Objectives To review months, weeks, and days; and to review telling time. 1 materials Teaching the Lesson Key Activities Children number and name months in a year, begin to build a calendar for the current month, and say and write ordinal numbers. They tell time using clocks in their tool kits and on their journal pages. ⵧ Math Journal 1, pp. 3 and 159 ⵧ Transparency (Math Masters, p. 414; optional) ⵧ large wall calendar ⵧ tool-kit clock ⵧ demonstration clock (optional) Key Concepts and Skills • Use probability terms to describe events. [Data and Chance Goal 3] See Advance Preparation • Name days in a week. [Measurement and Reference Frames Goal 3] • Tell and show time to the nearest half-hour. [Measurement and Reference Frames Goal 6] • Describe calendar patterns and use them to solve problems. [Patterns, Functions, and Algebra Goal 1] Key Vocabulary calendar • ordinal numbers Ongoing Assessment: Informing Instruction See page 31. 2 materials Ongoing Learning & Practice ⵧ Math Journal 1, p. 4 Children tell time on an analog clock. Ongoing Assessment: Recognizing Student Achievement Use journal page 4. [Measurement and Reference Frames Goal 6] 3 materials Differentiation Options READINESS Children listen for and say ordinal numbers while playing ordinal number games. ENRICHMENT Children make schedules of their daily activities and calculate the amount of time they spend on each activity. ELL SUPPORT Children answer questions using the language of time and events. Additional Information Advance Preparation Consider writing the names of the months on the board if they are not posted in the classroom. 28 Unit 1 Numbers and Routines ⵧ Teaching Master (Math Masters, p. 8) Technology Assessment Management System Journal page 4, Problems 1, 2, 4, and 5 See the iTLG. Getting Started Mental Math and Reflexes Math Message Count up and back by 2s, 5s, and 10s. Do stop-and-start counting by 2s, 5s, and 10s. Have a group of children begin counting at a number you name; stop; point at another group to continue where the count left off. Do stop-and-start counting by 2s, 5s, and 10s starting with 3-digit numbers. 1 Teaching the Lesson 䉴 Math Message Follow-Up How many months are in a year? 12 Can you name the months? January, February, March, April, May, June, July, August, September, October, November, December NOTE Some children may benefit from doing the Readiness activity before you begin Part 1 of the lesson. See the Readiness activity in Part 3 for details. WHOLE-CLASS ACTIVITY (Math Journal 1, p. 159) Have children turn to journal page 159 and find the number of months in a year. Have children name as many of the months as they can. Prompt them by asking questions like the following: In what month were you born? What month is it now? In what month do we celebrate Valentine’s Day? Say the months of the year in order together. If the months are displayed in the classroom, point to each name as you say it. If they are not displayed, write the names on the board as you say them. 䉴 Building a Calendar for WHOLE-CLASS DISCUSSION the Month Student Page Date Time Table of Equivalencies (Math Journal 1, p. 3; Math Masters, p. 414) Weight Show children a large wall calendar, preferably one with more than one month. Remind them that we use a calendar to keep track of days, weeks, and months in a year. Ask questions such as the following about the calendar: ● How many days are in a month? 28, 29, 30, or 31 days ● How many days does this month have? 30 or 31 days ● is is is is less than more than equal to the same as What year, month, and day is today? the ongoing ideas in Everyday Mathematics is that numbers almost always occur in context. kilometer meter 1,000 m 100 cm or 10 dm decimeter 10 cm centimeter 10 mm foot 12 in. yard 3 ft or 36 in. mile 5,280 ft or 1,760 yd 365 or 366 days about 52 weeks 12 months 28, 29, 30, or 31 days week 7 days day 24 hours hour 60 minutes minute 60 seconds Abbreviations 1¢, or $0.01 Î 5¢, or $0.05 Â 10¢, or $0.10 Í 25¢, or $0.25 ‰ 100¢, or $1.00 Á Capacity 1 