5 +5 End P.M. 11:25 12:25 1:25 2:25 3:25 4:25 4: 4:35 1 hur 2 hurs 3 hurs 4 hurs 5 hurs Start P.M. A.M. Begins +5 +5 End A.M. 5 hurs 15 minutes 5 hurs minutes 12, TES 5/12/13 page 1 f 4
Elapsed Time Ntes/Practice KEY Unit: 7 Lessn: 4 Ntes: Time Table Methd Patrick went t the pl frm : A.M. until 2:45 P.M. Hw many hurs and minutes was Patrick at the pl? Step 1: Use a table like the ne belw t rganize the times. Make sure yu label A.M. and P.M. as necessary. Start End Hurs Minutes Step 2: Begin with the Hurs clumn and add as many hurs as yu think necessary t get t the End time. In the example, yu started with 1 hur and then added that hur t the start time in the Start clumn. An X was placed in the Minutes clumn t shw that n minutes had been added. Start End Hurs Minutes : A.M. 11: A.M. + 1 X Step 3: ntinue adding hurs until n mre hurs can be added. Ntice that when yu crss the 12: mark, the A.M. changes t P.M. Start End Hurs Minutes : A.M. 11: A.M. + 1 X 11: A.M. 12: P.M. + 1 X 12: P.M. 2: P.M. + 2 X 2: P.M. 2:45 P.M. Step 4: Since n mre hurs can be added withut ging past the end time, minutes must be added. Add as many minutes as yu think need t be until yu get t the end time. Start End Hurs Minutes : A.M. 11: A.M. + 1 X 11: A.M. 12: P.M. + 1 X 12: P.M. 2: P.M. + 2 X 2: P.M. 2:45 P.M. X + 5 12, TES 5/12/13 page 2 f 4
Elapsed Time Ntes/Practice KEY Unit: 7 Lessn: 4 Step 5: Add the amunts in the Hurs clumn and then the amunts in the Minutes clumn. This ttal is the elapsed time. Start End Hurs Minutes : A.M. 11: A.M. + 1 X 11: A.M. 12: P.M. + 1 X 12: P.M. 2: P.M. + 2 X 2: P.M. 2:45 P.M. X + 5 Elapsed Time 4 h 5 min Slutin: Patrick spent 4 hurs and 5 minutes at the pl. Practice: (1) A mvie starts at 1:35 P.M. and lasts until 3: P.M. Hw lng is the mvie? (2) A ftball game began at 3:45 P.M. and ended at 6:15 P.M. Hw lng did the game last? Methds may vary. 2 hurs 15 minutes Methds may vary. 2 hurs minutes 12, TES 5/12/13 page 3 f 4
Elapsed Time Ntes/Practice KEY Unit: 7 Lessn: 4 (3) A bus left Westfield at 6: A.M. and arrived at Summersville at 2:25 P.M. Hw lng was the trip? (4) Mandy started talking n the phne at 5: P.M. and finished 55 minutes later. At what time did she finish talking n the phne? Methds may vary. 7 hurs 35 minutes Methds may vary. 6:15 P.M. (5) Tamika began reading at 8: A.M. She read fr 2 hurs and 35 minutes. What time did Tamika finish reading? (6) Sean began his chres at 4:45 P.M. and finished at 6:15 P.M. Hw lng did it take Sean t d his chres? Methds may vary. 11:5 A.M. Methds may vary. 1 hur minutes 12, TES 5/12/13 page 4 f 4
Elapsed Time Ntes/Practice Unit: 7 Lessn: 4 Ntes: Bar and Lp Methd Patrick went t the pl frm : A.M. until 2:45 P.M. Hw many hurs and minutes was Patrick at the pl? Step 1: Draw a timeline with the beginning time labeled. : Start A.M. Step 2: unt by hurs until yu have n hurs left t cunt. : 11: 12: 1: 2: 1 hur 2 hurs 3 hurs 4 hurs Start A.M. P.M. Begins Step 3: unt by 5-minute increments using lps n yur timeline until yu have n minutes left t cunt. : 11: 12: 1: 2: 2:45 1 hur Start A.M. 2 hurs P.M. Begins 3 hurs 4 hurs +5 min End P.M. Step 4: Add the hurs and minutes tgether t get the elapsed time f 4 hurs and 5 minutes. Practice: (1) ind the elapsed time frm 5:25 P.M. t : P.M. (2) ind the elapsed time frm 11:25 P.M. t 4:35 A.M. 12, TES 5/12/13 page 1 f 4
