3_1_6M


 * Grade: 3 Unit: 1 Week: 6 Content: Math Dates: 9/24-9/28 **


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


 * Essential Questions: **
 * ** Can students measure time intervals in minutes? **
 * ** Can students solve two step word problems involving addition and subtraction including word problems with elapsed time? **


 * 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)
 * ** 3.OA.8 ** Solve two-step word problems using addition & subtraction operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.


 * 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.
 * The learner will use a number line or an analog clock to tell time to measure time intervals in minutes.
 * The learner will use a number line or an analog clock to add and subtract time intervals to find starting and ending times.
 * The learner will solve problems dealing with addition and subtraction with time intervals by using a drawing or diagram strategy.


 * Assessment **
 * Product **
 * Finish creating a 24 hour schedule of their day, showing start and end times indicating a.m and p.m. and how much time has elapsed between their different activities. Students will then choose how to publish and share their final product. (Techonolgy intergration-have students create a schedule on the computer.) See MeasureWorks –Gr 4. Time-pgs 7-10

**Key Questions** (match Standard)
 * Can students tell how much time has passed or how much time is needed to the nearest minute?
 * Can students solve two step word problems using addition and/or subtraction involving elapsed time?

**Observable Student Behaviors** (Performance)
 * The learner will tell how much time has passed or how much time is needed to the nearest minute.
 * The learner will solve two step word problems using addition and/or subtraction involving elapsed time.

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.  elapsed time
 * 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. Example of Word Problems:
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * ** Elapsed Time **
 * **Odyssey: Time Lesson** (Found in Assignment Archive under District)
 * *CGI Word Problems [S, IC] (Ex: Lesson 34-On Core)
 * Joint-Result Unknown­: **
 * 1) Susan started running at 3:45. She ran for 42 minutes. What time did she finish running?
 * 2) Glenn loves the 37 minute ride to his grandma’s house. If Glenn leaves his house at 10:30, what time will he arrive at his grandma’s house?
 * Joint-Change Unknown: **
 * 1) The longest baseball game of the season began at 3:25 and ended at 5:47. How long did the ball game last?
 * 2) Gracie and her friends went to Magic Springs at 12:15 p.m. They left the park at 3:30 p.m. How long did they stay?
 * Joint-Start Unknown: **
 * 1) Cooper played at Gavin’s house for 1 hour and 20 minutes. He left at 4:21. What time did he arrive at Gavin’s house?
 * 2) Micah called his friend, Jim, at 3:21 p.m. They made plans to meet at the library at 6:30 p.m. to work on a science project. How long will it be before they meet?


 * 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 Mathematics __ Gr K-3, by John Van de Walle, pg 242-244


 * Literary Texts **


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **
 * Clock
 * Time Line


 * Games **


 * Videos **


 * Sight Words **

Word Problems Identify necessary information, missing information, and unnecessary information when solving math word problems. Simple Problem Solving Strategies Introduce simple solving problem strategies including looking guess and check, drawing a picture, making a table and making an organized list. 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: G3M010 **
 * ** AEGOM Quiz: G3M010 **
 * ** AEGOM Lesson: G3M015 **
 * ** AEGOM Quiz: G3M015 **
 * ** 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 **

**Other Activities, etc**. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L317 This lesson builds on the previous lesson and encourages students to explore another model for multiplication, the familiar set model. Students find products using equal sets and present results in the form of a table. The students apply their knowledge about multiplication in the creation of pictographs @http://illuminations.nctm.org/LessonDetail.aspx?ID=L528 Students examine the role of commutativity and the multiplicative identity, play a multiplication game, and explore products where one of the factors is 6. They also create a "My Personal Multiplication Chart" to record products @http://illuminations.nctm.org/LessonDetail.aspx?ID=L316 In this lesson, students generate products using the number line model. This model highlights the measurement aspect of multiplication and is a distinctly different representation of the operation. The order (commutative) property of multiplication is also introduced. Students are encouraged to predict products and to answer puzzles involving multiplication @http://illuminations.nctm.org/LessonDetail.aspx?ID=L329 By playing card games and using the The Product Game applet, students practice the multiplication facts. As students continue to master their facts, the teacher closely monitors their progress @http://illuminations.nctm.org/LessonDetail.aspx?ID=L529 Students create multiplication stories where one factor is 6 or 7, and play a multiplication game to help them master their multiplication facts. @http://illuminations.nctm.org/Lessons/Architect/Architect-AS-ProbSolvTasks.pdf This reproducible activity, from an Illuminations lesson, leads students through a series of exercises and questions pertaining to the construction of an originally-designed clubhouse. They are asked to consider how much paint they will need to cover the walls, what they will need to do to make a mosaic floor pattern, what materials they will need for the roof and more. @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
 * ** Exploring Equal Sets **
 * ** Finding Products **
 * ** Hopping on the Number Line **
 * ** Keeping It All Together **
 * ** Multiplication Stories **
 * ** Problem-Solving Tasks **
 * ** 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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