1 1 1 year year year month 10 cm is about 4 in. Money On what day of the week did this month begin? Do all months begin on the same day? NOTE As children give answers, have them attach a unit to the number. One of Time Length 1,000 g 16 oz 2,000 lb about 30 g How many days are in a week? 7 days ● ● kilogram pound ton 1 ounce is pint 2 cups quart 2 pints gallon 4 quarts liter 1,000 milliliters kilometers meters centimeters miles feet yards inches tons pounds ounces kilograms grams decimeters millimeters pints quarts gallons liters milliliters km m cm mi ft yd in. T lb oz kg g dm mm pt qt gal L mL Math Journal 1, p. 159 Lesson 1 3 䉬 29 Student Page Date Time LESSON You may also want to ask questions about the likelihood of certain events related to the calendar: Calendar for the Month 13 Saturday ● How certain are you that we will have five days of school this week? Friday 䉬 ● Is it likely that our class will go on a field trip today? Thursday Mention that people usually use ordinal numbers to say a date. For example, people say September fifth, not September five. Monday For number-line and calendar activities, emphasize ordinal-number words. For example, use expressions such as, “Today is September 12th. This is the 4th day of school, the 3rd day of the week, the 1st hour of the school day, the 21st minute of the hour,” and so on. Math Journal 1, p. 3 A U D I T O R Y Sunday ELL Adjusting the Activity Sunday Month Tuesday Wednesday Show children how to write today’s date. You may wish to use a transparency of Math Masters, page 414. Have them write the date at the top of journal page 3. Then have them rotate the page and write the month at the top of the calendar. Next, children write the first seven numbers on the calendar. Monday Tuesday Wednesday Thursday Friday Saturday 䉬 K I N E S T H E T I C 䉬 T A C T I L E 䉬䉴 Completing a Calendar Page V I S U A L INDEPENDENT ACTIVITY (Math Journal 1, p. 3) Children finish filling in the dates on the calendar page. They should mark any special events, holidays, or days to remember. For example, they might circle the first day of school, write in the names of classmates or others who have birthdays this month, and note any special events that will take place at school. ELL Adjusting the Activity Children fill in dates and special days on the calendar. NOTE Use the blank calendar on Math Masters, page 414 on a monthly basis to provide continued calendar practice for children. Children can record special events or activities by drawing small pictures instead of writing words. A U D I T O R Y 䉬䉴 Telling Time K I N E S T H E T I C 䉬 T A C T I L E 䉬 V I S U A L WHOLE-CLASS ACTIVITY Distribute tool-kit clocks. Have children check that the number on their clocks is the same as the number on their tool kits. Ask a volunteer to tell what time it is now and to explain how he or she knows what time it is. Sample answers: By using the hour and minute hands on the classroom clock or by reading a digital watch or clock Review the functions of the hour hand and minute hand. Remind children that when people tell time it is always an estimate because as soon as they say or write the time, the time in seconds has changed, and the time in minutes may have also changed. 30 Unit 1 Numbers and Routines Have children show times such as the following on their clocks: 4:00, 3:30, 8:15, 7:45, 1:00, ten minutes to twelve, half-past six, quarter to five, and so on. For English language learners, it may be curious that the number 305 is read three hundred five and not read three-oh-five, but the time 3:05 is read three-oh-five. Threeoh-five doesn’t make sense because it uses the letter O instead of the number zero. Explaining this difference may be important. Emphasize other ways to read 3:05 such as 5 past three. Ongoing Assessment: Informing Instruction Watch for children who confuse hours and minutes. Help them by saying an hour and have them set the hour hand for that time. Tell them to set the minute hand at 12, and then count off the minutes past the hour as they move the minute hand. Have children adjust the hour hand accordingly. After children show each time on their clocks, you may want to display the correct time on your demonstration clock so children can check their own clocks. 