1 materials Objectives Teaching the Lesson

Objectives
To review months, weeks, and days; and to review
telling time.
1
materials
Teaching the Lesson
Key Activities
Children number and name months in a year, begin to build a calendar for the current month,
and say and write ordinal numbers. They tell time using clocks in their tool kits and on their
journal pages.
ⵧ Math Journal 1, pp. 3 and 159
ⵧ Transparency (Math Masters,
p. 414; optional)
ⵧ large wall calendar
ⵧ tool-kit clock
ⵧ demonstration clock (optional)
Key Concepts and Skills
• Use probability terms to describe events.
[Data and Chance Goal 3]
See Advance Preparation
• Name days in a week.
[Measurement and Reference Frames Goal 3]
• Tell and show time to the nearest half-hour.
[Measurement and Reference Frames Goal 6]
• Describe calendar patterns and use them to solve problems.
[Patterns, Functions, and Algebra Goal 1]
Key Vocabulary
calendar • ordinal numbers
Ongoing Assessment: Informing Instruction See page 31.
2
materials
Ongoing Learning & Practice
ⵧ Math Journal 1, p. 4
Children tell time on an analog clock.
Ongoing Assessment: Recognizing Student Achievement Use journal page 4.
[Measurement and Reference Frames Goal 6]
3
materials
Differentiation Options
READINESS
Children listen for and say
ordinal numbers while
playing ordinal number
games.
ENRICHMENT
Children make schedules of
their daily activities and
calculate the amount of time
they spend on each activity.
ELL SUPPORT
Children answer questions
using the language of time
and events.
Additional Information
Advance Preparation Consider writing the names of the months on the board if they are not
posted in the classroom.
28
Unit 1 Numbers and Routines
ⵧ Teaching Master (Math Masters,
p. 8)
Technology
Assessment Management System
Journal page 4, Problems 1, 2, 4, and 5
See the iTLG.
Getting Started
Mental Math and Reflexes
Math Message
Count up and back by 2s, 5s, and 10s.
Do stop-and-start counting by 2s, 5s, and 10s. Have a group of children
begin counting at a number you name; stop; point at another group to
continue where the count left off.
Do stop-and-start counting by 2s, 5s, and 10s starting with 3-digit numbers.
1 Teaching the Lesson
䉴 Math Message Follow-Up
How many months are in
a year? 12 Can you name the months?
January, February, March, April, May,
June, July, August, September, October,
November, December
NOTE Some children may benefit from
doing the Readiness activity before you begin
Part 1 of the lesson. See the Readiness
activity in Part 3 for details.
WHOLE-CLASS
ACTIVITY
(Math Journal 1, p. 159)
Have children turn to journal page 159 and find the number of
months in a year.
Have children name as many of the months as they can. Prompt
them by asking questions like the following: In what month were
you born? What month is it now? In what month do we celebrate
Valentine’s Day?
Say the months of the year in order together. If the months are
displayed in the classroom, point to each name as you say it.
If they are not displayed, write the names on the board as you
say them.
䉴 Building a Calendar for
WHOLE-CLASS
DISCUSSION
the Month
Student Page
Date
Time
Table of Equivalencies
(Math Journal 1, p. 3; Math Masters, p. 414)
Weight
Show children a large wall calendar, preferably one with more
than one month. Remind them that we use a calendar to keep
track of days, weeks, and months in a year.
Ask questions such as the following about the calendar:
●
How many days are in a month? 28, 29, 30, or 31 days
●
How many days does this month have? 30 or 31 days
●
is
is
is
is
less than
more than
equal to
the same as
What year, month, and day is today?
the ongoing ideas in Everyday Mathematics is that numbers almost always occur
in context.
kilometer
meter
1,000 m
100 cm or
10 dm
decimeter 10 cm
centimeter 10 mm
foot
12 in.
yard
3 ft or 36 in.
mile
5,280 ft or
1,760 yd
365 or 366 days
about 52 weeks
12 months
28, 29, 30, or
31 days
week 7 days
day
24 hours
hour
60 minutes
minute 60 seconds
Abbreviations
1¢, or $0.01
Î
5¢, or $0.05
Â
10¢, or $0.10
Í
25¢, or $0.25
‰
100¢, or $1.00
Á
Capacity
1
1
1
1
year
year
year
month
10 cm is about 4 in.
