WORK IN PROGRESS Grade 1€¦ · Explanation and Examples from Mathematics Framework MP.1 Make...

Lake Elsinore Unified School District

Instructional Module To Enhance the Teaching of Envision Math – CA Edition

WORK IN PROGRESS

Grade 1

Module 7 Envision Topic 13

Time

Revised June 2015

1st Grade Mathematics Sequence 2015-2016

Trimester Module/Topic Envision Lessons Approximate Days

1st Trimester

Five and Ten Relationship Topic 3 8 days

Understanding Addition Topic 1 12 days

Understanding Subtraction Topic 2 12 days

Length Topic 12 6 days

Counting and Number Patterns

to 120 Topic 7 8 days

Tens and Ones Topic 8 8 days

2nd Trimester

Time Topic 13 10 days

Addition and Subtraction to 12 Topic 4 10 days

Geometry Topic 15 10 days

Comparing and Ordering to 100 Topic 9 10 days

Addition & Subtraction to 20 Topic 5 10 days

Compare Problems* Topic 6 10 days

3rd Trimester

Adding with Tens and Ones Topic 10 10 days

Subtracting with Tens and Ones Topic 11 10 days

Using Data to Answer Questions Topic 14 5 days

Fractions of Shapes Topic 16 5 days

Applying Properties of Operations

Topic 6 10 days

1st Grade Module 7 at a Glance

Time is an additional/supporting standard. Be sure to link time to major cluster

standards whenever possible. Some lessons may take more than one day.

Lesson Number Lesson Focus

Materials

Optional Binder

Materials

Technology Integration

0

Students will make comparisons of events that have different durations.

Picture cards, paper, pencil, crayons

Explain Everything Kidblog.org App: Interactive Telling time Lite – Learning to tell time is fun. Braingenie.com AM PM

1

To tell time using the number line

Whiteboard markers, metal fasteners (26), crayons

Explain Everything Kidblog.org

2

Telling time to the hour

2 rulers, tape Template 7.2 Explain Everything Kidblog.org Visnos.com

3

Telling time to the hour – adding the minute hand

2 sentence strips Explain Everything Kidblog.org Visnos.com

4

Telling time to the hour using the number line, introduce the half hour

Pencils, crayons, scissors, glue or tape, math journals

Explain Everything Kidblog.org Optional practice www.mckinleytiger.com - Time manipulatives

5

Telling time to the hour and half hour

Individual student clocks, magnets or tape, butcher paper, binders, markers, class made clock from 7.2

Explain Everything Braingenie.com Visnos.com

6

Using time to the hour and half hour in real life applications

Whiteboard markers, math journals

Explain Everything Kidblog.org Braingenie.com Visnos.com

http://www.mckinleytiger.com/

Connecting Mathematical Practices and Content Grade 1

The Standards for Mathematical Practice (MP) are developed throughout each grade and, together with the content standards, prescribe that students experience mathematics as a rigorous, coherent, useful, and logical subject that makes use of their ability to make sense of mathematics. The MP standards represent a picture of what it looks like for students to understand and do mathematics in the classroom and should be integrated into every mathematics lesson for all students.

Although the description of the MP standards remains the same at all grades, the way these standards look as students engage with and master new and more advanced mathematical ideas does change. Below are some examples of how the MP standards may be integrated into tasks appropriate for grade one students. Standards for Mathematical Practice

Explanation and Examples from Mathematics Framework

MP.1 Make sense of problems and persevere in solving them.

In first grade, students realize that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Younger students may use concrete objects or math drawings to help them conceptualize and solve problems. They may check their thinking by asking themselves, “Does this make sense?” They are willing to try other approaches.

MP.2 Reason abstractly and quantitatively.

Younger students recognize that a number represents a specific quantity. They connect the quantity to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of the quantities. In first grade students make sense of quantities and relationships while solving tasks. They represent situations by decontextualizing tasks into numbers and symbols. For example, “There are 14 children on the playground and some children go line up. If there are 8 children still playing, how many children lined up?” Students translate the situation into the situation equation: 14 − ? = 8, and then into the related equation 8 + ? = 14 and solve the task. Students also contextualize situations during the problem solving process. For example, students refer to the context of the task to determine they need to subtract 8 from 14 because the total number of children on the playground is the total number less the 8 that are still playing. Teachers might ask, “How do you know” or “What is the relationship of the quantities?” to reinforce students’ reasoning and understanding. Students might also reason about ways to partition two-dimensional geometric figures into halves and fourths.