2 Ongoing Learning & Practice 䉴 Telling Time on Clocks NOTE Children will practice telling time on a daily basis by writing the start time on the top of each journal page. If children need more practice with specific intervals, consider setting a demonstration clock for the start time you want them to record. For more practice, consider having children record their start time on all class papers. INDEPENDENT ACTIVITY (Math Journal 1, p. 4) Have children write the date and current time at the top of journal page 4. Tell them that from now on, they should always record the date and time when they begin a journal page. Children complete journal page 4. Briefly go over the answers. Student Page Date Time LESSON Time 13 䉬 Ongoing Assessment: Recognizing Student Achievement Journal page 4 Problems 1, 2, 4, and 5 夹 Use journal page 4, Problems 1, 2, 4, and 5 to assess children’s ability to tell time to the nearest half-hour. Children are making adequate progress if they can successfully complete Problems 1, 2, 4, and 5. Some children may be able to tell and write time to the nearest quarter-hour. [Measurement and Reference Frames Goal 6] Write the time. 夹 1. 11 10 夹 2. 12 1 2 9 3 8 4 7 12 12 3. 1 3 8 8 6 : 12 1 2 9 4 7 30 11 10 2 9 5 6 : 11 10 3 8 5 4 7 30 10 5 6 : 15 Draw the hands. 夹 4. 夹 5. 11 10 12 1 2 9 3 8 4 7 6 6. 11 10 12 1 9 3 8 5 7 5:00 6 5 1 2 9 3 8 4 7 6 : 5 2 3 4 7 6 5 1:45 Answers vary. 8. 12 1 8 9:30 7. 12 9 4 Draw the hands and write the time. 11 10 11 10 2 9. 11 10 12 1 2 9 3 8 4 7 6 : 5 11 10 12 1 2 9 3 8 4 7 6 5 : Math Journal 1, p. 4 Lesson 1 3 䉬 31 Teaching Master Name Date LESSON Time 3 Differentiation Options My Activities 13 䉬 1. List some of the activities you do on a school day. My Activities Time Activity From To READINESS 䉴 Listening for Your Number SMALL-GROUP ACTIVITY 5–15 Min To further explore comparing and ordering numbers, arrange children in a line and assign each child an ordinal number. As you point to a child, they say their ordinal numbers. Rapidly repeat several times using the ordinal number words. 2. Which activity takes the longest amount of time? Then have children listen for their ordinal number and directions. For example, give the following instructions: About how long does it take? 3. Which activity takes the least amount of time? About how long does it take? Try This 4. About how long do your activities take all together? ● First child, clap your hands once. ● Tenth child, find the sixth child; shake his or her hand and then return to your place in line. To finish the activity and get children seated, give instructions such as the following: Math Masters, p. 8 ● First child and (ordinal for last) child, take your seats. ● If your number ends in -th, take your seats (4th, 5th, 6th, and so on). ENRICHMENT 䉴 Listing My Activities INDEPENDENT ACTIVITY 5–15 Min (Math Masters, p. 8) To apply children’s understanding of telling time, have them list some of the activities they do on a school day. They record the start and stop times for each activity. They estimate which activity takes the most amount of time and which one takes the least amount of time. Time Picture of Clock 11 10 9:00 3 4 1 2 3 4 6 12 1 2 3 8 4 11 10 6 12 Science 5 1 ELL SUPPORT 䉴 Using the Language of Time SMALL-GROUP ACTIVITY 5–15 Min and Events To provide practice with the language of time and events, take a few extra minutes at different times of each day asking questions such as: ● What time is it now? ● What do we do at 12 o’clock? ● At what time does our school day end? ● How many minutes until lunch? 2 9 3 8 4 7 Math 5 9 7 Unit 1 12 Reading 5 8 11 10 32 6 9 7 12:00 2 8 11 10 11:00 1 9 7 10:00 12 Class 6 Gym 5 Numbers and Routines To support English language learners, attach a class schedule as shown in the margin to children’s desks.