Unit: 7 Lessn: 4 Elapsed Time Ntes/Practice Ntes: Time Table Methd Patrick went t the pl frm : A.M. until 2:45 P.M. Hw many hurs and minutes was Patrick at the pl? Step 1: Use a table like the ne belw t rganize the times. Make sure yu label A.M. and P.M. as necessary. Start End Hurs Minutes Step 2: Begin with the Hurs clumn and add as many hurs as yu think necessary t get t the End time. In the example, yu started with 1 hur and then added that hur t the start time in the Start clumn. An X was placed in the Minutes clumn t shw that n minutes had been added. Start End Hurs Minutes : A.M. 11: A.M. + 1 X Step 3: ntinue adding hurs until n mre hurs can be added. Ntice that when yu crss the 12: mark, the A.M. changes t P.M. Start End Hurs Minutes : A.M. 11: A.M. + 1 X 11: A.M. 12: P.M. + 1 X 12: P.M. 2: P.M. + 2 X 2: P.M. 2:45 P.M. Step 4: Since n mre hurs can be added withut ging past the end time, minutes must be added. Add as many minutes as yu think need t be until yu get t the end time. Start End Hurs Minutes : A.M. 11: A.M. + 1 X 11: A.M. 12: P.M. + 1 X 12: P.M. 2: P.M. + 2 X 2: P.M. 2:45 P.M. X + 5 12, TES 5/12/13 page 2 f 4
Elapsed Time Ntes/Practice Unit: 7 Lessn: 4 Step 5: Add the amunts in the Hurs clumn and then the amunts in the Minutes clumn. This ttal is the elapsed time. Start End Hurs Minutes : A.M. 11: A.M. + 1 X 11: A.M. 12: P.M. + 1 X 12: P.M. 2: P.M. + 2 X 2: P.M. 2:45 P.M. X + 5 Elapsed Time 4 h 5 min Slutin: Patrick spent 4 hurs and 5 minutes at the pl. Practice: (1) A mvie starts at 1:35 P.M. and lasts until 3: P.M. Hw lng is the mvie? (2) A ftball game began at 3:45 P.M. and ended at 6:15 P.M. Hw lng did the game last? 12, TES 5/12/13 page 3 f 4
Elapsed Time Ntes/Practice Unit: 7 Lessn: 4 (3) A bus left Westfield at 6: A.M. and arrived at Summersville at 2:25 P.M. Hw lng was the trip? (4) Mandy started talking n the phne at 5: P.M. and finished 55 minutes later. At what time did she finish talking n the phne? (5) Tamika began reading at 8: A.M. She read fr 2 hurs and 35 minutes. What time did Tamika finish reading? (6) Sean began his chres at 4:45 P.M. and finished at 6:15 P.M. Hw lng did it take Sean t d his chres? 12, TES 5/12/13 page 4 f 4
Unit: 7 Lessn: 4 Stpwatch Activity Recrding Sheet llw the directins t cmplete each activity and recrd yur times in this table. Activity Start Time End Time Elapsed Time Write yur teacher s name ten times Name ten states unt t by 5 s Tuch yur tes times Select ne f the elapsed times abve and list tw mre activities that might take that same amunt f time. 12, TES /17/12 page 1 f 1
Unit: 7 Lessn: 4 Eye Blink Activity The human eye blinks n average nce every five secnds. See hw lng yu can keep yur eyes pen withut blinking. Have yur partner time yur first five eye blinks. Use the table belw t recrd the start and end time fr each eye blink. ind the elapsed time between each blink and shw the prcess yu used t find the elapsed time in the space prvided. Eye Blink Start Time End Time Elapsed Time #1 Elapsed Time Prcess #2 Elapsed Time Prcess #3 Elapsed Time Prcess #4 Elapsed Time Prcess #5 Elapsed Time Prcess Which blink lasted the lngest? Which lasted the shrtest? 12, TES /17/12 page 1 f 1