MP.3 Construct viable arguments and critique the reasoning of others.

First graders construct arguments using concrete referents, such as objects, pictures, drawings, and actions. They practice mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?” or “Explain your thinking,” and “Why is that true?” They explain their own thinking and listen to the explanations of others. For example, “There are 9 books on the shelf. If you put some more books on the shelf and there are now 15 books on the shelf, how many books did you put on the shelf?” Students might use a variety of strategies to solve the task and then share and discuss their problem solving strategies with their classmates.

MP.4 Model with mathematics.

In early grades, students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, and creating equations. Students need opportunities to connect the different representations and explain the connections. They should be able to use any of these representations as needed. First grade students model real-life mathematical situations with an equation and check to make sure equations accurately match the problem context. Students use concrete models and pictorial representations while solving tasks and also write an equation to model problem situations. For example to solve the problem, “There are 11 bananas on the counter. If you eat 4 bananas, how many are left?” students could

Connecting Mathematical Practices and Content – Grade 1

Connecting Mathematical Practices and Content Grade 1

write the equation 11 – 4 = 7. Students should be encouraged to answer questions, such as “What math drawing or diagram could you make and label to represent the problem?” or “What are some ways to represent the quantities?”

MP.5 Use appropriate tools strategically.

Students begin to consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, first graders decide it might be best to use colored chips to model an addition problem. Students use tools such as counters, place value (base ten) blocks, hundreds number boards, concrete geometric shapes (e.g., pattern blocks, 3-dimensional solids), and virtual representations to support conceptual understanding and mathematical thinking. Students determine which tools are appropriate to use. For example, when solving 12 + 8 = __, students might explain why place value blocks are appropriate to use to solve the problem. Students should be encouraged to answer questions such as, “Why was it helpful to use…?”

MP.6 Attend to precision.

As young children begin to develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and when they explain their own reasoning. In grade one, students use precise communication, calculation, and measurement skills. Students are able to describe their solutions strategies to mathematical tasks using grade-level appropriate vocabulary, precise explanations, and mathematical reasoning. When students measure objects iteratively (repetitively), they check to make sure there are no gaps or overlaps. Students regularly check their work to ensure the accuracy and reasonableness of solutions.

MP.7 Look for and make use of structure.

First grade students look for patterns and structures in the number system and other areas of mathematics. While solving addition problems, students begin to recognize the commutative property, for example 7 + 4 = 11, and 4 + 7 = 11. While decomposing two-digit numbers, students realize that any two-digit number can be broken up into tens and ones, e.g. 35 = 30 + 5, 76 = 70 + 6. Grade one students make use of structure when they work with subtraction as an unknown addend problem, such as 13 – 7 = __ can be written as 7+ __ = 13 and can be thought of as how much more do I need to add to 7 to get to 13?

MP.8 Look for and express regularity in repeated reasoning.

In the early grades, students notice repetitive actions in counting and computation. When children have multiple opportunities to add and subtract “ten” and multiples of “ten” they notice the pattern and gain a better understanding of place value. Students continually check their work by asking themselves, “Does this make sense?” Grade one students begin to look for regularity in problem structures when solving mathematical tasks. For example, students add three one-digit numbers by using strategies such as “make a ten” or doubles. Students recognize when and how to use strategies to solve similar problems. For example, when evaluating 8 + 7 + 2, a student may say, “I know that 8 and 2 equals 10, then I add 7 to get to 17. It helps if I can make a 10 out of two numbers when I start.” Students use repeated reasoning while solving a task with multiple correct answers. For example, solve the problem, “There are 12 crayons in the box. Some are red and some are blue. How many of each could there be?” Students use repeated reasoning to find pairs of numbers that add up to 12 (e.g., the 12 crayons could include 6 of each color (6 + 6 = 12), 7 of one color and 5 of another (7 + 5 = 12), etc.) Students should be encouraged to answer questions, such as “What is happening in this situation?” or “What predictions or generalizations can this pattern support?”

Connecting Mathematical Practices and Content – Grade 1

Technology at a glance The use of technology can be a tool for students to model mathematical relationships in real-‐world situations. Technology can enhance student understanding of mathematical concepts, bolster student engagement and strengthen problem solving skills.

Icon Description Possible Uses

Explain Everything This is a free app that allows the user to animate their thinking and explain anything using a variety of tools. The user can import and export documents, images, videos and explain everything creations. Explain Everything is a unique screencasting whiteboard explaineverything.com has a video of the variety of ways to use this app.

