3_1_4M


 * Grade: 3 Unit: 1 Week: 4 Content: Math Dates: 9/10-9/14 **


 * Theme Essential Question: ** Why do we need to be able to fluently add, subtract and tell time?


 * Essential Questions: **
 * ** Can students tell time to the nearest minute? **
 * ** Can students distinguish when to use a.m. and p.m.? **


 * Standards **
 * ** 3.MD.1 ** Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. (Elapsed time)


 * Objectives **
 * The learner will read, write and tell time on an analog and digital clock to the nearest minute.
 * The learner will decide when to use a.m and p.m when telling time to the nearest minute.

**Product**
 * Assessment **
 * Stop and Tell- 1.) Stop 5 random times during the day and have students record the time. 2.) During the day, stop 5 random times and give students a time. On their paper, they should record what the clock would look like at this time. ( You may choose to give students a sheet of paper that has a blank clock on it, or have them use a student clock.)

**Key Questions** (match Standard)
 * Can students tell time to the nearest minute?
 * Can students decide when to use a.m. and p.m. when telling time?

**Observable Student Behaviors** (Performance)
 * The learner will tell time to the nearest minute.
 * The learner will write time correctly to the nearest minute including am/pm.

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.
 * Mathematical Practices **

minute analog clock digital clock midnight noon a.m. p.m.
 * Vocabulary **

Gizmo: Calculate the difference between the times given by two analog clocks. Rotate the hands of the clocks to change the time and see how the calculation changes.
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * ** Elapsed Time **
 * **Odyssey: Time Lesson** (Found in Assignment Archive under District)
 * Hands on Standards //Gr. 3-4// pg 134-135 [S, IC]
 * On Core L71, L72,
 * Harcourt L7.1,
 * Hands on Standards Gr 3-4 pg 136-137 [S, IC]


 * Homework **


 * Terminology for Teachers **

||  || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **
 * E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination
 * High Yield Strategies **
 * S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice |
 * N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback |
 * G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers


 * Resources **
 * Professional Texts **
 * __ Teaching Student Centered Math __ Gr K-3, by John Van de Walle, pg 242-244


 * Literary Texts **
 * __ Time __ by Henry Pluckrose
 * __ It’s About Time __ -By Dina Anastasio
 * __ Brindle Bear Telling the Time- __ by John Patience


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **
 * Clock
 * Fractions Circles


 * Games **


 * Videos **


 * Sight Words **

Time Solve problems involving elapsed time. Apply vocabulary with time (a.m., p.m. noon, midnight, etc.) @http://exchange.smarttech.com/details.html?id=7db70025-6db2-4c50-be30-a72c0795794b This lesson reviews telling time to the hour, half-hour, quarter hour, and nearest 5 minutes using both analog and digital clocks. @http://exchange.smarttech.com/details.html?id=17e8ca95-0358-4a07-8f6c-678c9c81f45d Practice telling time, calculating elapsed time and getting further practice from internet links. This activity was created from a blend of various Smartboard activities that we've used in the past. @http://exchange.smarttech.com/details.html?id=f19fa007-e9e2-4857-a35a-370401d4fe53 Measuring elapsed time in hour intervals only @http://exchange.smarttech.com/details.html?id=fccc14af-e965-4ba7-803c-d93777b5288e students demonstrate writing and placing hands on a clock face using time to he hour, half hour, quarter hour, 5 minute and 1 minute mark. @http://exchange.smarttech.com/details.html?id=ae361a65-da9a-4937-ba46-627b9837529c Students will practice finding the elapsed time for the hour, half, and quarter hour @http://exchange.smarttech.com/details.html?id=a89c52e9-7bc8-45bd-a56d-b32308ceb97b This 3rd grade lesson on reading the time using analog clocks focuses on interpreting one hand at a time beginning with estimation based on hour hand. @http://exchange.smarttech.com/details.html?id=05b381cb-79fd-412b-aa69-406ba4f9f353 This quiz is an assessment of a.m. and p.m.; telling time to the hour, half hour, quarter hour, and minute; and telling time different ways. @http://exchange.smarttech.com/details.html?id=25e1372f-ab7c-4e59-a3eb-77672ee62e65 A review of time. The student reads and writes time on analog and digital clocks @http://exchange.smarttech.com/details.html?id=6d68c3dd-2ce7-43ea-a195-9cabd14cc431 Measuring elapsed time in minute intervals @http://exchange.smarttech.com/details.html?id=bf73244d-813c-4063-bbbe-555e0eef54ab The student has the opportunity to learn the difference between A.M. and P.M.
 * SMART Board, Promethean Lessons **
 * ** AEGOM Lesson: G3M024 **
 * ** AEGOM Quiz: G3M024 **
 * ** Telling Time **
 * ** Elapsed Time **
 * ** Elapsed Time **
 * ** telling time **
 * ** Elapsed Time **
 * ** Telling Time with analog clocks **
 * ** Telling Time **
 * ** Time **
 * ** Elapsed Time to the Minute **
 * ** A.M./P.M. Telling Time **

