www.everydaymathonline.com

78 Unit 1 Routines, Review, and Assessment

Advance PreparationThis lesson may require more than one day.

Draw a table on the board with the sunrise/sunset data you collected (see Planning Ahead in Lesson 1 �10). Leave the Length of Day column blank. Display a prepared Sunrise/Sunset Chart (see Teacher ’s Lesson Guide, pages 910 and 911).

Teacher’s Reference Manual, Grades 1–3 p. 47

The Length-of-DayProject

Objectives To review telling time and finding elapsed time; and to introduce the Length-of-Day project.a

Key Concepts and Skills• Calculate elapsed time using relationships

between minutes and hours.  [Measurement and Reference Frames Goal 3]

• Practice telling time on an analog clock and writing time in digital notation.  [Measurement and Reference Frames Goal 4]

• Record Sunrise/Sunset data. [Data and Chance Goal 1]

Key ActivitiesChildren calculate the length of a school day using a clock face; calculate the length of a day using sunrise/sunset data; discuss how sunrise/sunset data will be collected and analyzed throughout the school year; and complete exercises involving time.

Key Vocabularyelapsed time

MaterialsMath Journal 1, pp. 26 and 27Home Link 1�12Math Masters, p. 404tool-kit clock � demonstration clock � list of recent sunrise/sunset times � Sunrise/Sunset Chart � colored marker � Job Chart (optional) � calculator (optional)

Playing Subtraction Top-It Student Reference Book, pp. 310 and 311Math Masters, p. 440per partnership: 4 each of number cards 0–10 and 1 each of number cards 11–20 (from the Everything Math Deck, if available)Children practice subtraction facts.

Ongoing Assessment: Recognizing Student Achievement Use Top-It Games Record Sheet. [Operations and Computation Goal 1]

Math Boxes 1�13Math Journal 1, p. 28Children practice and maintain skills through Math Box problems.

Home Link 1�13Math Masters, p. 30Children practice and maintain skills through Home Link activities.

ENRICHMENTMaking a Daily Schedule of ActivitiesMath Masters, p. 31class scheduleChildren make schedules of their activities and calculate the amount of time they spend on each activity.

EXTRA PRACTICE Minute Math +Minute Math ®+, pp. 71–73Children practice time-telling skills.

Teaching the Lesson Ongoing Learning & Practice

132

4

Differentiation Options

��������

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

078_EMCS_T_TLG1_G3_U01_L13_576809.indd 78 2/4/11 9:32 AM

Lesson 1�13 79

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASSDISCUSSION

Have children share their strategies for calculating the length of Mandy’s school day. Use a demonstration clock to model the strategies. Expect answers like the following:

● I set my tool-kit clock to show 8:25. I moved the hour hand so that the clock showed 2:25 and counted the hours. I counted 6 hours. Then I moved the hands so that the clock showed 3:15 and counted by 5s as I moved the minute hand. I counted 50 minutes. So, Mandy’s school day is 6 hours and 50 minutes long.

● I thought that if the school day lasted from 8:00 to 3:00, it would be 7 hours long. From 8:25 to 3:25 would also be 7 hours. Since 3:15 is 10 minutes before 3:25, the total time must be 10 minutes less than 7 hours, or 6 hours and 50 minutes.

● First I figured that it would be 35 minutes from 8:25 to 9:00. I know that from 9:00 to 3:00 is 6 hours—that’s 6 hours and 35 minutes so far. From 3:00 to 3:15 is another 15 minutes. 35 minutes and 15 minutes is 50 minutes. So, the total time is 6 hours and 50 minutes.

Some children may find it helpful to use an open number line to illustrate the strategy of counting up hours and minutes.

35 min6 hr

15 min

8:25 A.M. 9:00 A.M. 3:00 P.M. 3:15 P.M.

35 min + 6 hrs + 15 min = 6 hrs 50 min

NOTE Daily classroom routines, such as taking attendance or keeping track of the date, provide many examples of mathematics in everyday contexts. See Organizing Daily Routines and Displays in the Teacher's Reference Manual, pages 41–49, for suggested routines.

Getting Started

Mental Math and ReflexesHave children use tool-kit clocks to display times.

Show a quarter after 3. Show the time 3 hours later. 6:15Show noon. Show 5 minutes after noon. 12:05

Show noon. Show 1 hour and 15 minutes earlier. 10:45Show 9:00. Show 3 hours and 10 minutes later. 12:10

Show 9:55. Show 3 hours and 10 minutes later. 1:05Show 20 minutes to 6. Show 1 hour and 45 minutes earlier. 3:55

Share and discuss strategies.

