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Western Canadian
Teacher Guide Unit 3
Unit 1:
Sorting and Patterning
Unit 2:
Number Relationships
Unit 3:
Time, Temperature, and Money
Unit 4:
Addition and Subtraction to 12
Unit 5:
Data Management and Probability
Unit 6:
3-D and 2-D Geometry
Unit 7:
Number Patterns
Unit 8:
Linear Measurement and Area
Unit 9:
2-D Geometry and Applications
Unit 10: Place Value and Number Applications Unit 11: Mass and Capacity
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UNIT
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Time is measured in the same way that other attributes are measured. A unit of time is selected and used to 'fill' the time to be measured. Time can be thought of as the duration of an event from its beginning to its end. ... Telling time has little to do conceptually with the measurement of time. The skills of clock reading are related to the skills of reading any meter that uses pointers and a numbered scale.
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Time, Temperature, and Money Mathematics Background What Are the Big Ideas? Time ■
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Time can be understood in terms of events (moments in time) and the duration of events. Children need to identify key events and times of day (e.g., birthdays, library day, lunchtime, recess) and need opportunities to order these events (within a day, over a week). To measure the duration of an event, children of this age should use non-standard measures to compare short, familiar events to longer ones. Over time, children develop “temporal referents”—an intuitive sense of the length of time taken by a short event (e.g., a song, a commercial, recess). Children are also taught how to read, tell, and write time to the hour. Reading, telling, and writing time to the half-hour is explored in Unit 9: 2-D Geometry and Applications.
Temperature ■
—John A. Van de Walle, Elementary and Middle School Mathematics, pages 300–301
Initial understandings of temperature are acquired using comparisons rather than standard units. Children should use informal methods and language to describe objects and events (colder, warmer, much warmer).
Money ■
Children are very motivated to work with money—it is a true manipulative. The development of money concepts depends on a child’s ability to recognize and name coins (to $2) and then match those coins to a value (1 cent, 5 cents, 10 cents). Over time, children will learn to trade coins (e.g., 5 pennies can be traded for one nickel) and develop understandings of equivalency (one dime is the same as 2 nickels). Exploring coins is a meaningful way to develop “counting on” strategies and sets the stage for skip counting (by 5’s, by 10’s, by 25’s, and in combinations).
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FOCUS STRAND
Across the Strands
Shape and Space (Measurement)
This unit introduces a number of concepts that are fundamental to later units on measurement. For example, measuring involves comparing—we can repeat a chosen unit to “fill” the time we want to measure. In addition, when children work with concepts of time, temperature, and money they practise and reinforce early number concepts related to counting and to the anchors of five and ten. Patterning is also important, as children sequence events and consider arrangements of coins. Early work with the hours on a clock is related to concepts of symmetry and proportion, which children will encounter later in the year.
SUPPORTING STRANDS
Patterns and Relations (Patterns) Number (Number Concepts)
Curriculum across the Grades Kindergarten
Grade 1
Grade 2
Children measure and compare the temperatures of objects and demonstrate awareness of the passage of time.
Children tell and write time to the hour (halfhour Unit 9) on an analog clock.
Children tell and write time to the quarter-hour on both digital and analog clocks.
Children name coins up to two dollars and represent money amounts up to 10 cents.
Children count and record money amounts to one dollar using the cent symbol.
Children identify the values of some coins.
Unit 3: Time, Temperature, and Money
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Curriculum Overview Cluster 1: Time, Temperature General Outcome
Specific Outcomes
• Estimate, measure and compare, using whole numbers and nonstandard units of measure.
• Estimate and measure the passage of time related to nonstandard units. • Sequence events within one day and over several days. • Compare the duration of events. • Describe the time of day. • Name, in order, the days of the week and the seasons of the year. • Describe and compare temperatures, using the senses.
Launch
Lesson 1: Ordering Events Lesson 2: Our Week Lesson 3: Estimate and Compare Time Lesson 4: Time to the Hour
Cluster 2: Money General Outcome
Specific Outcomes
• Estimate, measure and compare, using whole numbers and nonstandard units of measure.
• Recognize and name coins: pennies, nickels, dimes, quarter, one dollar. • State the value, in cents, of pennies, nickels and dimes. • Create equivalent sets of coins up to 10 cents in value.
Lesson 5: Name and Sort Coins Lesson 6: Making Money Amounts Lesson 7: Strategies Tool Kit
Lesson 8: Show What You Know
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Activity Bank • Role Play • Sorting Challenge
• Seasons Booklet
Activity Bank • Sand Timers • About How Long?
• Ready, Set, Action!
Activity Bank • What Time Is It? • Human Clock
• Class Big Book
Activity Bank • Trade for Five! • Cent Sale
• Money Bingo • Take a Trip
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Planning for Instruction Lesson Launch, page 11 Demonstrate prior knowledge of time
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Suggested Unit Time: 2 weeks
Lesson Materials
Activity Bank
20–30 min
Curriculum Cluster 1: Concrete and Picture Graphs Suggested Time: 4 to 5 days Lesson 1: Ordering Events, 60–90 min large sheets of papers Role Play page 12 Identify and order sequence of Sorting Challenge events
Lesson 2: Our Week, page 16 Identify ordinals and days of the week
45–60 min
Lesson 3: Estimate and Compare Time, page 18 Estimate and compare lengths of time
60–90 min
Lesson 4: Time to the Hour, page 23 Read, write, and tell time to the hour
Curriculum Cluster 2: Money Lesson 5: Name and Sort Coins, page 28 Name, sort, and count coins Lesson 6: Making Money Amounts, page 30 Make money amounts up to 10 cents
Lesson 7: Strategies Tool Kit, page 34 Solve a problem by “acting it out”
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60–90 min
Seasons Booklet
Sand Timers
About How Long?
