Design for Learning

Instructor: Aaron Conner Lesson Title: Time Crunch Curriculum Area: Mathematics Grade Level/Cooperating Teacher: 3rd Grade Date: November 12, 2013 Estimated Time: 60-70 minutes

Standards Connection: AL 3rd Mathematics (16) 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

Learning Objective(s): When given four clocks with different times, students will correctly answer at least thirteen addition and subtraction problems involving the time out of sixteen questions. Learning Objective(s) stated in kid-friendly language: Class, today we will be learning about time and then looking at clocks to accurately tell what time it is and use the clocks to practice our addition and subtraction.

Evaluation of Learning Objective(s): Students will be given a worksheet with four clocks all with four different questions using addition and subtracting time. The students will write the correct answer on the line provided and must score thirteen out of sixteen questions correctly to score proficient. Engagement: Alright class, take your seats and look up at the board. Do you remember last week when we learned how to tell time using every five minutes? Great! Johnny, how many minutes are in an hour? Yes, there are sixty minutes in an hour! Now Susie how many hours are in a day? Exactly there are twenty four hours in a day. Now how many hours are represented on the clock? Yes there are only twelve on the clock. How many minutes are in between each number on the clock? Five! Yes there are five minutes in between every number on the clock. Today we are going to review telling time by fives with a game! So since I have a great and fun game for us to play today go ahead and pair up with your learning buddies, grab your whiteboards and markers, and find a spot in the room where you can have some space for just the two of you to play and have fun. The teacher will have printed out and laminated the online activity called Just in Time found on time-for-time.com. The teacher will have a stack of green and yellow place markers readily accessible to the students and will have two class helpers called Messengers chosen to help with the lesson. Great now when everyone is seated I want my two class messengers to pass out one Just in Time Game card per group, eleven green place markers per group, and eleven yellow place markers per group. Now the even numbered student is going to be green and the odd numbered student is going to use the yellow markers. I am going to give fifteen seconds per clock on the game card and you must both decide on what time you believe the clock says. When time is up I will ask you all to raise your whiteboards and show me what time you have written down. If you get the time correct, you may place a marker on that clock. We will do this for every time on the map until we reach the end. We will then tally up the number of markers on the board and the person with the most markers on the board wins! The teacher will be the time keeper and answer checker for this game. Each clock on the game map will have fifteen seconds dedicated to it for the students to figure out what time it tells. After the fifteen seconds is up, the teacher will say STOP and the students

will put their markers down and hold their boards up for the teacher to see what they wrote down as the answer. The teacher will either confirm or deny the students answer and then instruct those students who answered correctly to place a marker on that particular clock and then tell the rest of the class to prepare for the next round. The teacher will repeat these steps for all eleven clocks and will then have the students tally up the number of place markers they had on the game board.

Learning Design: I. Teaching: The teacher will build off of the students prior knowledge of telling time to the nearest five minutes and will begin to explain how to use the five minute markers and the tick marks to determine the exact time. Alright now we are refreshed on how to use a clock to tell time to the nearest five minutes. Now today we are going to get even more exact and tell time all the way to the minute! Now we all know how many minutes are in an hour, sixty. And there are twelve hours on a clock and twenty four in a day. Remember how we would count by fives from one all the way to twelve to estimate what time it was. Now we are going to use this strategy but take it a little further this time. For example lets look at this time on the board (6:20). This is very easily identified as six twenty and we know this because the hour hand is pointing to the six and the minute hand is pointing to the four. But why then is the time not 6:04? Good question. Each number represents an increase in five minutes. So if we are at four we have to count four five minute pieces. Count with me. Five, Ten, Fifteen, Twenty. Perfect, you see it is very easy to count by fives and the number tells you how many to count and where to stop. Now can everyone see the little tick marks in between each number? Those are individual minutes. There are four marks in between each number and are used to tell the exact time. Lets move the clock to 12:00. Now when I move the minute hand over one tick mark one minute is represented. Seems easy right? Good, because this is very easy. Now if I move it to the next one the time is now 12:02. Two minutes have passed. Now you all count use this method and count every single tick mark from twelve all the way around but at some times you would be counting over fifty numbers and that can get confusing. So to make things easier we are going to use our prior knowledge of counting by fives to give us an answer. So if we see the hour hand on the six and the minute hand on the seven we know that it is six thirty five. Now if the minute hand is two ticks away from the seven what do you think the time would be? Well if we know that the time at the seven was thirty five, all we have to do is add two! So the time is now six thirty seven! The teacher will also give some new ways to think about how to come to the exact time and will give a few examples. Now we talked about counting by fives to the nearest number and then adding the tick marks that come after it but there is another way to think about it. If the minute hand is on the six we know that the minutes are thirty. However if the minute hand is three ticks to the right of the six you can subtract from that familiar number. So thirty minus three is twenty seven. You can use familiar numbers on the clock to add or subtract based on where the hands are positioned. The teacher will lead the class in going to the Online Clock website and will show students the difference in adding and subtracting different intervals of time. I will give you all some time to look at this great website and play around with adding and subtracting different times. You can click the appropriate buttons to add or subtract one minute, fifteen minutes, thirty minutes, or an hour. You can use this to help you see how adding and subtracting time changes what the clock looks like. Pull out your nooks and go to the website that I sent to you in Evernote. Play around with the times for the next ten minutes.

