Debbie Ferry
Macomb ISD
Mathematics Consultant / Carol Nowakowski
Retired
Mathematics Consultant
K-4 Project Coordinator / Marie Copeland
Warren Consolidated
Macomb MSTC
5-8 Project Coordinator
2004 Project Contributors
David Andrews
Chippewa Valley Schools / William Ashton
Fraser Public Schools / Lynn Bieszki
Chippewa Valley Schools
Sharon Chriss
Romeo Schools / Kimberly DeShon
Anchor Bay School District / Barbara Diliegghio
Retired, Math Consultant
Kimberly Dolan
Anchor Bay School District / Jodi Giraud
L’Anse Creuse Schools / Julie Hessell
Romeo Schools
Amy Holloway
Clintondale Schools / Barbara Lipinski
Anchor Bay School District / Linda Mayle
Romeo Schools
Therese Miekstyn
Chippewa Valley Schools / James Navetta
Chippewa Valley Schools / Gene Ogden
Anchor Bay School District
Rebecca Phillion
Richmond Comm. Schools / Charlene Pitrucelle
Anchor Bay School District / Shirley Starman
Van Dyke Public Schools
Ronald Studley
Anchor Bay School District
2005 and 2006 Session/Module Developers
Carol Nowakowski
Retired, Math Consultant / Deb Barnett
Lake Shore Public Schools / Luann Murray
Genesee ISD
Kathy Albrecht
Retired, Math Consultant / Jo-Anne Schimmelpfenneg
Retired, Math Consultant / Marie Copeland
Warren Consolidated
Terri Faitel
Trenton Public Schools / Debbie Ferry
Macomb ISD
Developers
Grade 2 Participant Packet-Session 4
Focus on: Time, Money, and Temperature
Name of Activity / Description of Activity / Materials/Handouts / Key Tips for Teacher /I. Warm-up: How long is a minute?
Big Time Bears by Stephen Krensky
Data: Collection of Clocks / · Students are asked to predict how many stars they can draw within 1 minute.
· Time them for 1 minute. Have them count and record their actual number of stars. Were they close? Far off? How did they organize the counting of their stars? 2’s, 5’s, 10’s…. Did they organize them in a way to make it easier or more efficient?
· What factors would cause a large difference in the number of stars drawn in the entire group?
· Read the story, Big Time Bears, making reference to the relationship between units of time that are cited in the book.
· Have students think about how many clocks are in their house.
· Each person is to count the number and various types of clocks; distinguishing between analog and digital.
· As a group – create a giant wall pictograph
(D.RE.02.01, D.RE.02.02, D.RE.02.03 ) Show how to use a scale where symbols equal more than one. Read and interpret pictographs with scales, using scale factors of 2 and 3. / · Timer
· Plain sheet of paper
· pictures of clock radio (digital), wall clock (analog), appliance clocks (digital), timer, and their watches (digital and analog)
· butcher paper
· markers
tape/sticky tack / · Strategies for counting relate to GLCEs for repeated addition, skip counting, and multiplication.
· Doing an activity for a minute gives new meaning to the phrase “Wait just a minute.”
· Pictures of clock radio (digital), wall clock (analog), appliance clocks (digital), timer, and their watches (digital and analog) Teacher can chose to either create a pictograph by having students tack on pictures to a large graph and/or use the pictures as the indicator and do a tally chart.
· Together create and discuss how the various types of time keepers are utilized. Discuss how digital is so much more abundant than analog clocks.
II. Read Game Time by Stuart Murphy / · Read the story, Game Time aloud. If possible have the students use individual clocks to demonstrate the time passage throughout the story.
· Ask students to recall and state the various units of time used throughout the book. Make a list of their responses.
· Refer to the fraction representation of the clock times.
· Have students create a clock by using the clock sheet from the Harcourt Website and paste onto a large plain white paper plate. Put it together.
· Have them create a paper-plate model using two different colors. Take one plate and find the center – make a dot. Cut one straight line from the outer edge of each plate to the center point. Slide the plates together at the cut.
· Discuss how to use these plates to reinforce the fractional parts of time. Show how they can be used with the paper clock just created. Then have students color their paper clock in sections of quarters or fourths, as shown in the book, Game Time.