Teacher driven as a part of the lesson.

Student driven to use as an interactive activity, discovery, or as a part of

a math blog.

Optional practice As an assessment piece.

Doceri This is a free app that you can create hand drawn lessons, presentations and graphics and shre them as still images, PDF’s or audio/video screencasts or mirror anything you’ve created to Apple TV via AirPlay. doceri.com has ideas for classroom presentations in the solution selection.



a math blog.

Optional practice As an assessment piece

Buncee for Edu This is an app and also a website for designing interactive lessons. Design interactive lessons, flip your class, and easily manage students and assignments with the classroom organizer tool. edu.buncee.com Takes you to the website for this program.



a math blog.


Interactive telling time – Learning to tell time is fun. This is a free app that allows students to practice telling time in a variety of ways.


a math blog.

Optional practice

http://catalog.mathlearningcenter.org/apps This website is a great resource for all sorts of math apps.

Teacher Resource


a math blog.


Early Learning Abacus App Counting tool for understanding number relationships.

Teacher Resource


a math blog.


Rekenrek by Mathies App Another counting tool that builds a deeper understanding of number relationships.

Teacher Resource


a math blog.


Kidblog.org Kidblog provides teachers with the tools to help students publish writing safely online. Students exercise digital citizenship within a secure classroom blogging space. Teachers can monitor all activity within their blogging community. There is a free version and a paid version of this site.



a math blog.


Visnos.com This website provides interactive teaching resources to use whole class or as an individual practice.



a math blog.


Braingenie https://braingenie.ck12.org This website helps build deep understanding and sharpen problem solving skills. It is broken up by grade level and standards. Free Sign up for teachers and students.

Teacher Resource

Optional skill practice

Mr. Wolfe’s interactive whiteboard Games This website provides math resources broken up by grade level.

Teacher Resource Optional skill practice

Fuel the Brain This is a website that provides grade level skill practice.


http://illuminations.nctm.org This website provides resources and lessons for teachers and links to interactive apps.


http://www.ictgames.com This website provides games for math and literacy.


Instructional Strategies Used in K-7 Instructional Modules

Taken from the CA Mathematics Framework and 5 Practices for Orchestrating

Productive Mathematics Discussions by Peg Smith and Kay Stein POSE THE PROBLEM

Simply pose the problem, without suggesting or allowing other students to suggest any particular mathematical strategy to solve the problem.

INDEPENDENT Students work independently and quietly, often for the purpose of letting students think about their own reasoning and informal assessment.

THINK-PAIR-SHARE Students get time to think quietly, then share their thoughts with a partner and listen to their partners’

TABLE TALK THINK-PAIR-SHARE with more than 2 students

WHOLE GROUP Focus is on pulling the whole class together. CONSENSUS Students share their individual ideas and

come to an agreement within the group to share with the whole class.

MONITOR Teacher pays close attention to students’ mathematical thinking and solution strategies as they work on a task, for the purpose of using their observations to decide what and whom to focus on during the class discussion that follows.

SELECT The teacher, through monitoring, selects student work samples or strategies to display or have students present.

SEQUENCE The teacher purposefully chooses the order in which student strategies are displayed and/or discussed, often beginning with the more concrete strategies moving to more abstract.

CONNECT The teacher helps students draw connections between their solutions/strategies and others’ solutions/strategies for the purpose of connecting their thinking to the mathematics we want them to learn

DISPLAY The teachers shows student work to the rest of the class for the purpose of allowing students to analyze the students’ strategies.

Grade 1 Module 7 Lesson 0

Lesson Focus Students will make comparisons of events that have different

durations. PLC Notes

Lesson Purpose

“Children need to learn about seconds, minutes, and hours to develop some concept of how long these units are.”

Content Standards

Measurement and Data 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

Practice Standards

☒ Make sense of problems and persevere in solving them. ☒ Reason abstractly and quantitatively. ☐ Construct viable arguments and critique the reasoning of others. ☐ Model with mathematics.

☒ Use appropriate tools strategically. ☒ Attend to precision. ☐ Look for and make use of structure. ☐ Look for and express regularity in repeated reasoning.

Introduce

Materials Picture cards

Activity: Use template 7.0-1 (Cut up picture cards.) POSE THE PROBLEM Do all of these activities take the same amount of time? THINK-PAIR-SHARE or GROUP DISCUSSION How do you know? Can we put them in order?