II. Opportunity for Practice: The teacher will print out the printable clock activity and give students time to cut them out and decorate the clocks with markers. Look on your desk and everyone grab a clock printout. Now take ten minutes to cut out these clocks and the minute and hour hands as well. Use the time to color and decorate your clock anyway you please but make sure you do a good job as we will be using these for future assignments. Use caution when cutting and when you have finished coloring and designing your very own clock, let me know and I will come around with some brass brads for you to attach the minute and hour hands to the clock. Once the ten minutes is up and the teacher has secured all of the hands to the clocks, the class will begin a new game. The teacher will give the students time to quiz each other with their clocks as he or she walks around and observes. Now using your new awesome clocks and the knowledge we just learned to practice addition and subtraction. At this time I want all the tables to find their learning buddies and bring your clocks too! Ok now that we are all in groups I want the first buddy to turn their clock to 12:00. Great, now I want the second buddy to turn their clock to 3:10. Now who can tell me how much time has gone by between these two clocks? Exactly! Three hours and ten minutes. Now that was a very easy example so lets try one more together and then I will let you challenge each other and I will walk around and check your work. Ok now I want the first buddy to move their clock to 4:16. Is everyone there? Perfect now buddy two move your clock to 9:23. If we were adding time how much has gone by? Take a minute to think about it and raise your hand when you believe that you have the answer. Mary, what did you get as the answer? Five hours and seven minutes! What fine work you all have done. Now for the last example, lets say that it is 9:23 at night and you go to sleep but have to wake up at 4:16 in the morning. How much sleep will you get? Take your time and raise your hand when you have an answer. Six hours and fifty three minutes is correct Mike! Now you may think that that is very hard but just remember to add up to sixty in the minutes side which would be thirty seven minutes. Now your time is 10:00. Add an hour until you get to twelve and then start over at one. So now you have six hours and thirty seven minutes but it is only 4:00. You must add the sixteen minutes to your time which is how you get the answer six hours and thirty seven plus sixteen is fifty three so six hours and fifty three minutes! Alright enough talking on my behalf, I want you all to start quizzing each other and remember to start off easy but see how difficult you can make it once you get a grasp on it. III. Assessment: The teacher will hand out the Adding and Subtracting Time Worksheets to each of the students and inform them about what their task at hand is. Alright class now that we have learned how to tell time down to the minute, you are going to get an opportunity to show me what you have learned. I am handing out this worksheet with four clocks on it. Your mission, should you choose to accept it, is to answer the four questions that come with each clock using you newfound knowledge of telling time! I will give you twenty minutes to complete this task which is plenty of time, believe me! So relax, take your time, remember what we talked about in class today, and write down the time for those clocks! I know that you can do it! IV. Closure: Time is up. Table One please turn in your worksheets on my desk and come to the carpet quietly. Now Table Two follow Table One and Table Three follow after Table Two. Excellent! Thank you all for completing that so orderly and quietly. Class, I am so proud of your hard work and attention today. You have all done so well in transitioning from reading time in the nearest five to reading time down to the individual second. Did you all like the game at the beginning of the lesson? Yea I did too! It was a great way to start the lesson and review what we were going to talk about. Now who enjoyed making their own clock and getting to quiz each other? I thought you would all like that! You did a great job designing them with the markers and I hope you will enjoy using them in the future. Now for your homework assignment Just kidding I am not

giving you any extra homework but I would like you to go home and impress your parents with your newfound time telling skills! Materials and Resources: Smart Board Nooks Just in Time Game (Attached) Paper Pens Scissors Brads Markers Whiteboards Place Markers Internet Access Online Clock Online (http://www.time-for-time.com/swf/myclox.swf) Telling Time Assessment (http://www.time-fortime.com/worksheets/writeminute.pdf) Adding and Subtracting Time Worksheets (http://www.mathaids.com/Time/Time_Worksheets_Adding.html)

Differentiation Strategies (including plans for individual learners): Higher Students who achieve higher than average scores and are not challenged by this lesson will use digital clocks to work on addition and subtraction problems. Lower Students will review telling time to the nearest time and will be given another assessment similar to the one given in this lesson but will include only times that are in intervals of five.

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