Ready, Set, Action!
What Time Is It?
Human Clock
Class Big Book
Trade for Five!
Cent Sale
Money Bingo
Take a Trip
large calendar for display, hand-drawn weekly class calendar on overhead or chart paper
demonstration clock (analog), paper plates (pie plates), paper fasteners, glue sticks, clockface stamp
Suggested Time: 3 to 4 days 45–60 min real coins (penny, nickel, dime, quarter, dollar, two dollars) 60–90 min
45–60 min
Unit 3: Time, Temperature, and Money
real coins or play money (pennies, nickels, dimes)
10 pennies for each child
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Activity Bank Materials
Program Resources Big Math Book, page 13: A Snowy Day Student page 43: Time, Temperature, and Money Student page 44: Dear Family Student page 45: Summer Days
20–100 min
— magazines, newspapers
Big Math Book, page 14: Going Fishing Student page 46: Buddy Gets a Bath Student page 47: I Can Show the Seasons! LM 3: Buddy Gets a Bath LM 4: Seasons
pieces of paper, markers, crayons Student page 48: What Is the Order? Student page 49: Days of the Week
20–100 min
two 1-L pop bottles, sand, pieces of light cardboard, hole punch, tape, funnel
Big Math Book, page 15: Which Takes Longer? Student page 50: Which Takes Longer? LM 5: Ready, Set, Action!
stopwatch or timer (analog), optional: bell — 20–100 min
hand-made clocks, demonstration clock large numeral cards 1 to 12
Big Math Book, page 16: The Clock Shop Student page 51: Show the Time Student page 52: On the Hour LM 6: Large Clock Face
large sheets of paper
Big Math Book, page 17: Coins of Canada Student page 53: Sort Coins LM 7: Coins 20–100 min
cubes (labelled 0 to 5), 2 containers, real coins (pennies, nickels)
paper, markers, coins (real or play), chart paper
game markers, coins (real or play)
coins (real or play)
Big Math Book, page 18: What Will I Buy? Student page 54: Make 10 Cents Student page 55: Dimes, Nickels, Pennies Student page 56: At the Store LM 7: Coins LM 8: Bingo Card
Student page 57: What Is in My Sandwich? Student page 58: What Is on My Pizza? LM 9: What Is in My Sandwich? LM 10: What Is on My Pizza?
LM – Line Master
(continued)
Unit 3: Time, Temperature, and Money
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Planning for Instruction Lesson
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Lesson Materials
Unit Assessment Suggested Time: 1 to 2 days Lesson 8: Show What You 45–120 min coins (real or play), scissors, Know, page 36 glue Demonstrate what has been learned
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Activity Bank
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Time
Activity Bank Materials
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Program Resources Big Math Book, pages 13 to 18 Student page 59: The Garage Sale Student page 60: For Sale Student page 61: What Will Lu Buy? Student page 62: My Journal LM 7: Coins LM 11: The Garage Sale
LM – Line Master
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Planning for Assessment
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Purpose
Assessment Process
Recording and Reporting
Diagnostic Launch Diagnostic Assessment
Watch and listen during Launch
AM 1: Diagnostic Checklist
Conference and scaffold for selected children (mid-unit)
AM 2: Diagnostic Conference for Selected Children
Formative End of Lesson Assessment for Learning • What to Look For • What to Do
Watch and listen during lessons; scaffold as needed
AM 3.1 and AM 3.2: Ongoing Observations Checklist
Question; conduct informal conferences and interviews; provide feedback; scaffold as needed (see GAM 11: Conference Prompts)
GAM 2: Inquiry Process Rubric or GAM 3: Inquiry Process Checklist GAM 9 and GAM 10: Observation Records 1 and 2
Review Student pages and other practice work; provide feedback; scaffold as needed; select key pieces
GAM 12: Work Sample Record or GAM 13: Collaborative Work Sample Record
Prompt self-assessment
GAM 1: I Am a Problem Solver
Conduct performance assessment (Lesson 8)
AM 4: Performance Task Rubric
Prompt children’s self-assessment
GAM 4: What I Learned or GAM 5: Looking Ahead
Review assessment records
AM 5: Time, Temperature, and Money Rubric AM 6: Unit Summary
Add unit results to ongoing records
GAM 14: Summary Class Record: Strands, GAM 15: Summary Class Record: Achievement Categories, or GAM 16: Summary Record: Individual
Observe and record throughout unit
GAM 6: Attitudes and Dispositions: Observation Record or GAM 7: Attitudes and Dispositions Checklist GAM 8: Working Together
Summative Show What You Know Evaluating Student Learning: Preparing to Report, p. 38
Learning Skills
AM – Assessment Master GAM – Generic Assessment Master
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Mathematics Centres
String Along Your Day
Clock Challenge
(appropriate for use after Lesson 1)
(appropriate for use after Lesson 4)
Materials: recipe-sized cards, clothes pegs, string
Children can use a draw-and-stamp computer program to construct a clock face. Using the circle tool, have children drag and draw a round face for their clock. Next, they select the letter stamp tool from the toolbar and click the blue downwards arrow to find the number stamps. Ask children to start at the number 1 and stamp the numbers around the clock face. Have them use the line tool to draw the hands. The clock faces can be decorated, printed, and then displayed in class.