Slve each prblem. Prblem: Elapsed Time Practice KEY Unit: 7 Lessn: 4 Mr. Nunez began his chres at :15 A.M. He finished at 1:35 P.M. Hw lng did it take him t finish his chres? Understand the prblem/plan: What are yu trying t find? hw lng it tk Mr. Nunez t finish his chres What d yu knw? He started at :15 A.M. and finished at 1:35 P.M. Prcess: Use this space t shw yur prcess fr finding the elapsed time and t make any necessary time cnversin. Prcesses may vary pssible methd: :15 11:15 12:15 1:15 1: 1:25 1:35 1: 1 hr 2 hr 3 hr Start A.M. P.M. Begins +5 +5 +5 +5 End P.M. Slutin: 3 hurs minutes Elapsed time It tk Mr. Nunez 3 hurs and minutes t finish his chres. Prblem: Jackie gets hme frm schl at 4:5 P.M. and ges t bed at 8: P.M. Hw lng des Jackie have between the time she gets hme frm schl and the time she ges t bed? Understand the prblem/plan: What are yu trying t find? hw lng Jackie has between arriving hme and ging t bed What d yu knw? She came hme at 4:5 P.M. and ges t bed at 8: P.M. Prcess: Use this space t shw yur prcess fr finding the elapsed time and t make any necessary time cnversin. Prcesses may vary pssible methd: 4:5 5:5 6:5 7:5 8:5 8:15 8:25 8: 8: 8: 1 hr 2 hr 3 hr 4 hr Start P.M. +5 +5 +5 +5 +5 End P.M. 4 hurs 25 minutes Elapsed time Slutin: Jackie has 4 hurs and 25 minutes between arriving hme and ging t bed. 12, TES 5/12/13 page 1 f 1
Elapsed Time Practice Unit: 7 Lessn: 4 Slve each prblem. Prblem: Mr. Nunez began his chres at :15 A.M. He finished at 1:35 P.M. Hw lng did it take him t finish his chres? Understand the prblem/plan: What are yu trying t find? What d yu knw? Prcess: Use this space t shw yur prcess fr finding the elapsed time and t make any necessary time cnversin. Slutin: Prblem: Jackie gets hme frm schl at 4:5 P.M. and ges t bed at 8: P.M. Hw lng des Jackie have between the time she gets hme frm and schl and the time she ges t bed? Understand the prblem/plan: What are yu trying t find? What d yu knw? Prcess: Use this space t shw yur prcess fr finding the elapsed time and t make any necessary time cnversin. Slutin: 12, TES /17/12 page 1 f 1
Thermmeters Unit: 7 Lessn: 4 ahrenheit elsius 212 1 98.6 37 32 2 19 18 17 16 1 1 1 1 9 8 7 6 - Water bils Nrmal Bdy Temperature Water reezes 9 8 7 6 - - - - 12, TES /17/12 page 1 f 1
Thermmeter Diagrams KEY Unit: 7 Lessn: 4 reezing Pint f Water Nrmal Bdy Temperature Biling Pint f Water 2 2 2 19 9 19 9 19 9 18 8 18 8 18 8 17 17 17 16 7 16 7 16 7 1 1 1 1 6 1 6 1 6 1 1 1 1 1 1 1 1 1 9 8 9 8 9 8 7 6 7 6 7 6 - - - - - - - - - - - - - - - = 32 = = 98.6 = 37 = 212 = 12, TES /17/12 page 1 f 1
Thermmeter Diagrams reezing Pint f Water Nrmal Bdy Temperature Biling Pint f Water 2 2 2 19 9 19 9 19 9 18 8 18 8 18 8 17 17 17 16 7 16 7 16 7 1 1 1 1 6 1 6 1 6 1 1 1 1 1 1 1 1 1 Unit: 7 Lessn: 4 9 8 9 8 9 8 7 6 7 6 7 6 - - - - - - - - - - - - - - - = = = = = = 12, TES /17/12 page 1 f 1
Temperature hange Recrding Sheet Unit: 7 Lessn: 4 Rm Heating Pad Temperature Difference 1 1 1 1 1 1 9 8 9 8 9 8 7 6 7 6 7 6 - - - - - - - - - - - - - - - 1 1 1 1 1 1 9 8 9 8 9 8 7 6 7 6 7 6 - - - - - - - - - - - - - - - Use the space belw t explain hw yu fund the difference in temperature. ahrenheit: elsius: 12, TES 5/9/13 page 1 f 1
Unit: 7 Lessn: 4 Daily Temperatures KEY In the mrning, the temperature was 13. By nn, the temperature was 31. Use the thermmeter pictrial t determine the change in temperature? 2 19 18 17 16 1 1 1 1 1 9 8 7 6 - - 9 8 7 6 - - - 31 13 = 18 OR 9 8 7 6 9 8 7 6 Secnd: Lcate 31 n the thermmeter irst: Lcate 13 n the thermmeter Third: unt the intervals between the tw temperatures. 8 full intervals with a scale f 2 + 2 single intervals each; 16 + 2 = 18 12, TES 5/12/13 page 1 f 1