Investigate

Materials Blank paper

Pencils Crayons T-chart

Activity: Have students draw a picture of something that would take about a second, minute, hour, day, etc. Don’t have students label their work. Then have students trade unlabeled cards. The other student has to sort out where they go. – I would create a chart for each group, but model the first one. That way the teacher can facilitate discussion. Be sure to use the words about, and half. Encourage students to use comparison words. POSE THE QUESTIONS What do you notice about time? Does everything take the same amount of time?

Summarize POSE THE QUESTION What did we learn about time today? – chart responses How can we put these units of time in order?

Optional Practice

Have students draw pictures in their math journal. Something that takes about a minute, about an hour and about a day. Interactive Telling Time – lite Braingenie.com AM PM

Homework Template 7.0-2

.

Brush your teeth.

Roast a turkey.

7.0-1

.

Go camping.

Wash your hands.

.

A school day.

Play a game of baseball.

Name _______________ Homework: Draw a picture of something you do that takes about a minute, about an hour and about a day.

About a minute: About an hour: About a day:

7.0-2

Name:_________________________

___:___

analog

digital

Binder

Grade 1 Module 7 Lesson 1

*See teacher note at the end of the lesson.

Lesson Focus To tell time using the number line. PLC Notes

Lesson Purpose

Another variation on teaching students how to tell time on the clock is by using the number line.

Content Standards


Practice Standards

☒ Make sense of problems and persevere in solving them. ☐ Reason abstractly and quantitatively. ☒ Construct viable arguments and critique the reasoning of others. ☐ Model with mathematics.

☐ Use appropriate tools strategically. ☒ Attend to precision. ☐ Look for and make use of structure. ☐ Look for and express regularity in repeated reasoning.

Introduce

Materials

White boards markers

Pose the problem in WHOLE GROUP for students to solve INDEPENDENTLY What is similar about the number line and the clock? What is different?

THINK-PAIR-SHARE student connections.

Investigate

Materials 7.1-1

Number line to use as a

visual reference in classroom. Attached

numbered card template –

make one set for a.m. and

one set for p.m. Hole punch the lower left hand corner of each

card, except card #12. #12

needs to be hole punched on both lower

corners. 26 fasteners

PREPARE THE PROBLEM Give each student a numbered card. Each student will illustrate what they are doing at that time of day on the card. (Use one set 1-12 on white, then run the other set on another color.) a.m.

1 .

2 .

3 .

4 .

5 .

6 .

7 .

8 .

9 .

10 .

11 .

12 . .

p.m.

1 .

2 .

3 .

4 .

5 .

6 .

7 .

8 .

9 .

10 .

11 .

12 . .

Students will draw a picture of what they are doing at their labeled time of day. Put students into two groups, one for a.m. and one group for p.m. Within each group ask students to create a circle with their cards without any further direction – do not use the term, “clock.” MONITOR TABLE TALK: Does this make sense? Why? How do you decide where to start/end? What happens after 12? DISPLAY Have students switch and observe the other groups’ work. Have each group return to their own circle. TABLE TALK: Do you still think your circle makes sense? WHOLE GROUP: “How were the circles similar? How were they different? What do these circles remind you of?” Where would you start? What happens after 12? Tell students to go back to their groups and change their circle to a straight line. TABLE TALK: Does the line make sense? How do you know where to start? What math tools helped you make this decision? Each group should try to figure out what the other group did and why. TABLE TALK: What do you notice that is similar/different between the two groups? Does this make sense? Why? How do you decide where to start/end? What happens after 12?

Summarize

Chart paper Markers

Math journals pencils

WHOLE GROUP Pose the question: “What do you notice about the order of the numbers? Chart and cite student responses on chart paper at front of classroom. Have students record what they have learned in their journals. (Students can use words or pictures.) Suggested:

• Number order • What we do at different times of the day • Number placement of a clock

Optional Practice

Additional math journal question for summarizing stage of lesson: “How were the circles similar? How were they different? Prove it.”


After this lesson, put the paper fasteners to connect the number line. Do not make it into a circle until the next lesson. Teacher note: The number line is a useful way to help students understand the movement of the hands of the clock. Also, connecting the number line and the clock is helpful in developing student’s number sense. It is important to note that am and pm are discussed within this task. The framework says, “First grade students understand several concepts related to telling time such as:

• Within a day, the hour hand goes around a clock twice (the hand moves only in one direction). We start a day with both hands pointing up.”

*Content taken from Georgia Department of Education.