@http://illuminations.nctm.org/LessonDetail.aspx?ID=L365 During this lesson, student groups use data collected in the previous lesson to select a plan for a trip to Disneyland or Disney World. Using skills they developed in the previous lessons, students determine not only elapsed time and distance, but extend their problem solving to figuring meals, lodging, air travel, and incidentals in order to select the best option. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L359 This lesson focuses students’ attention on the variables used in planning trips. It captures students’ interest, provides a review of the primary unit objectives, and assesses students’ prior knowledge. This experience enables students to consider the variables that must be accounted for in planning a class field trip @http://illuminations.nctm.org/LessonDetail.aspx?ID=L361 This lesson builds on the previous lessons and encourages the students to work in groups and apply their knowledge about a trip in a new context. In this lesson, students plan a trip to a local attraction such as a museum, a site of historical or scientific significance, or business. They research times the attraction is open, its distance from the school and prepare a schedule which is displayed to inform as they solve an open-ended problem involving distance and time. This experience focuses students’ attention on the mathematics needed in planning a trip and allows them to apply these understandings and skills in a group-selected context. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L363 Using the Web site, student groups collect data to plan a trip to Disneyland or Disney World. [You may wish to substitute some other destination of high interest for your students.] In lesson 6 students plan the trip using data collected in this lesson. Depending upon your location, this may be an overnight trip or a day trip. Using skills they developed in the previous lessons, students determine not only elapsed time and distance, but extend their problem solving to figuring meals, lodging, and air travel. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L364 During this lesson, student groups use data collected in the previous lesson to plan a trip to Disneyland or Disney World. Using skills they developed in the previous lessons, students determine not only elapsed time and distance, but extend their problem solving to figuring meals, lodging, air travel, and incidentals @http://illuminations.nctm.org/LessonDetail.aspx?ID=L362 During this lesson, student groups will plan a trip to the state capitol (either overnight or a day trip, depending upon location.) Using the skills they developed in the previous lessons, students determine not only elapsed time and distance, but extend their problem solving to figuring meals and lodging costs. As students tackle this more complex task, teachers have opportunity to observe students’ growing competence. These include which variables students attend to, if students can find distances from a map, if students can find elapsed time, or if students can use elapsed time to plan a schedule. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L360 During this segment, student groups present the plans they developed in the previous lesson. This provides the teacher an opportunity to review students’ attainment of the primary unit objectives and to assess students’ current knowledge and skill level. This experience focuses students’ attention on the mathematics needed in planning a short trip. It builds towards the application of these understandings and skills in the remaining segments of the unit
 * Other Activities, etc. **
 * Read It, Draw It, Solve It (Gr.3)-pg 89 and 146
 * ** Choosing the Best Option **
 * ** Planning a Class Field Trip **
 * ** Planning a Class Trip to a Local Attraction **
 * ** Planning a Trip to Disneyland or Disney World **
 * ** Planning a Trip to Disneyland or Disney World, Part Two **
 * ** Planning a Trip to the State Capitol **
 * ** Presenting the Plan for a Class Trip **


 * ===English ===

Arts
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