Daily Temperatures Unit: 7 Lessn: 4 In the mrning, the temperature was 13. By nn, the temperature was 31. Use the thermmeter pictrial t determine the change in temperature? 2 19 18 17 16 1 1 1 1 1 9 8 7 6 - - 9 8 7 6 - - - 12, TES 5/7/13 page 1 f 1
Temperature Ntes/Practice KEY Unit: 7 Lessn: 4 Temperature is the measure f hw ht r cld smething is. It is measured in degrees n a temperature scale. In the metric system, temperature is measured in degrees elsius ( ). Water freezes at and bils at. In the custmary system, temperature is measured in degrees ahrenheit ( ). Water freezes at 32 and bils at 212. The thermmeters at the right shw cmmn temperatures in degrees elsius and degrees ahrenheit. Practice: Use the thermmeters at right t chse a reasnable temperature fr: (1) Temperature f hail (2) Snwbarding (3) lassrm temperature Ntes: T find changes in temperature yu can subtract the highest temperature frm the lwest temperature, r yu can cunt the number f intervals between temperatures. 212 1 98.6 37 32 ahrenheit 2 19 18 17 16 1 1 1 1 9 8 7 6 - Water bils Nrmal Bdy Temperature Water reezes elsius 9 8 7 6 - - - - 12, TES /17/12 page 1 f 3
Temperature Ntes/Practice KEY Unit: 7 Lessn: 4 Shade each thermmeter t shw the temperature given. Then use the thermmeters t answer the questins. 1 1 1 1 1 1 9 8 9 8 9 8 7 6 7 6 7 6 - - - - - - - - - - - - - - - (1) (2) 4 (3) 1 1 1 1 1 1 9 8 9 8 9 8 7 6 7 6 7 6 - - - - - - - - - - - - - - - (4) 65 (5) 86 (6) 3 12, TES /17/12 page 2 f 3
Temperature Ntes/Practice KEY Unit: 7 Lessn: 4 Use the thermmeters yu just shaded t answer the questins. (7) What is the highest temperature in degrees elsius? The lwest? and (8) What is the change in temperature between the highest and lwest degrees elsius? Shw yur wrk. ; = (9) What is the highest temperature in degrees ahrenheit? The lwest? 3 and 65 () What is the change in temperature between the highest and lwest degrees ahrenheit? Shw yur wrk. 38 ; 3 65 = 38 (11) What is the difference in temperature between thermmeter #1 and thermmeter #2? Shw yur wrk. 36 ; 4 = 36 (12) What is the difference in temperature between thermmeter #2 and thermmeter #3? Shw yur wrk. 4 ; 4 = 4 (13) What is the difference in temperature between thermmeter #4 and thermmeter #5? Shw yur wrk. 21 ; 86 65 = 21 (14) What is the difference in temperature between thermmeter #5 and thermmeter #6? Shw yur wrk. 17 ; 3 86 = 17 12, TES /17/12 page 3 f 3
Temperature Ntes/Practice Unit: 7 Lessn: 4 Temperature is the measure f hw ht r cld smething is. It is measured in degrees n a temperature scale. In the metric system, temperature is measured in degrees elsius ( ). Water freezes at and bils at. In the custmary system, temperature is measured in degrees ahrenheit ( ). Water freezes at 32 and bils at 212. The thermmeters at the right shw cmmn temperatures in degrees elsius and degrees ahrenheit. Practice: Use the thermmeters at right t chse a reasnable temperature fr: (1) Temperature f hail (2) Snwbarding (3) lassrm temperature Ntes: T find changes in temperature yu can subtract the highest temperature frm the lwest temperature, r yu can cunt the number f intervals between temperatures. 212 1 98.6 37 32 ahrenheit 2 19 18 17 16 1 1 1 1 9 8 7 6 - Water bils Nrmal Bdy Temperature Water reezes elsius 9 8 7 6 - - - - 12, TES 5/9/13 page 1 f 3