Name: _________________

Homework directions: Write the missing numbers on the clock. Then, draw the hour hand on the clock at the time you go to bed.

(Parents, help your child round their bed time to the nearest hour if needed. Do not draw the minute hand.)

Standard: 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

7.1-2

Grade 1 Module 7, Lesson 2

Before you begin this lesson be sure you have connected the number cards with the paper fasteners, but leave it as a number line. Do not make it into a complete circle.

Lesson Focus Telling time to the hour. PLC Notes

Lesson Purpose

In this lesson students will turn the student created number line into a clock. They will use the class made clocks to make and tell time to the hour and teach the concept of day and night time. Telling time to the hour is a kindergarten standard. Teachers need to review it, before moving on to the half hour.

Content Standards


Practice Standards

☒ Make sense of problems and persevere in solving them. ☐ Reason abstractly and quantitatively. ☒ Construct viable arguments and critique the reasoning of others. ☒ Model with mathematics.


Introduce

Materials

Number line from previous

lesson, fasteners,

Pose the problem in WHOLE GROUP, Now that we have these two number lines, how can we turn these number lines into a clock? THINK-PAIR-SHARE As students respond, put in the last fastener in to create the clock. Put each clock either on the floor or on top of a table group.

Investigate

Materials

Class created clocks hour hand, two rulers, and provided triangles (attach

triangle to the tip of the ruler

with tape) whiteboards,

markers 7.2-1 in a page

protector visnos.com

Part I Place hour hand (not minute hand on each clock). MONITOR TABLE TALK How do we use the hour hand to tell time? TABLE TALK What does the hour hand point to? TABLE TALK How does the hand move? Part II Using the large class made clocks, give students several practice opportunities to make time. Line half of the class up at each clock. Explain to students that one student at a time, from each group, will make time to the hour on the clock. (Ex. Heather is standing in line at one o’clock and Natisha is standing in line at the other clock. The teacher calls out “4:00”. Each student makes the time on the clock using the hour hand. All students check to see if they are correct by showing thumbs up if they agree with the time made, or thumbs down if they disagree.). Continue giving practice opportunities until it seems that all students have developed proficiency making time to the hour. Part III Have students return to their desks. Give each student the clock template 7.2-1 in a page protector so they can do multiple problems on it. Tell students to draw the hour hand on the clock (no minute hand in this lesson), write the digital time and a picture of an activity that occurs at that time. Call out times to WHOLE GROUP. Six o’clock in the morning, eight o’clock in the morning, twelve o’clock - noon, two o’clock in the afternoon, six o’clock in the evening. THINK-PAIR-SHARE What do you notice about six o’clock in the morning and six o’clock in the evening? SELECT two or three student samples to DISPLAY through the projector. Ask students to explain other students’ work and tell why it makes sense or why it doesn’t. Describe similarities and differences in the student samples. Have students take out whiteboards and markers. INDEPENDENT Look at (student name)’s picture at six o’clock in the evening. What do you think he will be doing two hours later? (students draw) THINK-PAIR-SHARE Why do you think that? How do you know? What time will it be? INDEPENDENT Is there another tool you could use other than the clock to figure this out? **link to number line** How can we show that time on a number line?

Summarize

Chart paper markers

math journals pencils

WHOLE GROUP Pose the question: What are two tools we can use to help us learn about time? How are they alike? How are they different? Chart and cite student responses on chart paper at front of classroom. Suggested:

• Hour hand • Number order • Number line

Optional Practice

Visnos.com

Template 7.2-2

Template 7.2-2 Use O.P. as exit ticket or practice.

Homework 7.2-3


Name:_________________________

___:___

analog

digital

7.2-1

picture

Name_______________ Directions: Write the time on the clocks using only the hour hand.

1. 6 o’clock

What time will it be two hours later?

How do you know? __________

____________________________________________

7.2-2

2. 3 o’clock

What time will it be six hours later?

How do you know? __________

____________________________________________

How would you show three o’clock on a number line?

1 2 3 4 5 6 7 8 9 10 11 12

Name _____________________ Ryan went to school at seven o’clock in the morning. Show that time on the number line below. Then, show the time by drawing the hour hand (no minute hand) on the clock below.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

20

What do you notice that is the same about the number line and the

clock? ____________________ _______________________What is the difference between the number line and the clock?

______________________________________________

7.2-3


Lesson Focus Telling time to the hour – adding the minute hand.

PLC Notes

Lesson Purpose

Introduce the minute hand on a clock.