On each card, have children draw one picture from each part of their day. They can include parts of the day when they are at home, at school, or in the community. Use clothes pegs to hang the cards on a string to show the order in which they occur.
Visual; Logical
Spin to Make 10 Cents! Intrapersonal; Visual
(appropriate for use after Lesson 6) Resources and Materials: LM 7; light cardboard, 4 pennies, nickel, paper fastener, coins (real or play)
Clocks, Clocks, Clocks (appropriate for use after Lesson 1) Materials: collection of analog watches and clocks Provide a number of different analog watches and clocks that children can experiment with. Ask children to compare the different types and sort them into groups. As they learn to tell time to the hour, they can practise moving the hands, discovering what happens as the minute hand is moved forwards and backwards.
Kinesthetic; Visual
Create a spinner board by cutting a circle out of light cardboard. Provide a collection of real or paper coins. Have children spin the spinner and, wherever it stops, the child takes that amount of coins. Have children challenge each other to see: ■
Who will have the fewest coins in 3 spins?
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Who will reach 10 cents first?
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Who will be the first to reach exactly 8 cents?
Kinesthetic; Logical
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UNIT
FOCUS
3
Demonstrate prior knowledge of time PROGRAM RESOURCES
Big Math Book, page 13: A Snowy Day Student page 43: Time, Temperature, and Money Student page 44: Dear Family Student page 45: Summer Days
DIAGNOSTIC ASSESSMENT Children who seem to have difficulty with ordering events may benefit from more structured activities. Use cards showing three daily events that are to be put in order. Begin by naming the first event and ask children to order the remaining two. During these activities, mediate by modelling and reinforcing language and concepts. To guide your observations, use Assessment Master 1: Diagnostic Checklist.
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Launch
Tell children that they are going to learn about measuring time. Brainstorm what they already know by asking: ■ Tell me what you know about time? (how long something takes) ■ What are some things you’ve had to wait a long time for? (e.g., waiting for a special day, my baby brother) ■ What are some things that take a very short amount of time? (e.g., blinking, turning your head) ■ What is your favourite time of the year? (e.g., summer) ■ What is your favourite time of the day? (e.g., morning, recess) Display Big Math Book, page 13 or Student page 43. Ask: ■ When is this happening? (winter, day) How is it like or different from where we live? (e.g., colder, same, it’s not winter here) ■ How do you know when this takes place? (snow on ground, clothing) ■ What is different between the indoors and outdoors? How is that like inside or outside here today? ■ What do you think these people did before the activities in this picture? What do you think they will do after or next? ■ Which of the activities in this picture do you do in winter? What else do you like to do in winter? ■ How would the picture be different if it were summer? What would you see? What might people be doing? Have children talk about the activities they like to do outside with their families in the summer. Have them draw a picture of one of the activities on Student page 45. Scribe for those who require assistance. Bring children Take a series of TRY together to share their pictures THIS photographs during a specific activity, on a in small groups or in pairs. particular day, or over the Begin a collaborative journal course of a week. Work with called “About Time.” children to order and label the photographs. Keep a set that children can use for extra practice, or for use in guided conferences with individuals or small groups.
HOME CONNECTION Send home Student pages 43 and 44 to introduce family members to the Learning Goals for the unit. Unit 3: Time, Temperature, and Money
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LESSON
1
CURRICULUM FOCUS
Identify and order sequence of events SS9, SS11— SS13 MATH WORD WALL
morning afternoon day night spring
summer fall winter before after
MATERIALS
large sheets of paper PROGRAM RESOURCES
Big Math Book, page 14: Going Fishing Student page 46: Buddy Gets a Bath Student page 47: I Can Show the Seasons! LM 3: Buddy Gets a Bath
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Ordering Events
BEFORE
Get Started
Tell children they are going to practise putting events in order. Ask: ■ When is it important to get things in the right order? (e.g., telling a story, following a recipe, building something) ■ Why? (e.g., story won’t make sense, recipe won’t work) Display Big Math Book, page 14 and ask: ■ What do you notice about these pictures? (e.g., season, temperature, outside, time of day) ■ How do you know it’s summer? (e.g., hot, sun, TEACHING TIP clothing) Sequencing is an important skill ■ Which season comes before that allows us to predict the next summer? After summer? Establish that the pictures show different parts of the day. Have children suggest how these pictures can be placed in order. Invite children to talk about parts of their own day. Ask: ■ What are your favourite parts of the day? What parts are most important? Why? ■ What is your favourite season: fall, winter, spring, or summer? Why? DURING
element in a pattern, the next number in a counting series, or the next event in a story. It also helps us know the steps to follow when solving any problem, whether in the classroom or the playground. Developing the language of sequencing (before, next, after) is an important strategy for children because it helps guide them in their thinking.
Explore
Discuss what the children might be doing during the morning, afternoon, and night. Provide children with large sheets of paper. Problem Prompt How can you show three important parts of your day and put them in the order in which they happened? Encourage children to think about different ways to represent their day (e.g., drawing or colouring an activity in each section and printing a label underneath; putting numerals 1, 2, 3 and drawing or writing about each part).
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Show and Share After children have completed their drawings, have them display and talk about how they ordered parts of their day. Reinforce and rephrase children’s explanations to extend the language they use to identify time and order. AFTER
Connect and Reflect
Bring the class together to discuss how the children knew their pictures were in order. Add their ideas to the “About Time” journal. As children offer ideas, mediate by rephrasing (I think you are saying that ...), questioning, and modelling, using appropriate measurement terms.