· Read the story a second time, with students showing elapsed time with partner (using the clocks they created). / · Judy Clock demonstration time
· Student clocks
· Paper plates – 2 colors
· Run Clock sheet from Harcourt Website:
http://www.hbschool.com/teacher_resources/math/grade_01/g1_time.html
· Large plain white paper plates
· Brads / · Teachers should have students create a clock divided into quarters and shade in four different colors.
· Remember that ¼ should be referred to as one-fourth and one-quarter as well as ¾ expressed as three-fourths and three-quarters. Students need to hear these repeated to be able to begin to say them naturally.
· During the story ask students what time is it before and after the hour.
· Develop in your students a personal need to read clock times. Create situations where it is to the children’s disadvantage to be unable to read a clock. (i.e. recess time, time to stop a task, etc.) Place a student(s) in charge of telling the class when it is time for a special event.
· Additional resource: It’s About Time, Max by Kitty Richards
III. Making a Linear Clock / · Have students work in groups of 4 to create a linear clock. Explain that they will be making another kind of clock to learn more about minutes. Have them mark on the left fold write the word, “End.” Ask them to take their adding machine tape and fold in half, matching the ends. Make sure that they line up the starting and ending point to get equal parts. Demonstrate how they are to write the fraction ½ and the word “half” at the middle fold. This will help students understand half-past and ½ of an hour.
· Laying their linear clock flat, have students use the white rods, centimeter cubes, and ones from their base ten kits to discover long many units long their adding machine tape is. After finding out that the strip is 60 units long – ask them what meaning 60 has in reference to time. Relate 60 units long to 60 minutes is an hour. Elicit from them what the white rods mean in relationship to an hour? ½ hour?
· Use your base ten rods to show the equivalent representation of half past or ½ an hour as 3 ten rods – having students count by tens. Ask students if we could cut these rods in half (yellow rods), what number would we be counting by (5 minutes). This introduces the students to counting by 5’s for each number on the clock. Have them use the yellow rods to mark on their strip in increments of 5 to emphasize the concept of ½ past and placement of half equaling 30 minutes.
· Connect to the analog clock the discoveries made with the linear clock. Show 2:00 on your teacher demonstrator clock and ask students how far the minute hand has traveled to reach half past. Make the connection of comparing the 30 rods (minutes) to half past on the demonstration clock. Explain that half-past two can be renamed 30 minutes past 2 or two thirty – show the written symbol at this time (2:30). The colon can be read as “minutes after.” Discuss with students that the colon can be read from left to right and right to left. This introduces the different ways to say time – we want students to be able to interchange the same time in different ways. / · Large Teacher demonstration clock
· Adding machine tape
· Cuisenaire rods
· 60 cm length of adding machine tape (1 for each group)
· Meter sticks (optional)
· Article:
The Language of Time, from Teaching Children Mathematics, Dec. 1999, NCTM / · Review the rationale presented in the article The Language of Time, about the importance of giving children a concrete model of minutes that mimics a number line.
· Also relate to your students the connection of fractional models for half and half-past and one-fourth and three-fourths as they relate to time after and before the hour.
0 30
half
½
IV. Read – Pigs Will Be Pigs by Amy Axelrod / · Distribute a worksheet that shows the four characters of Pigs Will Be Pigs. Have students keep track of the amount of money that each Pig finds throughout the story. Before entering the Enchanted Enchilada – have them determine the amount of money the Pig Family has to spend. How much they spent at the restaurant? How much do they have left?
· Bonus question: Can you order other means that the Enchanted Enchilada for the total amount of their money?
· Have students work through the different price tag amounts on the Piggy Bank worksheets to determine which coins fit the given amount, paying attention to the dollar sign and decimal point. / · Pigs Will Be Pigs by Amy Axelrod
· Worksheets for Pigs Will Be Pigs (Participant pgs. 13, 14)
· Enchanted Enchilada Menu (Participant pgs. 15, 16)
· Piggy Bank worksheets (Participant pgs. 17 – 29) / · The Piggy Bank worksheets challenge students to consider alternate ways to create a given money amount. They must use problem solving skills to tackle the solutions (i.e. Guess and Check).
V. Smart by Shel Silverstein
/ · Read the poem, “Smart” to the students once around.
· Reread it again – having the students draw the coins and their amount after each trade. Provide plastic coins or have students bring in baggies of change. / · “Smart” by Shel Silverstein.
· Money manipulatives,
· Worksheets for “Smart” print from website:
http://www.busyteacherscafe.com/worksheets/smart.pdf / · Writing connection – questions they answer about the poem.