Content Standards


Practice Standards

☒ Make sense of problems and persevere in solving them. ☒ Reason abstractly and quantitatively. ☒ Construct viable arguments and critique the reasoning of others. ☐ Model with mathematics.

☐ Use appropriate tools strategically. ☒ Attend to precision. ☐ Look for and make use of structure. ☐ Look for and express regularity in repeated reasoning.

Introduce

Materials

Student made clock (just one) Sentence strip (cut to size to

use as a minute hand

for class clock)

TABLE TALK What does the hour hand tell us? What are hours made of? What could help us tell time more precisely? What is missing from the clocks we made? Why do we need the minute hand? At this point add a minute hand to the class made clock. What do you see that is different about the two hands on the clock? How do you know which one is the minute hand? How do you know which one is the hour hand?

Investigate

Materials Template 7.3-1

Individual clocks

visnos.com

THINK-PAIR-SHARE Put up 7.3-1 template on the projector Pose the problem: What do you notice about the analog and digital clocks? What is the same? What is different? Where is the minute hand when it is zero minutes after an hour? How do the hands move? Do they move the same? What’s different? MONITOR & SELECT Students use individual clocks with a partner to answer the following questions. How many minutes are in an hour? How do you know? How do you count them? Is there a pattern?

Summarize

Chart paper Markers

Math journals Pencils

Judy clock

WHOLE GROUP CONSENSUS Teacher chooses one or two students to share their thinking. Ask students, “Does this make sense? How do you know?” Facilitate discussion and listen for misconceptions and errors. How many different ways can we think of to count the minutes in one hour? (skip counting options) Let’s practice those ways. (Count aloud the minutes using the different ways students suggested.) THINK-PAIR-SHARE What new idea about time did we learn today?

Optional Practice

Visnos.com The Grouchy

Ladybug

WHOLE GROUP Read the story, The Grouchy Ladybug to the class. While reading, have the students make the time on their individual clocks. *Use after summary.

Homework Envision Interactive Homework 13-1 & 13-2

8:00

7.3-1

3:00


*The timeline in the introduce section can be created throughout the day or just within the math lesson. The preferred method is to do it throughout the day either whole group

or by a student helper. Lesson Focus Telling time to the hour and half hour using the number line. PLC Notes

Lesson Purpose

To introduce the half hour using a timeline for the day.

Content Standards


Practice Standards

☒ Make sense of problems and persevere in solving them. ☒ Reason abstractly and quantitatively. ☒ Construct viable arguments and critique the reasoning of others. ☒ Model with mathematics.


Introduce

Materials

Template 7.4-1 Pencils

Crayons Scissors

Glue or tape Chart paper

markers

If you have not constructed the timeline yet, do so before starting the rest of the lesson. Use template 7.4-1. Have students cut and glue the timeline together. Students should label the hours starting with 8:00 and ending at 1:00. In each box with a time, students draw a picture of what they are doing at that time of day. In the empty boxes, have students draw a picture of what they are doing on the half hour, but refer to it as “in between” the hours. Pose the problem in WHOLE GROUP for students to solve. THINK-PAIR-SHARE What do you notice? What’s another way to describe the in between time? (Try to get students to the word “half”.) What does half mean? - chart responses

Investigate

Materials

Clocks Number line

INDEPENDENT Pose the problem: How can we show half with time? Use your tools to show me. THINK-PAIR-SHARE Yesterday we learned that there are 60 minutes in one hour. How many minutes are in half of one hour? How do you know? Prove it. Where does the minute hand go at the half hour mark? What happens to the hour hand? – compare the difference in hands INDEPENDENT Pose the problem: Recess begins at 9:30. How would you represent this time? Use any tool that makes sense to you. CAROUSEL MUSEUM WALK INDEPENDENT Pose the problem: Lunch is at 11:30. How would you represent this time? Use any tool that makes sense to you. MONITOR While students are working independently, teacher looks for common misconceptions and SELECTS a variety (analog, digital, number line, timeline, pictorial) of student samples to share.

Summarize

Chart paper Markers

Math journals Pencils

WHOLE GROUP DISPLAY a variety of student work. Ask students, ”Do all of these samples show 11:30? How are they alike/different? Will these ways work every time? Which one is the fastest? Teacher charts students’ responses and cites names.

Optional Practice

www.mckinleytiger.com –

time manipulatives

Template 7.4-2

Homework Template 7.4-3 and 7.4-4




Glu

e h

om

ewo

rk s

trip

her

e.

between between between

between between between

Glu

e st

rip

s to

geth

er h

ere.