Practice Reinforcement Provide copies of LM 3. Have children cut out the pictures, place them in order, and paste onto Student page 46. Student page 47 provides practice identifying and drawing pictures of seasonal changes. Have children complete the page and then describe their pictures for each season. Extra Support: Concepts Children can practise and apply their sequencing skills at the Mathematics Centre (String Along Your Day, page 9). Extension Ask those children who have a firm grasp of ordered events to predict what would happen if the order was mixed or reversed (e.g., “What if we came to school after supper? What if we ate the popcorn before we popped it?”). Have children draw or write about their predictions.
Assessment for Learning What to Look For
What to Do
Evidence that children
Children who have trouble sequencing events may not know the names for times of the day (morning, afternoon, night), yesterday, tomorrow, or may be unable to establish sequence. Practice through a variety of modalities (kinesthetic, verbal, rhythmic, musical) will help internalize the order of events. Examples include
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can sequence daily events
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use appropriate language to identify order
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are able to associate activities and temperatures with seasons
To guide observations and facilitate reporting, use Assessment Master 3.1: Ongoing Observations Checklist.
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songs
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games that require movement or dramatization
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following a simple recipe, such as making popcorn and drawing the steps
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FROM THE LIBRARY
LITERACY LINKS
Eric Carle, Today Is Monday (Paper Star, 1997)
Resources: a collection of books about the passage of time
Maryann Cocca-Leffler, Wednesday Is Spaghetti Day (Andrews McMeel Publishing, 1999) Libba Moore Gray, My Mama Had a Dancing Heart (Orchard Paperbacks, 1999) Annie Owen, From Snowflakes to Sandcastles: A Child’s Year in Word and Pictures (Scholastic, 2002) Maurice Sendak, Chicken Soup with Rice: A Book of Months (HarperCollins, 1991)
With the help of the children, gather books involving the passage of time (e.g., days of the week, months, seasons). Display books for children to review and read. Whenever possible, read a book to them and talk about the language that relates to time. At some point, have children make a time booklet related to one of the stories. For example, with My Mama Had a Dancing Heart, talk about things that children do with their mothers, other family members, or friends throughout the year. Invite them to make a picture booklet illustrating one special activity for each season.
NUMBERS EVERY DAY Choose a number such as 11. Ask children to identify the number that comes before and after. Repeat using other numbers less than 20.
CROSS-CURRICULAR CONNECTIONS Art Materials: large circle of paper, magazines, flyers, newspapers
Have children create a mural of Seasonal Games. Provide them with a large circle of paper that has been marked off into quarters. Place the name of a season along the edge of each part of the circle. Using magazines, flyers, and newspapers, have children cut out pictures of toys and sports equipment that they play with during that season.
Social Studies Materials: chart paper, magazines, newspapers
Divide chart paper into four columns and write column headings: “Winter,” “Spring,” “Summer,” “Fall.” Have children cut out pictures from magazines and newspapers that represent clothing, activities, foods, and equipment used in each of the four seasons and have them glue the pictures under the appropriate columns.
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Activity Bank Role Play ■
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With a partner, mime an activity for the children (e.g., waking up). Ask the class to identify the event and the time of day, and to explain their choice. Have children work in pairs or small groups to choose an activity and present a short role play or mime. The class has to guess the activity or event and the time of day that the pair is showing. This activity can be repeated during sharing time, with one pair or group presenting every day.
Kinesthetic; Social Small Group/Partners
Seasons Booklet Resources and Materials: LM 4; pieces of paper, markers, crayons Discuss the different changes that occur from season to season (e.g., temperature). Record these in a chart. ■
Have children discuss different activities they like to do in each season and add these to the chart.
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Provide copies of LM 4 and have children draw pictures depicting the changes in the seasons. Have children refer to the chart or scribe for those who require assistance as they complete the sentence starters.
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When the children have completed their pages, ask them to share them with the class. Add any further suggestions to the chart.
Sorting Challenge Materials: magazines, newspapers ■
Ask children to draw or collect magazine pictures that show different daytime and nighttime activities.
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Have children form small groups, and divide the pictures among them. Ask each group to sort the pictures into day and night activities. Groups can leave their sorted pictures on their tables or mats.
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Have the class try to guess the sorting rule of the groups. Ask: “What are some other ways we can sort by time?” (e.g., morning, afternoon, night, weekday, weekend)
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Verbal; Visual Whole Class; Independent
Invite the groups to re-sort the pictures, using their own sorting rules.
Visual; Social Small Group
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LESSON
2
CURRICULUM FOCUS
Identify ordinals and days of the week SS12 MATH WORD WALL
Monday Tuesday Wednesday Thursday Friday Saturday Sunday first to tenth MATERIALS
large calendar for display, hand-drawn weekly class calendar on overhead or chart paper PROGRAM RESOURCES
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Our Week
BEFORE
Get Started
Line up ten children and identify the beginning and end of the line. Using ordinals, ask the class: ■ What colour hair does the first child have? ■ What is the name of the third child? ■ What did you notice about the words I Use the TRY used? (indicate order) monthly THIS ■ Where else do we use these number class words (ordinals)? (e.g., putting things in calendar to order, giving instructions, calendar) indicate events that are relevant to your class.
