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. 11 12 (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. 97 98, 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
JANUARY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 MAY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 7 18 19 20 21 22 23 24 25 26 27 28 29 30 31 SEPTEMBER 4 5 6 7 8 9 10 11 12 3 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 FEBRUARY 4 5 6 28 JUNE 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 OCTOBER 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 MARCH 4 5 6 28 29 30 31 JULY 25 26 27 28 29 30 31 NOVEMBER 4 5 6 28 29 30 APRIL 25 26 27 28 29 30 AUGUST 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 DECEMBER 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 Activity 2 Activity 3 Math Workshop 4 Discussion 5 Session Follow-Up Name Tools for Measuring Time Analog Clock Digital Clock Watches Stop Watch Timer Calendars Monday April 12 Name Clocks APRIL 25 26 27 28 29 30 C16 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1 Resource Masters, C16 2 00 C17 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1 Resource Masters, C17 A C T I V I T Y 10 MIN Introducing Telling Time to the Hour CLASS 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. CC32 INVESTIGATION 1 Learning to Measure
1 Activity 2 Activity 3 Math Workshop 4 Discussion 5 Session Follow-Up 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? Name O Clock Times 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). 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? Resource Masters, C18 C18 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1 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 Session 1.5A Measuring Keepers CC33
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 10 00 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 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 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
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 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 For complete details about this activity, see Session 1.4, pages 45 46. 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
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: 1. 4 + 5 = 8 True False 2. 8 + 4 = 4 True False I made a tower of 8 and one of 11. And 11 had 3 more cubes. 3. 8 = 4 + 4 True False 4. 8 5 = 3 True False 5. 8 = 3 5 True False 6. 8 3 = 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 101 104 in the back of Unit 5. CC36 INVESTIGATION 1 Learning to Measure
Name Tools for Measuring Time Analog Clock Digital Clock Watches Stop Watch Timer Calendars Monday April 12 APRIL 25 26 27 28 29 30 JANUARY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 MAY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 7 18 19 20 21 22 23 24 25 26 27 28 29 30 31 FEBRUARY 4 5 6 28 JUNE 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 MARCH 4 5 6 28 29 30 31 JULY 25 26 27 28 29 30 31 APRIL 25 26 27 28 29 30 AUGUST 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 SEPTEMBER OCTOBER NOVEMBER DECEMBER 4 5 6 7 8 9 10 11 12 3 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 4 5 6 28 29 30 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 C16 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Name Clocks 2 00 C17 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Name O Clock Times C18 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
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. 10 00 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
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. 44 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 C20 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1