Temperature Ntes/Practice Unit: 7 Lessn: 4 Shade each thermmeter t shw the temperature given. Then use the thermmeters t answer the questins. 1 1 1 1 1 1 9 8 9 8 9 8 7 6 7 6 7 6 - - - - - - - - - - - - - - - (1) (2) 4 (3) 1 1 1 1 1 1 9 8 9 8 9 8 7 6 7 6 7 6 - - - - - - - - - - - - - - - (4) 65 (5) 86 (6) 3 12, TES 5/9/13 page 2 f 3
Temperature Ntes/Practice Unit: 7 Lessn: 4 Use the thermmeters yu just shaded t answer the questins. (7) What is the highest temperature in degrees elsius? The lwest? (8) What is the change in temperature between the highest and lwest degrees elsius? Shw yur wrk. (9) What is the highest temperature in degrees ahrenheit? The lwest? () What is the change in temperature between the highest and lwest degrees ahrenheit? Shw yur wrk. (11) What is the difference in temperature between thermmeter #1 and thermmeter #2? Shw yur wrk. (12) What is the difference in temperature between thermmeter #2 and thermmeter #3? Shw yur wrk. (13) What is the difference in temperature between thermmeter #4 and thermmeter #5? Shw yur wrk. (14) What is the difference in temperature between thermmeter #5 and thermmeter #6? Shw yur wrk. 12, TES 5/9/13 page 3 f 3
Temperature Situatins KEY Unit: 7 Lessn: 4 mplete the table by using the temperature infrmatin given. Prblem Situatin Thermmeter Equatin/Slve (1) 1 1 The high temperature fr the day was 77 degrees ahrenheit. The lw temperature was 46 degrees ahrenheit. What is the difference between the high and lw temperature? 31 degrees 9 8 7 6-77 46 = 31 - - - - (2) 1 1 Mark went utside t play at 3:45 P.M. The temperature was 84. While he was playing, a cld frnt blew in. By 5:45 P.M. the temperature was 58. Hw much did the temperature drp in 2 hurs? 26 degrees 9 8 7 6-84 58 = 26 - - - - 12, TES 5/12/13 page 1 f 2
Temperature Situatins KEY Unit: 7 Lessn: 4 mplete the table by using the temperature infrmatin given. (3) 1 At nn, the temperature was 16 degrees warmer than it was at 7: A.M. The temperature at 7: A.M. was 18. What was the temperature at nn? 1 9 8 7 6-34 16 degrees 18 + 16 = 34 - - - - (4) 1 1 9 8 At midnight, the temperature was 34 degrees and at nn the temperature was 56 degrees. What was the decrease in temperature frm nn t midnight? 56 22 degrees 7 6-56 - 34 = 22 - - - - 12, TES 5/12/13 page 2 f 2
Temperature Situatins Unit: 7 Lessn: 4 mplete the table by using the temperature infrmatin given. Prblem Situatin Thermmeter Equatin/Slve (1) The high temperature fr the day was 77 degrees ahrenheit. The lw temperature was 46 degrees ahrenheit. What is the difference between the high and lw temperature? 1 1 9 8 7 6 - - - - - (2) 1 1 Mark went utside t play at 3:45 P.M. The temperature was 84. While he was playing, a cld frnt blew in. By 5:45 P.M. the temperature was 58. Hw much did the temperature drp in 2 hurs? 9 8 7 6 - - - - - 12, TES 5/12/13 page 1 f 2
Temperature Situatins Unit: 7 Lessn: 4 mplete the table by using the temperature infrmatin given. (3) At nn, the temperature was 16 degrees warmer than it was at 7: A.M. The temperature at 7: A.M. was 18. What was the temperature at nn? 1 1 9 8 7 6 - - - - - (4) 1 1 At midnight, the temperature was 34 degrees and at nn the temperature was 56 degrees. What was the decrease in temperature frm nn t midnight? 9 8 7 6 - - - - - 12, TES 5/12/13 page 2 f 2
Thermmeter Pictrials PI Unit: 7 Lessn: 4 12, TES /17/12 page 1 f 1