Math MessageMandy is in school from 8:25 A.M. to 3:15 P.M. Work with a partner to figure out the length of her school day. 6 hours and 50 minutes. Use your tool-kit clock to help you.

Home Link 1�12 Follow-Up If any more children completed Home Link 1-11, have them share their strategies for finding $100 worth of items in ads. Briefly go over the answers to Home Link 1-12.

Interactive whiteboard-ready ePresentations are available at www.everydaymathonline.com to help you teach the lesson.

NOTE The concepts of time and elapsed time have expansive coverage in Everyday Mathematics. The Length-of-Day Project and the daily recording of the time on journal pages offer opportunities for ongoing practice and review of these concepts.

NOTE The number line is not to scale.

Mathematical PracticesSMP1, SMP2, SMP3, SMP4, SMP5, SMP6Content Standards3.NBT.2, 3.MD.1, 3.MD.3Bold SMP = Guiding Questions at everydaymathonline.com Bold = Focus of lesson

079-083_EMCS_T_TLG1_G3_U01_L13_576809.indd 79 3/15/12 3:47 PM

80 Unit 1 Routines, Review and Assessment

Adjusting the Activity

Date

9/8

9/15

9/22

9/29

10/6

10/13

10/20

10/27

11/3

11/10

11/17

11/24

12/1

12/8

12/15

12/22

12/29

1/5

1/12

1/19

1/26

2/2

2/9

2/16

2/23

3/2

3/9

3/16

3/23

3/30

4/6

4/13

4/20

4/27

5/4

5/11

5/18

5/25

6/1

6/8

6/15

6/22

6/29

Sun rises at

6:16

6:24

6:31

6:39

6:47

6:54

7:03

7:11

7:20

7:29

7:37

7:45

7:55

8:01

8:07

8:11

8:13

8:14

8:12

8:08

8:03

7:56

7:48

7:38

7:28

7:17

7:05

6:53

6:41

6:30

6:17

6:07

5:54

5:44

5:35

5:26

5:19

5:14

5:10

5:08

5:07

5:08

5:10

Hours ofsunlight

12hr 51m

12hr 30m

12hr 11m

11hr 51m

11hr 31m

11hr 12m

10hr 52m

10hr 34m

10hr 15m

9hr 58m

9hr 44m

9hr 31m

9hr 18m

9hr 11m

9hr 05m

9hr 04m

9hr 07m

9hr 13m

9hr 22m

9hr 35m

9hr 49m

10hr 05m

10hr 22m

10hr 41m

11hr 00m

11hr 19m

11hr 40m

12hr 00m

12hr 20m

12hr 39m

13hr 00m

13hr 17m

13hr 38m

13hr 56m

14hr 13m

14hr 29m

14hr 44m

14hr 55m

15hr 05m

15hr 12m

15hr 16m

15hr 17m

15hr 15m

5:00 5:30 6:00 6:30 7:00 7:30 8:00 8:30 9:00

5:00 5:30 6:00 6:30 7:00 7:30 8:00 8:30 9:00

Sunrise A.M.

Sun sets at

7:07

6:54

6:42

6:30

6:18

6:06

5:55

5:45

5:35

5:27

5:21

5:16

5:13

5:12

5:12

5:15

5:20

5:27

5:34

5:43

5:52

6:01

6:10

6:19

6:28

6:36

6:45

6:53

7:01

7:09

7:17

7:24

7:32

7:40

7:48

7:55

8:03

8:09

8:15

8:20

8:23

8:25

8:25

Date

9/8

9/15

9/22

9/29

10/6

10/13

10/20

10/27

11/3

11/10

11/17

11/24

12/1

12/8

12/15

12/22

12/29

1/5

1/12

1/19

1/26

2/2

2/9

2/16

2/23

3/2

3/9

3/16

3/23

3/30

4/6

4/13

4/20

4/27

5/4

5/11

5/18

5/25

6/1

6/8

6/15

6/22

6/29

5:00 5:30 6:00 6:30 7:00 7:30 8:00 8:30 9:00

5:00 5:30 6:00 6:30 7:00 7:30 8:00 8:30 9:00

Sunset P.M.