Money
On what day of the week did this month begin? Do all months
begin on the same day?
NOTE As children give answers, have them attach a unit to the number. One of
Time
Length
1,000 g
16 oz
2,000 lb
about 30 g
How many days are in a week? 7 days
●
●
kilogram
pound
ton
1 ounce is
pint 2 cups
quart 2 pints
gallon 4 quarts
liter 1,000 milliliters
kilometers
meters
centimeters
miles
feet
yards
inches
tons
pounds
ounces
kilograms
grams
decimeters
millimeters
pints
quarts
gallons
liters
milliliters
km
m
cm
mi
ft
yd
in.
T
lb
oz
kg
g
dm
mm
pt
qt
gal
L
mL
Math Journal 1, p. 159
Lesson 1 3
䉬
29
Student Page
Date
Time
LESSON
You may also want to ask questions about the likelihood of certain
events related to the calendar:
Calendar for the Month
13
Saturday
●
How certain are you that we will have five days of school
this week?
Friday
䉬
●
Is it likely that our class will go on a field trip today?
Thursday
Mention that people usually use ordinal numbers to say a date.
For example, people say September fifth, not September five.
Monday
For number-line and calendar activities, emphasize ordinal-number
words. For example, use expressions such as, “Today is September 12th. This is
the 4th day of school, the 3rd day of the week, the 1st hour of the school day, the
21st minute of the hour,” and so on.
Math Journal 1, p. 3
A U D I T O R Y
Sunday
ELL
Adjusting the Activity
Sunday
Month
Tuesday
Wednesday
Show children how to write today’s date. You may wish to use a
transparency of Math Masters, page 414. Have them write the date
at the top of journal page 3. Then have them rotate the page and
write the month at the top of the calendar. Next, children write the
first seven numbers on the calendar.
Monday
Tuesday Wednesday Thursday
Friday
Saturday
䉬
K I N E S T H E T I C
䉬
T A C T I L E
䉬
䉴 Completing a Calendar Page
V I S U A L
INDEPENDENT
ACTIVITY
(Math Journal 1, p. 3)
Children finish filling in the dates on the calendar page. They
should mark any special events, holidays, or days to remember.
For example, they might circle the first day of school, write in the
names of classmates or others who have birthdays this month, and
note any special events that will take place at school.
ELL
Adjusting the Activity
Children fill in dates and special days on
the calendar.
NOTE Use the blank calendar on Math
Masters, page 414 on a monthly basis to
provide continued calendar practice for
children.
Children can record special events or activities by drawing small
pictures instead of writing words.
A U D I T O R Y
䉬
䉴 Telling Time
K I N E S T H E T I C
䉬
T A C T I L E
䉬
V I S U A L
WHOLE-CLASS
ACTIVITY
Distribute tool-kit clocks. Have children check that the number on
their clocks is the same as the number on their tool kits.
Ask a volunteer to tell what time it is now and to explain how he or
she knows what time it is. Sample answers: By using the hour and
minute hands on the classroom clock or by reading a digital watch
or clock Review the functions of the hour hand and minute hand.
Remind children that when people tell time it is always an estimate
because as soon as they say or write the time, the time in seconds
has changed, and the time in minutes may have also changed.
30
Unit 1
Numbers and Routines
Have children show times such as the following on their clocks:
4:00, 3:30, 8:15, 7:45, 1:00, ten minutes to twelve, half-past six,
quarter to five, and so on. For English language learners, it may
be curious that the number 305 is read three hundred five and not
read three-oh-five, but the time 3:05 is read three-oh-five. Threeoh-five doesn’t make sense because it uses the letter O instead of
the number zero. Explaining this difference may be important.
Emphasize other ways to read 3:05 such as 5 past three.
Ongoing Assessment: Informing Instruction
Watch for children who confuse hours and minutes. Help them by saying an hour
and have them set the hour hand for that time. Tell them to set the minute hand
at 12, and then count off the minutes past the hour as they move the minute
hand. Have children adjust the hour hand accordingly.
After children show each time on their clocks, you may want to
display the correct time on your demonstration clock so children
can check their own clocks.