Display a calendar for the current month and ask: ■ What do you see on a calendar? (days of week, numerals, month) ■ How does a calendar help us? (shows date) ■ What day is the first of the month? The fourth? ■ On which date does the third/second week begin? Name and point to the days of the week, and have the children chant the days of the week in order. DURING
Explore
Student page 48: What Is the Order? Student page 49: Days of the Week
On the overhead projector or on chart paper, display a large weekly class calendar from Monday to Friday. Discuss and record events that take place on each day of the week. Ask: ■ What is your favourite day? Why? ■ How many days will pass before it is your favourite day? Show and Share Review the events on the calendar. Encourage children to think of events outside of school that happen on various days (e.g., hockey practice, visiting the library). 16
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AFTER
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Connect and Reflect
Ask: ■ Does our calendar show the whole week? What days are missing? (Saturday, Sunday) ■ Why were these days not included in our class calendar? (no school) Add Saturday and Sunday to the weekly class calendar. Discuss the different activities that children look forward to on the weekends.
Practice Reinforcement Read directions with the children and have children complete Student page 48. For Student page 49, have children identify a favourite day of the week and answer questions about the days that come before and after. Extra Support: ESL Children who need further experience with days of the week will benefit from repeated calendar activities using a classroom calendar and by saying the days of the week in order. Extension In pairs, have children play a game using a calendar. They can take turns providing clues (e.g., What day of the week is two days before Monday? One day after Friday?).
Assessment for Learning What to Look For
What to Do
Evidence that children
Children who do not know the names of the week can benefit from practice using a variety of modalities (kinesthetic, verbal, rhythmic, musical) that will help to internalize the order. For example:
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name and order the days of the week
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recognize and use ordinal numbers to 10 correctly
To guide observations and facilitate reporting, use Assessment Master 3.1: Ongoing Observations Checklist.
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chants (MONday, TUESday, WEDNESday…, or FIRST, SECOND …)
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songs
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games that require movement or dramatization
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LESSON
3
CURRICULUM FOCUS
Estimate and compare lengths of time SS8, SS10 MATH WORD WALL
long longer longest PROGRAM RESOURCES
Big Math Book, page 15: Which Takes Longer? Student page 50: Which Takes Longer?
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Estimate and Compare Time
BEFORE
Get Started
Tell children they are going to estimate the length of time certain tasks take. Ask: ■ What takes a very long time? Is there anything else that takes even longer? ■ What takes a very short time? Display Big Math Book, page 15. Point to a pair of pictures and ask: ■ Which event takes longer? How do you know? ■ How can we check? (e.g., one child could button a sweater while another zippers up a jacket)
TRY THIS
Using a cardboard box to create a time capsule, ask children to write or draw about their favourite time of the day. Have them record the day, the date, the season, and the closest hour of their drawings. Collect any special artifacts that reflect the time of the year (e.g., fall leaves, chestnuts). Place the collection in the “Time Capsule” and seal it with masking tape. Open the capsules with children at a different time of the year.
Conduct experiments similar to those on Big Math Book, page 15, and discuss the results. Explain that children have been measuring time by comparing how long one event takes compared with another. Tell the children that they are going to investigate how long events take compared with singing the ABC song. First, sing the song together, then have children predict events that take about the same amount of time, or a longer or shorter time, as the ABC song (e.g., sneezing, brushing teeth, walking to school). As each suggestion is made, have a few children act out the suggestion while a small group quietly sings the ABC song. Record their ideas in a chart for future reference.
TEACHING TIP Action songs and chants can help to reinforce children’s concepts of time. Repetition and actions can help support ESL learners.
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Shorter than ABC Song Same as ABC Song Longer than ABC Song sneeze
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brushing teeth
walking to school
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DURING
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Explore
Explain to children they are to work in groups of 3 doing time experiments. Experiment 1 Problem Prompt Which takes longer, singing the ABC song or singing one verse of “London Bridge?”
TEACHING TIP Provide frequent opportunities for children to hear each other’s thinking in pairs or small group discussions and demonstrations. When a child is having difficulty with a concept or task, invite other children to show how they approached it. This can be particularly helpful for ESL children who depend on their peers for much of their incidental language learning.
Have children make predictions. In each group, one child is the starter and recorder, one sings the ABC song, and one sings one verse of “London Bridge.” When the starter says, “Ready, Set, Go!” the singers begin. The starter/recorder watches to see which one finishes first. Ask: ■ Who found the ABC song took longer? ■ How many found “London Bridge” took longer? (If some groups have different results, ask: “Why do you think that happened?”) Experiment 2 Problem Prompt About how many times can you print your first name while someone sings the ABC song? Have children make estimates. Ask them to take turns in their groups acting as starter/recorder while one child sings and the other prints his or her name. Show and Share Ask children to share their findings. Record the results, showing the number of children able to write their names once, twice, and so on. Encourage children to consider reasons for the different answers. Ask: ■ What if you have a faster or slower singer (or printer)? ■ What if you have a longer or shorter name? ■ Why can some children print their first names more times than others? ■ Who printed his or her name the most?
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AFTER
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Connect and Reflect
Bring the class together to discuss how they compared events to determine which one takes longer. Ask: ■ What is the most important idea about time that we learned in this lesson? (e.g., estimating isn’t exact, discovering how long things take, getting different answers) ■ What is important to remember when we want to compare time? (e.g., start together, have a common baseline, have a recorder) Add children’s suggestions to the “About Time” classroom journal.
Practice Reinforcement Read directions with the children and have them complete Student page 50, identifying the events that take longer. Extra Support: Problem Solving Have children choose pictures from String Along Your Day (see Mathematics Centres, page 9) and look for one that takes the longest. Extension Encourage children to conduct additional experiments (e.g., How many Snap Cubes can you put together while your partner sings the ABC song? Is the result more or less than the number you can snap together while your partner prints his or her first name five times? How many ABC songs does it take to march around the room twice?).