� Discussing the Sunrise/ WHOLE-CLASSDISCUSSION

Sunset DataHave children describe the kind of data in the table on the board. The times at which the sun rose and set during the last few days

● Where can you find this kind of information? On TV newscasts, in newspapers, on the Internet

● Does the sun rise and set at the same time every day? no

● What season has the shortest days? winter The longest days? summer

● On what date does the shortest day of the year occur? December 21 or 22 The longest day of the year? June 21

Explain that children from the southern hemisphere would say that the shortest day of the year is June 21 and the longest day is December 21 because of the position of the sun at different times of the year.

Ask children to guess how much longer the longest day of the year is than the shortest day. Save their predictions until the end of the school year so that you can check them. You can look up the length of the longest day in an almanac. As an alternative, use the length of the last school day instead of the year’s longest day.A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

� Finding Elapsed Times SMALL-GROUP ACTIVITY

Divide the class into small groups. Ask children to figure out how many hours and minutes there are from sunrise to sunset for the first day in the table on the board.

Children may use their toolkit clocks, calculators, or anything else that might help. After a few minutes, ask children to share their results. Have them model their solution strategies on the demonstration clock. Record the answer on the board in the Length of Day column. The length of a day is the time that elapses from sunrise to sunset (elapsed time).

Have children work in small groups to find the length of day for the other entries in the table.

As you revisit this routine each week, encourage different children to share their strategies.

NOTE For more information on coverage of time and elapsed time, go to www.everydaymathonline.com.

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NOTE If you are in a location where the length of day does not change very much over the course of the year, consider gathering length-of-day data from a location that experiences more variation in the number of hours and minutes of darkness and sunlight. You may also collect the data from your location and compare it to that of another location. Sunrise and sunset data are available in local newspapers, on local newscasts, and on the Internet (www.sunrisesunset.com).

EM3cuG3TLG1_079-083_U01L13.indd 80 11/11/10 12:10 PM

Math Journal 1, p. 27

Student Page

Lesson 1�13 81

Math Journal 1 , p. 26

Student Page

� Introducing the Yearlong WHOLE-CLASS ACTIVITY

Length-of-Day Project(Math Journal 1, p. 27; Math Masters, p. 404)

Science Link Tell the children that they will record the sunrise/sunset data once a week throughout the school year,

whenever possible on the same day of the week. Choose a day of the week and use the data for that day to demonstrate how to fill in the chart:

1. Write the date, and the times for sunrise and sunset on that date, in the appropriate columns of the chart.

2. On the sunrise and sunset grids, each half-hour interval is divided into 15 equal parts, so each part represents 2 minutes. Locate the time on the grid at which the sun rose, and color the bar to the left of it. Locate the time at which the sun will set, and color the bar to the right of it.

3. Calculate the length of the day, and record it in the Hours of Sunlight column.

NOTE If you are in an area that is affected by Daylight Saving Time, your chart will reflect the changes. Use the same color throughout the fall season. Change to a new color on the first day of winter and again on the first day of spring.

Ask children to copy the data for that day on the first line of the table on journal page 27. (Math Masters, page 404 is identical to the journal chart. Use it if children need extra copies of the chart.)

Briefly review the fact that the colored bars represent the hours of darkness. Make sure children understand that the unshaded portion shows the hours of daylight.

If you keep a Job Chart, add a Sunrise/Sunset job to it. The Sunrise/Sunset person is responsible for completing Steps 1 and 2 above. Each child then calculates the length of the day. When there is agreement on the correct answer, the Sunrise/Sunset person records it in the chart.

Children then enter the sunrise/sunset data in their journals.

NOTE When you use the ready-made Everyday Mathematics posters with English language learners, you should display either the English version only or both the English and Spanish versions simultaneously; do not display the Spanish version only.

� Telling Time and Calculating INDEPENDENTACTIVITY

Elapsed Time(Math Journal 1, p. 26)

Have children complete journal page 26. When most are finished, have a few children share the strategies they used to find the elapsed times.

NOTE The authors strongly recommend that you integrate this project into your classroom routines. The project provides ongoing computation and data collection practice throughout the year. At the beginning of the year, you may want to calculate the length of day together. Be sure to model a variety of solution strategies. As the year goes on, however, many of your children will be able to do the calculations independently.