2 Ongoing Learning & Practice
䉴 Telling Time on Clocks
NOTE Children will practice telling time on a
daily basis by writing the start time on the top
of each journal page. If children need more
practice with specific intervals, consider setting
a demonstration clock for the start time you
want them to record. For more practice,
consider having children record their start time
on all class papers.
INDEPENDENT
ACTIVITY
(Math Journal 1, p. 4)
Have children write the date and current time at the top of journal
page 4. Tell them that from now on, they should always record the
date and time when they begin a journal page. Children complete
journal page 4. Briefly go over the answers.
Student Page
Date
Time
LESSON
Time
13
䉬
Ongoing Assessment:
Recognizing Student Achievement
Journal page 4
Problems
1, 2, 4, and 5
夹
Use journal page 4, Problems 1, 2, 4, and 5 to assess children’s ability to tell
time to the nearest half-hour. Children are making adequate progress if they can
successfully complete Problems 1, 2, 4, and 5. Some children may be able to tell
and write time to the nearest quarter-hour.
[Measurement and Reference Frames Goal 6]
Write the time.
夹
1.
11
10
夹
2.
12
1
2
9
3
8
4
7
12
12
3.
1
3
8
8
6
:
12
1
2
9
4
7
30
11
10
2
9
5
6
:
11
10
3
8
5
4
7
30
10
5
6
:
15
Draw the hands.
夹
4.
夹
5.
11
10
12
1
2
9
3
8
4
7
6
6.
11
10
12
1
9
3
8
5
7
5:00
6
5
1
2
9
3
8
4
7
6
:
5
2
3
4
7
6
5
1:45
Answers vary.
8.
12
1
8
9:30
7.
12
9
4
Draw the hands and write the time.
11
10
11
10
2
9.
11
10
12
1
2
9
3
8
4
7
6
:
5
11
10
12
1
2
9
3
8
4
7
6
5
:
Math Journal 1, p. 4
Lesson 1 3
䉬
31
Teaching Master
Name
Date
LESSON
Time
3 Differentiation Options
My Activities
13
䉬
1. List some of the activities you do on a school day.
My Activities
Time
Activity
From
To
READINESS
䉴 Listening for Your Number
SMALL-GROUP
ACTIVITY
5–15 Min
To further explore comparing and ordering numbers, arrange
children in a line and assign each child an ordinal number. As you
point to a child, they say their ordinal numbers. Rapidly repeat
several times using the ordinal number words.
2. Which activity takes the longest amount of time?
Then have children listen for their ordinal number and directions.
For example, give the following instructions:
About how long does it take?
3. Which activity takes the least amount of time?
About how long does it take?
Try This
4. About how long do your activities take all together?
●
First child, clap your hands once.
●
Tenth child, find the sixth child; shake his or her hand and
then return to your place in line.
To finish the activity and get children seated, give instructions
such as the following:
Math Masters, p. 8
●
First child and (ordinal for last) child, take your seats.
●
If your number ends in -th, take your seats (4th, 5th, 6th, and
so on).
ENRICHMENT
䉴 Listing My Activities
INDEPENDENT
ACTIVITY
5–15 Min
(Math Masters, p. 8)
To apply children’s understanding of telling time, have them list
some of the activities they do on a school day. They record the
start and stop times for each activity. They estimate which
activity takes the most amount of time and which one takes the
least amount of time.
Time
Picture
of Clock
11
10
9:00
3
4
1
2
3
4
6
12
1
2
3
8
4
11
10
6
12
Science
5
1
ELL SUPPORT
䉴 Using the Language of Time
SMALL-GROUP
ACTIVITY
5–15 Min
and Events
To provide practice with the language of time and events, take a
few extra minutes at different times of each day asking questions
such as:
●
What time is it now?
●
What do we do at 12 o’clock?
●
At what time does our school day end?
●
How many minutes until lunch?
2
9
3
8
4
7
Math
5
9
7
Unit 1
12
Reading
5
8
11
10
32
6
9
7
12:00
2
8
11
10
11:00
1
9
7
10:00
12
Class
6
Gym
5
Numbers and Routines
To support English language learners, attach a class schedule as
shown in the margin to children’s desks.