Assessment for Learning What to Look For
What to Do
Evidence that children
Support children’s development of words and expressions that express their understanding of time by
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can compare the duration of events
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estimate passage of time
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use appropriate language to talk about time (from/to, longer/shorter, faster/slower)
To guide observations and facilitate reporting, use Assessment Master 3.1: Ongoing Observations Checklist. To gather information about children who are having difficulty, use Assessment Master 2: Diagnostic Conference for Selected Children.
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modelling, repeating, and rephrasing their comments and answers (e.g., Jeeti said that it took longer to print her name than to print “Li.” Li is shorter so it was faster to print.)
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using a book from literacy activities to conduct “time word hunts”
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providing time words on cards for classroom games
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including time words on the Math Word Wall
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drawing attention to time words in songs and chants
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FROM THE LIBRARY
Angela McAllister, The Tortoise and the Hare: An Aesop’s Fable (Frances Lincoln, 2002) Helen Ward, The Hare and the Tortoise (Millbrook Press, 2001)
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LITERACY LINKS Resources and Materials: a version of The Hare and the Tortoise; box, one-minute sand timer
The fable of the tortoise and the hare is the story about a race against time. Choose one of the suggested versions of this classic tale. Read the story and have the children listen for language that tells about the time it will take to run the race. Ask them to retell the story using the pictures to recall what happened first, second, and so on. Have the children give reasons why taking a nap during the race was not a good idea. Create a chart with two columns. Put the name of one of the animals at the top of each column and underneath list all references that the character in the story made to time.
NUMBERS EVERY DAY Use the class calendar. Ask children to tell which day is “one more than Tuesday”; “one less than Friday”; “two more than Monday”; “two less than Wednesday.”
CROSS-CURRICULAR CONNECTION Science Materials: pan of water, variety of lids with holes punched in them ■
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Give children a pan of water and five lids, all different sizes, each with a hole in the middle. Ask them to predict which lid will sink first and which one will take the longest to sink. Discuss the rate of time it takes the lids to sink, giving reasons why one lid would take longer than another. Perform the experiment and record the results. Have children change the rate of sinking by adding a small object, such as a paper clip, to one of the lids. They can continue to change the rates by adding paper clips to see if they can manage to get all of the lids to sink within the same period of time.
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Activity Bank
Sand Timers Materials: two 1-L pop bottles, sand, pieces of light cardboard, hole punch, tape, funnel Model how to create sand timers. Give each pair of children two 1-L bottles, sand, a small piece of light cardboard with a small hole punched in the centre, and a funnel. Have children partially fill one of the bottles with sand using the funnel. They then tape the card, centring it over the spout. The empty bottle is placed spout down on the card and taped to the other bottle. Children conduct experiments using their sand timers to measure the duration of different events. Ask: ■
Whose sand timer takes longest to empty?
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Whose takes the least time?
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What makes the difference?
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About how many times can you sing the ABC song before the sand timer empties?
Visual; Social Partners
About How Long? Materials: stopwatch or timer (analog), optional: bell Tell children they are going to develop a “feeling” for a short length of time. Have them sit with their eyes closed and ask them to listen carefully. Time several 10-second intervals. After each interval, say “Time” or ring a bell. After you have practised this several times, ask children to concentrate, and hold up a thumb when they think you are going to say “Time.” Variation: Have children develop a feeling for a minute by closing their eyes for one full minute. Play this duration game several times over several days. Notice how well children are able to internalize the interval you have chosen. After children have played many times, ask: ■
How did you know when to put up your thumb?
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How did you keep track in your head?
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Was it easier or harder the second time we played? Why?
Auditory; Intrapersonal Whole Class
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Ready, Set, Action! Resources: LM 5 Have groups of three children conduct time experiments involving actions such as stepping in place, jumping on two feet, and clapping. Assign a role to each child in the group. The timer sings a song, such as “Row, Row, Row Your Boat.” The actor tries to complete as many actions as possible within the time allotted. The starter/recorder ensures that the timer and actor both start at the same time and also records the number of completed actions. Provide copies of LM 5 for children to record their results. Ensure that children have several opportunities to complete their experiments and record the results, so that they can compare whether they are able to perform more actions as they conduct more experiments. Note: Remind children that they are competing against themselves. Provide opportunities for each child to be the actor, but discourage comparisons between children. Emphasize that the most important comparisons are those with ourselves.
Kinesthetic; Musical Small Group
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LESSON
4
Read, write, and tell time to the hour SS10, SS11 MATH WORD WALL
clock o’clock
hour
Time to the Hour
BEFORE
CURRICULUM FOCUS
hand
MATERIALS
demonstration clock (analog), paper plates (pie plates), paper fasteners, glue sticks, clock-face stamp PROGRAM RESOURCES
Big Math Book, page 16: The Clock Shop Student page 51: Show the Time Student page 52: On the Hour LM 6: Large Clock Face
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Tell children they are going to practise telling time. Ask: ■ What are some things that help tell time? (e.g., clocks, watches, timers) ■ What are some of the words you use to tell time? (hour, minute, second) ■ What do you know about telling time? (At this point accept children’s knowledge without trying to correct misconceptions or add to their understanding.) Have the children look at the illustration on Big Math Book, page 16. Read this familiar rhyme with children. Invite them to describe what they see that relates to the rhyme (mouse, clock says one o’clock). Ask: ■ How are all the clocks the same? (they tell time, have faces, long hands, short hands, numerals) ■ How are they different? (different shapes, sizes, times) ■ What do you notice about the long hands? (all point to 12) What is their name? (minute hand) ■ What do you notice about the short hands? (all point to different numerals) What is their name? (hour hand) ■ What else do they see relating to time? (dress has “hands” and numbers on it) Display a demonstration analog clock. Ask children to talk about what they see and how it works. Represent a time to the hour by moving the hands clockwise, and ask: “What do you notice about the hands? What time does this show? How do you know?” Point to the minute hand and confirm that, when it is pointing to 12, the time will be read as “___ o’clock.” Invite children to help you to read the time aloud and record the time as “___ o’clock” on the board. Repeat for other times to the hour. DURING
TEACHING TIP You may wish to use a onehanded clock to practise reading time to the hour. Set the hour hand to various locations on the clock and have children suggest how to read it.
