LESSON PLAN

EnVision-Time and Temperature (Elapsed Time) 17-4 Date __3/11/14____________

Student Teacher ___Kirstyn Howard____________ College Supervisor Dr. Hamwi_________________ Cooperating Teacher Danielle Metzger_________ Grade Level __Third_________________________ Subject Math-Time___________________ Preliminary Planning: PA Core Standards

M03.D-M.1.1.1: Tell, show, and/or write time (analog) to the nearest minute. M03.B-O.3.1.1: Solve two-step word problems using the four operations (expressions are not explicitly stated). Limit to problems with whole numbers and having whole-number answers. M03.D-M.1.1.2: Calculate elapsed time to the minute in a given situation (total elapsed time limited to 60 minutes or less). Modifications Brandon, Connor, Danny, and Valerie may need reminders to focus their attention. Cooper will not be in the classroom for math. There are five students that will work on math extension during the main math lesson (each student has their own folder), but these students will work with the class during the EnVision video and to play the review game. Objectives Students will: Tell time to the nearest minute using analog and digital clocks Convert between weeks and days, days and hours, and hours and minutes Understand that the minute hand takes 5 minutes to move from one number to the next on a typical clock face Understand that the minute hand takes 1 minute to move from one mark to the next on a typical clock face. Calculate elapsed time to the hour and minute Vocabulary Tier 1: Tier 2: Tier 3: Time Hour Clock Face Half Hour Units of Time Quarter Hour Elapsed Time Minute Second A.M. and P.M. Essential Question(s) What are the different ways time can be expression using different units that are related to each other? How can you change units of time? How do you tell the time to the nearest minute? How can you find elapsed times? What are the different strategies that can be used to teach elapsed time?

Materials and Resources -EnVision Teacher edition Topic 17 book (lesson 17-4 Elapsed Time) -white paper for each student -units of time matching game for each student (teacherspayteachers.com) -guided practice from Envision website -EnVision student textbook and workbook -computer, projector, and the Mimio -koosh ball, whiteboards, whiteboard markers, elapsed time chart -elapsed time number line -elapsed time PowerPoint chart and printout of the PowerPoint for each student to take notes Learning Sequence Instructional Procedure Introduction (15 minutes), Learning Activities (35 minutes), Closure (10 minutes) 1. The teacher will transition from the morning routine into rocket math (2 minutes whisper practice and 1 minute timed). 2. The students will get in line to get their rocket math homework. 3. The students will get out their workbook and open up to page 115 to review the homework (project on the screen). The students will answer the questions (the koosh ball can be used to encourage participation). 4. The boy and girl of the day will pass out the units of time matching game to each students. This can be cut out at a point of the day if a student finishes early and sent home to practice. 5. The teacher will activate background knowledge by setting the purpose (You know how to tell time in hours and minutes. Today, you will learn how to find how much time has passed between a start time and an end time). 6. The students will brainstorm ideas in our daily life that we need to know elapsed time (schedules, movies, car rides, etc.). 7. The teacher will explain that elapsed time is the total amount of time that passes from the beginning time to the ending time. 8. The boy and girl of the day will pass out the clock faces (1 to each student) and complete 4 practice times and simple elapsed times (ex. It is now 10:45 in 45 minutes we will go to special so what time will it be?). 9. The teacher will pose a word problem for practice (Denise went to see a movie. The movie started at 1:00 p.m. It ended at 2:35 p.m. How long did the movie last?). The teacher will post the two times on the board. The students can use the clock faces to count how much time elapsed. 10. The students will discuss the answer and what strategies they used. 11. The teacher will model finding the elapsed time for reinforcement (Show 1:00 on the big clock face: I will move the hour hand to show the hour passing. At what hour should I stop? 2 How many hours have passed? 1 Now, I will move the minute hand to show the minutes passing. How can you find how many minutes have passed? (count by 5s) At which minute should I stop? (35 minutes, or at the 7). So how long did the movie last (1 hour, 35 minutes). 12. The teacher will introduce the elapsed time number line to solve this problem. The students will long jump for every hour, jump smaller for a half hour, jump even smaller for 10 minutes, even smaller for 5 minutes, and hop for every minute). This will be modeled by the teacher.

13. The students will complete a chart to show strategies to use when solving elapsed time problems. The teacher will show this chart on the board to help solve elapsed time (on Powerpoint) and each student will get a copy of the chart. The chart can be used to solve the problems. Start Time +hours New time +minutes End Time (hours)

14. The students will get out their whiteboards and whiteboard markers and put the clock faces on the corner of their desk. 15. The students will watch the EnVision math video from lesson 17-4 (found in the view section of the lesson). 16. The students will use their whiteboards to complete the guided practice and they can use any strategy to solve the problem. The students will use any strategy to solve the elapsed time problems. 17. The teacher will project the Lesson 17-4 Guided practice page (in the view page and this will be completed all together) using whiteboards. The koosh ball will be used to call on students. The students will then complete the independent practice on their whiteboard (view page). 18. The students will complete the 17-4 workbook page for homework to check for understanding. 19. The students will then transition into the spelling and vocabulary. Assessment(s) The teacher will call on students to participate throughout the lesson and respond to questions to check for understanding. The teacher will pause the video to check for understanding and prompt students to answer the questions from the video. The students will each get a chart to follow along and whiteboards will be used so every student can participate in the guided practice. The independent practice will be used for self-assessment. Also, the students will take a summative unit test to check for understanding and accuracy, which will also be graded. Post Instructional Planning Reflective Action Plan The student teacher will reflect on the lesson using a reflective journal and discuss the implementation and effectiveness of the lesson with the cooperating teacher.

This lesson was adapted from page EnVision textbook unit 17, lesson 4.