VI. Name Nonsense
/ · In this activity each letter of the alphabet is worth a designated amount (either a penny, nickel, or dime).
· Have students find the value of their entire name.
· Is their first name worth more than their last name?
· Who has a name worth the most? Least? / · Name Nonsense worksheet (Participant pg. 30) / · This activity provides an opportunity to support the following GLCEs:
N.ME.02.04 Counting by 5’s and 10’s starting from any number.
VII. Temperature / · Stations with hot, cold, warm, etc. Schedule lessons in temperature throughout the year and especially in the winter months when snow is on the ground. Use buckets of ice and snow.
· Difference between Fahrenheit and Celsius – how do you present this concept to your students? Do you make it meaningful to them in terms of real world examples?
· Discuss “wind chill factor” especially during periods of “indoor recess”. / · Thermometers(Fahrenheit/Celsius)
· Generic Celsius thermometers sheet (Participant pg. 31)
· Thermometer sheet for Celsius and Fahrenheit reference to “real world” examples. (Participant pg. 32) / · Morning announcements – say the temperature in both Celsius and Fahrenheit. Teachers can take that moment to show them both on the thermometer and reflect on the difference between the two.
· Show meaningful connections to various Celsius temps.
VIII. Technology connections / · Try to incorporate technology into math lessons. Differentiation includes allowing students the opportunity to experience the concepts of time and money using electronic labs (elabs). / · Laptops or computer lab
· Web address sheet (Participant pg. 33) / · List of websites for students to explore
Measurement
Conceptual Understanding/Instructional Sequence
Step 1 Comparison
Step 2 Use of Units
Step 3 Use of Instruments
Measurement 2nd Grade GLCE Connection
Time
Measurement 2nd Grade GLCE Connection
Money
Measurement 2nd Grade GLCE Connection
Temperature
M-GLAnCE 2nd Grade – Session 4 – Time, Money, and Temperature Participant Packet
Page 13
Pigs Will Be Pigs
Students should read the story and find out who found money, how much money, and where they found the money. (Do not let them read it on the last page!)
Who / How Much / WhereMr. Pig
Mrs. Pig
Mrs. Pig and Piglets
Piglets
They found $ ______
Pigs Will Be Pigs (cont.)
How much money did the Pigs spend at the restaurant? $_____
How much money do the Pigs have left? $______
Order other meals for the 4 Pigs from the Enchanted Enchilada menu. Remember how much money they have to spend!
Collect menus from local restaurants and have students order meals with a designated amount of money.
Websites for E-labs
2nd grade
Activity I: http://www.harcourtschool.com/jingles/jingles_all/1measure.html
Activity II:
http://www.harcourtschool.com/elab/act_3_24.html
http://www.harcourtschool.com/activity/elab2004/gr3/22.html
http://www.harcourtschool.com/activity/length_strength2_inches/
customary measurement
http://www.harcourtschool.com/elab/act_3_25.html
http://www.harcourtschool.com/activity/elab2004/gr3/23.html
http://www.harcourtschool.com/activity/length_strength2_centi/
metric measurement
http://mathforum.org/paths/measurement/inchbyinch.html
Inch by Inch – Math Forum Project
Activity III:
http://www.harcourtschool.com/teacher_resources/math/grade_03/g3a_measure.html
Activity IV:
http://www.harcourtschool.com/activity/show_me/e563.htm
Activity V:
http://www.harcourtschool.com/activity/tile_the_floor/
Time
http://www.amblesideprimary.com/ambleweb/mentalmaths/clock.html
http://www.apples4theteacher.com/java/telling-time/
http://www.teachingtreasures.com.au/maths/FlashcardClock/flashcard_clock.htm
Money
http://www.scugog-net.com/room108/money/money32.htm
http://www.playtolearn.com/coins.asp
http://sln.fi.edu/pieces/knox/online/whichcoin/whichcoin.html
http://www.busyteacherscafe.com/units/money.htm#online
http://www.usmint.gov/kids/index.cfm?fileContents=games
Length
http://www.apples4theteacher.com/measure.html
http://www.funbrain.com/measure/index.html
Measuring centimeters and inches
http://www.harcourtschool.com/activity/which_tool/
http://teams.lacoe.edu/documentation/classrooms/linda/algebra/activities/balance/balance.html (balance equations)
http://illuminations.nctm.org/
http://nlvm.usu.edu/en/nav/vlibrary.html