__ __:__ __

__ __:__ __

__ __:__ __

__ __:__ __

__ __:__ __

__ __:__ __

7.4-1

Name:_________________________________________________ Complete each section of the chart below.

__ __ : __ __

__ __ : __ __

Draw a picture of what you do at this time of day.


ten thirty two thirty

7.4-2

__ __ : __ __

__ __ : __ __



twelve thirty six thirty

Homework directions: Have children draw a picture of what they were

doing after school today at 2:00, 3:00 and 4:00. In the boxes where it says

between, have them draw a picture of what they were doing at 2:30 & 3:30.

Cut on the dotted line only and return to school. This will be added to their

timeline that we began in class today.

between between

2:00

3:00

4:00

7.4-3

Name:_________________________________________________ Homework: Complete each section of the chart below.

__ __ : __ __

__ __ : __ __



three thirty eight thirty

7.4-4

__ __ : __ __

__ __ : __ __



one thirty five thirty


Lesson Focus Tell time to the half hour. PLC Notes

Lesson Purpose

Tell and write time to the hour and half hour.

Content Standards


Practice Standards

☒ Make sense of problems and persevere in solving them. ☐ Reason abstractly and quantitatively. ☐ Construct viable arguments and critique the reasoning of others. ☒ Model with mathematics.


Introduce

Materials

Individual student clocks

THINK-PAIR-SHARE Pose the question: If the hour hand is half way between two numbers, where would minute hand be? How do you know? (Students can use individual clocks.) What makes a whole hour? What makes a whole minute? Teacher listens for misconceptions and provides additional questions if needed. Pose the question: Where is the minute hand every time it is half past the hour? How do you know? Do you notice a pattern?

Investigate

Materials

Individual clocks, class made clocks

(both), magnets used

to hold the clocks up on whiteboard, one sheet of

butcher paper, student binders, markers

TABLE TALK Ask students to place their minute hand at half past or 30 minutes past the hour. Then ask them to place the hour hand halfway between the one and the two. Pose the question: Is it half past one or half past two? How do you know? What’s another way to say the time, other than half past? WHOLE GROUP Teacher displays both class made clocks from lesson 7.2 on the board. One clock only uses the hour hand, the other has the hour hand and the minute hand. Display the time 1:30 on both clocks. THINK-PAIR-SHARE – chart responses comparing class clocks What do you notice? What is the same? What is different? INDEPENDENT Teacher covers the two handed clock with butcher paper. Change the time on single handed clock to 2:30. Ask student to take out their binders. Using template blank clock template in binder, have students show the time using both hands on the analog clock as well as how they would write it on the digital clock. Give students time for THINK-PAIR-SHARE. While students are sharing, teacher MONITORS students’ work to check for common misconceptions. Teacher SELECTS two student samples, one that is correct and one that is not correct.

Summarize

projector

Math Journal Question: What do you notice about the hour hand and minute hand? Is there a relationship? If needed be more specific: When it is two thirty where will the minute hand be? Why will it be there? Where will the hour hand be? Why is it there?

Optional Practice

Braingenie.co

m Visnos.com

7.5-2 *Do after summary

Homework 7.5-3

Name:__________________________________

Read the time given on the digital clock. On the first analog clock draw only the hour hand that shows the digital time. On the second analog clock draw both the hour hand and the minute hand to show the time.

1.

2.

3.

__:__

__:__

__:__

:

7.5-1 (binder)

4.

5.

6. What do you notice about your analog clocks?

___________________________________

___________________________________ Standard: 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

__:__

__:__

Name:__________________________________


1.

2.

3.

3 :30

8 :30

6 :30

:

7.5-2

4.

5.


___________________________________


9 :30

12 :30

Name:__________________________________


1.

2.

3.

7 :30

3 :30

1 :30

:

7.5-3

4.

5.


___________________________________


11 :30

4 :30

Grade 1 Module 7 , Lesson 6

Lesson Focus Telling time to the hour and half hour PLC Notes

Lesson Purpose

Using time to the hour and half hour in real life applications.

Content Standards


Practice Standards

☒ Make sense of problems and persevere in solving them. ☒ Reason abstractly and quantitatively. ☒ Construct viable arguments and critique the reasoning of others. ☐ Model with mathematics.


