"Time" For My Catch
Lesson 3 of 8
Objective: SWBAT name, notate, and tell time to the hour on a digital and analog clock. SWBAT use accurate measurement techniques.
Advanced preparation: You will need to print out both sets of number cards from the resource section. Cut out the 31-60 cards and put them into one envelope and do the same with the 61-90 and put them in their own envelope.
I start this part of the lesson by asking the kids to sit in front of the classroom number line.
"Today we are going to change up our Start At/Stop At routine. We are going to add the numbers 61-90." I will pull one card out of the 31-60 envelope and we will use that as our start at number. I will then pull out a card from our 61-90 envelope and use that as our Stop At number. We will then count as a class from our starting number to our ending number."
I will ask a student to point to each number as we count as a whole group. I will continue this process as time allows. I will also mix in counting backwards by starting at the higher number and counting to the lower number. The Core Standards expect 1st graders to be able to count to 120, starting at any number, by the end of 1st grade. This routine is the process in which I can assure that the students are continuously working toward that standard (CCSS.Math.Content.1.NBT.A.1).
I start this part of the lesson by asking all of the students to face the white board easel.
"We have been talking a lot about measuring objects, fish, and lengths of sides. Mathematicians also like to measure time. However, they don't use tiles to measure time. What are some tools that people use to measure time?"
I then write their ideas on the easel (see picture in the resource section).
"Today we are going to look at clocks and learn how to tell time by the hour. There are two types of clocks. There are two types of clocks and ways of notating times. One is called an analog clock and the other is called a digital clock."
I then write these two terms on the easel.
"Let's take a look at the analog clock. Does any one know what the hands are called?"
I then go over the hands and corresponding numbers. I also have them count all of the minute marks around the perimeter of the clock (see video Looking at the Minutes on the Clock in section resource).
I then draw the hands on an analog clock to show 2:00 and write the digital notation.
"This is what 2 o'clock looks like on an analog clock looks like and here is what it would look like on a digital clock (see visual created resource)."
"If this is 2:00, then what time is this (I set the analog clock to another time)? Who could come up and write this time with digital notation?" There is a video called Telling Time to the Hour, in the section resource, that models this part of the lesson. I repeat this for several more hour times. The Core Standards expect that 1st graders can tell and write time in hours and half-hours using analog and digital clocks (CCSS.Math.Content.1.MD.B.3).
"Now, I would like each of you to take out a pencil and a clipboard. Let's take a look at this sheet together." The sheet is called Filling in the Hands on a Clock (section resource) and you will need to print enough for your class. I hang a copy on the whiteboard easel for modeling purposes. I go over the first few together and then ask the students to complete the form on their own. Their is a video clip of them working on this and a finished sample in the resource section.
The students are using clocks to read times and placing hour and minute hands to represent set times. The core expects that mathematically proficient students to consider the available tools when solving a mathematical problem and that they are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful (CCSS.Math.Practice.MP5)
This next section is a continuation of the previous measurement activities and concepts that have been presented in this unit. I want to continue to allow students the opportunity to perfect their accuracy and precision when using a unit to measure an object.
"Today you will have a chance to make your own fish or 'catch.' You will need to decide how long for fish will have to be to be considered legal. Your fish can be any size but must fit on this piece of paper (I give them legal sized paper). What I would like you to do now is write your name on the paper and write who long your fish will have to be to be considered legal."
"When you get to this activity during station time, you can draw in your fish, measure it, record the length and then tell me weather or not it is a keeper."
There is a picture of one student's fish in this resource section. There are also more examples of this activity in the Station Time section.
My Catch: This activity was explained int he previous section. There is also a student example of a completed poster and a video of a student working on this activity.
Measuring Fish: This activity was explained in the previous lesson. The resources and explanation is explained in the Measuring Fish Section of the linked lesson.
In this activity, students must be accurate with their measuring, make sure that their are no gaps or overlaps with their tiles, and record the total length of each fish. The Core expects students to be able to express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps (CCSS.Math.Content.1.MD.A.2 and CCSS.Math.Practice.MP6).
I end the lesson with an informal assessment of students ability to look at an analog clock and write the time with digital notation. I go over the sheet (see section resource) as a class and then have them go work not their own.
As they finish, I have ten complete the true or false equation sheet. I want to continue to thread the concepts of the equal sign and understanding equations though out the year. This is important in units like this because it is so focused on the measuring concepts and I don;t want to loose the operations knowledge that has been established. By the end of the year, it is expected that students can understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2 (CCSS.Math.Content.1.OA.D.7).
The sheets are in the section resource along with an example of the completed time sheet.