Explore
Provide each child with a copy of LM 6, a paper plate, and a paper fastener. Have each child cut out the clock face and paste it onto the back of the plate. Children can then cut out the hour and minute hands, inserting a paper fastener through both ends. Once the hands are in place, have children insert the paper fastener through the centre of the clock face. Problem Prompt How can you set your clock to my time? Unit 3: Time, Temperature, and Money
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Ask children to set their clocks to different times. Connect these times to different events. For example, “Let’s set our clocks to show 8 o’clock. What are you usually doing at 8 o’clock in the morning? At night? Now set your clock to 12 o’clock. What are you usually doing at 12 o’clock?”
TRY THIS
Collect plastic pop or juice bottles. Ask children to write a positive message to the class and record the day and time (to the nearest hour). Have children place their messages in the plastic bottles. Tell them they may open them at the end of this unit.
After each oral instruction, set a demonstration clock to the same hour and have children check the clock to see if they are correct. Challenge them to set their clocks according to written notation. “Now I’m going to record a time, but not say it out loud. Your job is to read the written time and then set your clock to show that time.” Show and Share Have the children explain how they decided where to place the hands on their clocks. AFTER
Connect and Reflect
Bring the class together. Use a demonstration clock to consolidate understanding. For example, have children describe their activities for each time and demonstrate how to record the times. Ask: ■ Where will the minute hand be pointing at nine o’clock? Where will the hour hand be pointing? ■ Where will the minute and hour hand be pointing at 12 o’clock? Discuss with the children why it is important to tell time. Ask: “How would you teach a kindergarten buddy to tell time to the hour?”
Practice Reinforcement Read the directions on Student page 51 with the children. Explain that they are to read the time, draw the hour hand on the clock, and draw a picture to show what they are usually doing at that time of day. Read the directions and have children read, record, and represent times on Student page 52. Have a demonstration clock available for them to use. Extra Support: Concepts Children can practise and apply their skills of reading and recording time to the hour at the Mathematics Centres (see Clocks, Clocks, Clocks and Clock Challenge, page 9).
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Extension Have children make time riddle books showing the hours and events in a day. Instruct children to fold a piece of paper in half. On the top half, they can use a clock-face stamp to represent a time to the hour. On the bottom half, ask children to record the time as ___ o’clock and represent an event. The “answers” are hidden: fold the paper (bottom half is folded behind the top half) or cover the answer with a self-stick note. The time riddle books can be placed at a centre. Classmates can read the time and then check their answers by lifting the flaps.
Assessment for Learning What to Look For
What to Do
Evidence that children
If some children appear to have difficulty reading and representing time, provide repeated opportunities for them to work with numeral cards, ensuring they are able to recognize the numerals, especially 10 to 12.
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use appropriate language to talk about telling time (o’clock, hour)
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read and demonstrate time to the hour on an analog clock
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read and write time to the hour (8 o’clock)
To guide observations and facilitate reporting, use Assessment Master 3.2: Ongoing Observations Checklist.
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Provide numeral cards 1 to 12, and a card that reads ___ o’clock.
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Have children listen as you tell them a time (e.g., 7 o’clock). Have them represent the time on a clock. Next, show them a time to the hour on a clock. The children then read and tell the time.
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When children are showing the time on an analog clock, ensure they move the hour hand clockwise.
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LITERACY LINKS Resources and Materials: Jack Beers, It’s About Time, Addison Wesley Mathematics Little Books, Early level (Addison Wesley, 2004), (lap book and little book copies); demonstration clock (analog)
FROM THE LIBRARY
Eric Carle, The Grouchy Ladybug (HarperCollins, 1996) Jill Creighton, 8 O’Cluck (Scholastic, 1997) Jenny Feely, What’s the Time, Mr. Wolf? The Count On It Books (Addison Wesley, 2002) Linda Manning, Animal Hours (Turtleback Books, 1997) Maurice Sendak, Where the Wild Things Are (HarperTrophy, 1988)
Read the lap book version of It’s About Time with children. Read the title and ask how it relates to the photograph on the front cover illustration and title page. ■ Look at the photograph on the title page. Note with children that the time that is showing is different from the time on the cover. ■ Preview the text with the children. Ask them to tell what is happening in the pictures. Have children share the kinds of activities they do during a typical day. Is their day the same as Casey’s and Kelly’s? ■ Ask why they think there is a clock in the corner of each page. ■ Have children follow along as you read the text aloud. Highlight the clock on pages where time to the hour is reflected. Time to the half-hour is taught in Unit 9. Provide copies of the It's About Time little books for children to read independently. Using the demonstration clock, have children retell the story, hour by hour, and show the times. Children may wish to create their own “Hour by Hour” books using a story line of their own creation.