Introduce

Materials

Template 7.6-1 Whiteboards

markers

Use template 7.6–1 You may want to fill in the activity name on the chart before copying. Also, you may want to put in the time on either the analog or the digital part of the chart and have the students fill in the rest. THINK-PAIR-SHARE How can we use this schedule? How can it help you? Write your answer in your math journal.

Investigate

Materials

7.6 template, whiteboards, whiteboard

markers, projector

post-it notes pencils

INDEPENDENT Pose the problem: Pretend you are the teacher. What is a question you could ask your students about your schedule? Write your question on your whiteboard. CAROUSEL-MUSEUM WALK (Have students leave their journals on their desks.) While students are viewing each other’s work ask them to solve questions from a few of their classmates on a post-it. Then ask them to stick their post it next to their friends’ whiteboard. MONITOR While students are walking, teacher is monitoring student work and how other students view their work. Teacher SELECTS a couple samples that have a lot of stars and a couple samples that have a lot of question marks. When students have finished viewing other students’ work they return to their seats. DISPLAY Teacher displays a couple questions from students’ math journals along with answers on post-its Does this make sense? How do you think ___________ solved this?

Optional Practice

Braingenie.com

Visnos.com

Use template 7.6-2 Students will create their own schedule of what they do after school.

Summarize

Work samples, projector,

student math journals, pencil

POSE THE QUESTION TABLE TALK Using the schedule, ask a question about the difference in time. For example: If writing starts at 8:30, and it lasts two hours. What time will writing be finished? If math begins at 1:30, what time will it be three hours later? How do you know? Why did you add three to the hour instead of the minute? INDEPENDENT Journal writing – Ask students write to the question: How does using a schedule help people with time? Do all of our daily activities take the same amount of time? How do you know?


Name:____________________

Schedule

Activity

_________

_________

_________

_________

_________

_________

__:__

___ __:__

___ __:__

___ __:__

___ __:__

___ __:__

___

Start Time

7.6-1

___________’s Schedule

Activity

_________

_________

_________

_________

__:__

___ __:__

___ __:__

___ __:__

___

Start Time

7.6-2

Name:____________________

Homework: Students write a schedule of their day to the nearest half hour.

My Weekend Schedule

Activity

_________

_________

_________

_________

_________

_________

__:__

___ __:__

___ __:__

___ __:__

___ __:__

___ __:__

___

Start Time

7.6-3

1st Grade Time

Assessment

Name _______________

1. Which time is shown on the clock?

2. Select the digital clock that shows the same time as

the analog clock.

3. Draw the hands on the clock face. Then write the

time on the other clock.

Ten thirty

Grade 1

Module 7

Assessment

____ o’clock

12:06

6:12

6:00

12:00

___:___

Use the clocks below to do questions 4, 5, and 6.

4. Label both clocks below with numbers.

5. Next, use a blue crayon to draw the hands on a clock

at 12:30.

6. Then, use a red crayon to draw the hands on the clock

two hours later.

7. Read the time shown on the analog clock below and write

it on the digital clock.

8. Look at the analog clock in number 7. Why is the hour

hand pointing between the 7 and the 8? _________ ________________________________ 9. Which activity begins an hour after eating breakfast?

__________________

10. Pretend you’re the teacher.

Use Lily’s schedule to write your

own question about time. Then,

solve your own problem.

Write:

__________________ __________________ __________________ Solve:

Lily’s Weekend Schedule

8:00 Wake up

8:30 Eat breakfast

9:00 Shower & get

dressed

9:30 Soccer

10:30 Dance

:

________________’s

Time Assessment Snapshot

1

2

3

4

5

6

7

8

9

10

How to use the recording sheet:

The numbers on the recording sheet on the left correspond with the number of the test question. When you are grading the assessment and the student answers a question incorrectly put their initials on the recording sheet next to the number they got wrong on the assessment. So, for example if Maddison Andrews missed #1, #5, and #8 on the assessment you would put her initials in the boxes on the recording sheet next to #1, #5, and #8. (See below.)

The purpose of the recording sheet is that when you’re done recording who missed what on the assessment you can work with students based on their exact needs and still send their assessment home so their parents can (hopefully) support them as well. In my class during their center time or independent practice I call small groups based on which students need more support on a particular standard. You won’t have a huge pile of papers crowding your desk, just one sheet per assessment.

1 MA __ __ __

2

3

4

5 MA

6

7

8 MA

9

10

WORK IN PROGRESS Grade 1€¦ · Explanation and Examples from Mathematics Framework MP.1 Make...

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