EM3cuG3TLG1_079-083_U01L13.indd 81 11/11/10 12:10 PM

Adjusting the Activity

82 Unit 1 Routines, Review and Assessment

3. Use + or – to make each numbersentence true.

9 = 3 3 3

12 = 4 4 4

18 = 9 9 �

��

��

Date Time

2. Count back by 4s.

104, , , , 88

, , , ,

, , , ,

, , 4448525660646872768084

9296100

4. Draw the bills and coins to show$2.43 in two ways.

Sample answers: ÁÁ ÁÍÍÍÍ ‰‰‰‰‰ÎÎÎ ÍÂ

ÎÎÎ

1. How many children like lions?

How many children like tigers?106

Math BoxesLESSON

1�13

Unit

Animal choice Number of Children

Bears ////

Lions ////\ /

Crows ///

Tigers ////\ ////\

6. Complete the Fact Triangle.

14

6 8

5.

If October 6 is on a Sunday, whatare the dates for the next twoSundays?

October 20October 13

OCTOBERSu M Tu W Th F Sa

1 2 3 4 56 7 8 9 10 11 12

54 55

�,�

Math Journal 1, p. 28

Student Page

Name Date Time

Top-It Games Record Sheet

Players ______________ and _____________________

Write the number sentences for each round. Circle the larger sum, difference, or product.

Round 1

_______________________

_______________________

Round 2

_______________________

_______________________

Round 3

_______________________

_______________________

Round 4

_______________________

_______________________

Round 5

_______________________

_______________________

Round 6

_______________________

_______________________

EM3cuG3MM_U01_001-035.indd 440 11/9/10 9:38 AM

Math Masters, p. 440

Game Master

Math Masters,Page 440 �

2 Ongoing Learning & Practice

� Playing Subtraction Top-It SMALL-GROUP ACTIVITY

(Student Reference Book, pp. 310 and 311;Math Masters, p. 440)

Children practice subtraction by playing Subtraction Top-It. If necessary, have children look up the rules in the Student Reference Book. They should record six rounds on the Top-It Games Record Sheet, Math Masters, page 440.

Ongoing Assessment: Recognizing Student Achievement

Use the Top-It Games Record Sheet to assess children’s ability to demonstrate automaticity with basic subtraction facts. Children are making adequate progress if they are able to correctly record six pairs of subtraction facts from the game. Some children will be able to circle the fact with the larger difference from each pair.

[Operations and Computation Goal 1]

To practice with specific subtraction facts, you may wish to keep one of the two numbers the same for each round so that it is always a subtrahend. Use three cards for practice with multidigit subtraction problems. Make one 2-digit number and subtract the number on the remaining card from the 2-digit number.A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

� Math Boxes 1�13 INDEPENDENTACTIVITY

(Math Journal 1, p. 28)

Mixed Practice Math Boxes in this lesson are linked with Math Boxes in Lessons 1-9 and 1-11. The skill in Problem 6 previews Unit 2 content.

� Home Link 1�13 INDEPENDENTACTIVITY

(Math Masters, p. 30)

Home Connection Children show times on the clock faces by drawing the hour and minute hands. For each of three problems children show a given time on a clock face. Then

given an elapsed time, they show the resulting later (or earlier) time.

EM3cuG3TLG1_079-083_U01L13.indd 82 12/30/10 2:55 PM

Lesson 1�13 83

Math Masters, p. 30

Home Link Master

Math Masters, p. 31

Teaching Master

3 Differentiation Options

ENRICHMENT INDEPENDENTACTIVITY

� Making a Daily Schedule 5–15 Min

of Activities(Math Masters, p. 31)

To apply children’s understanding of the relationships between hours and minutes, have them discuss the activities they do each day.

� Have children briefly share the kinds of activities they do each day.

� Go over the classroom schedule, and have them make a schedule of their activities on Math Masters, page 31.

� Then have children figure out about what time they begin each of these activities and about what time they finish.

� Next, have them calculate how long they spend on each activity.

Ask children:

● Which activity takes up most of your 24-hour day?

● Which activity takes up the least of your 24-hour day?

EXTRA PRACTICE SMALL-GROUP ACTIVITY

� Minute Math+ 5–15 Min

To offer children more experience with time-telling skills, see the following pages in Minute Math+:

Measurement: pp. 71–73

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EM3cuG3TLG1_079-083_U01L13.indd 83 11/11/10 12:10 PM

Copyright ©

Wright G

roup/McG

raw-H

ill

440

Name Date Time

Top-It Games Record Sheet

Players ______________ and _____________________

Write the number sentences for each round. Circle the larger sum, difference, or product.

Round 1

_______________________

_______________________

Round 2

_______________________

_______________________

Round 3

_______________________

_______________________

Round 4

_______________________

_______________________

Round 5

_______________________

_______________________

Round 6

_______________________

_______________________

EM3cuG3MM_U01_001-035.indd 440 11/9/10 9:38 AM