NUMBERS EVERY DAY Ask a child to choose a number from 1 to 12 as time to the hour. He or she will act as the voice of the clock (e.g., the cuckoo). First, all the children say the following rhyme together: When the big hand points straight up The little hand tells the time. The individual child says: It's (5) o'clock, it's (5) o'clock. Listen for the chime. All the children join in to clap 5 times. Continue to play the game for all numbers from 1 to 12, choosing a different child each time to be the voice of the clock.
CROSS-CURRICULAR CONNECTION Science Present the children with a large alarm clock. Show them how to set it to ring on the hour. Put it in a sunny spot next to an object that is casting a shadow. Have the children observe where the shadow is when the alarm was set and where the shadow of the object is when the alarm rings. What happens to the shadow in, say, two hours? Four hours later? See if the children can predict what will happen.
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Activity Bank What Time Is It?
Class Big Book
Materials: hand-made clocks, demonstration clock
Materials: large sheets of paper
Line up the children in a large area, such as the gym. Play the game “What time is it?” Have each child hold up a hand-made clock. Act as leader. Explain that the children are to ask aloud: “What time is it?” and then, as the leader, name a time (e.g., “___ o’clock”). Have the children set that time on their clocks and display them. Hold up a large demonstration clock for children to selfcheck. If correct, they may take 3 steps forwards; if incorrect, they remain where they are. The game continues until a child reaches the leader, and that child then acts as leader for the next round.
Before this activity, pause from time to time on the hour and ask children what the class is doing. Record the children’s suggestions. Point out the time and record it using the sentence starter: “At ___ o’clock we were _________.” Provide a frame for Big Book pages. Children will draw the hour hand on their own pages.
Kinesthetic; Visual Whole Class
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Have children work in pairs making a page for the Big Book that shows a classroom activity and the time it happens.
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Assemble pages to create a class Big Book. Elicit advice from the children about the order in which the pages should be placed. For example, should they be arranged in order of time? Day of the week? Another organization?
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Encourage children to provide reasons for their choices.
Human Clock Materials: large numeral cards 1 to 12 Create a human clock. Have 12 children sit in a circle holding large numeral cards 1 to 12. ■
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Choose one child to stand in the middle and act as the hour hand. The hour hand points in the appropriate direction by placing palms together and extending arms. Have two children move the hour hand to the correct time. Ask the rest of the class to decide the time the clock should show. Say: “What time is it [child’s name]?” When the child answers: “It is ___ o’clock,” the two children move the hour hand to point to the correct hour.
Verbal; Logical Partners; Whole Class
Children take turns with various roles.
Kinesthetic; Visual Whole Class
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LESSON
5
CURRICULUM FOCUS
Name, sort, and count coins SS14, SS15 MATH WORD WALL
money coin penny nickel dime cent dollar MATERIALS
real coins (penny, nickel, dime, quarter, one dollar, two dollars) PROGRAM RESOURCES
Big Math Book, page 17: Coins of Canada Student page 53: Sort Coins LM 7: Coins
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Name and Sort Coins
BEFORE
Get Started
Tell children that they are going to work with money. Have a brief discussion about what they already know about money. Display Big Math Book, page 17 and have real coins on hand. Ask: ■ What can you tell me about these coins? Talk about each coin in turn (name, image on each side, colour, size, design, value). Ask: ■ What is this one called? How much is it worth? What does it look like? ■ Which one is worth the most? The least? ■ How do the coins go in order from the least to the most valuable? (Which would you rather have: a dollar or a quarter? a dime or a nickel?) Revisit the chart from time to time to provide children with additional practice in identifying and describing coins. DURING
Explore
Give pairs of children a collection of nickels, pennies, and dimes to sort and count. These may be real coins, play money, or coins from LM 7. There should be no more than 20 of each coin.
TEACHING TIP Invite children to bring coins from other countries. This validates their experiences and knowledge. Ask them to name and sort the coins.
Problem Prompt Look at the coins in your collection. Which type of coin do you have most of? Which type of coin do you have least of? Ask children to begin by predicting which coins appear most and least in their collections. Have them check by sorting and counting. Provide paper for them to record what they find out. Show and Share Bring children together to show their work. Ask: ■ How did you sort your coins? ■ What helped you tell the coins apart? ■ Which coin did you have the most of? How many? ■ Which one did you have the least of? How many?
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AFTER
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Connect and Reflect
Discuss with the children what they have learned about identifying coins. Ask: ■ How can you tell one coin from another? (e.g., by their colour, size) ■ What are the names of the coins? ■ How much is each coin worth?
Practice Reinforcement Read the instructions on Student page 53 with the children and have them complete the page. Make copies of LM 7 available for children to use. They can cut out the coins, sort them, and paste them onto the Student page. Alternatively, children can make rubbings of coins to represent the sorted groups. Children may choose to sort by the values of the coins or by other attributes such as size, date, or colour. Extra Support: Problem Solving Children who have difficulty recognizing coins may benefit from making coin rubbings. Extension Children can create “Guess the Coin” riddles about various coins. They choose a coin, examine it closely, and offer clues that other children can use to guess the coin.
Assessment for Learning What to Look For
What to Do
Evidence that children
Children who have difficulty recognizing and naming coins will benefit from additional concrete experiences such as:
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can recognize and name Canadian coins up to $2
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can explain that different coins have different values
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use appropriate mathematical language when talking about money
To guide observations and facilitate reporting, use Assessment Master 3.2: Ongoing Observations Checklist.
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sorting coin collections
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using tactile clues to identify coins (e.g., reaching into a bag and finding a $1 coin)
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playing games where they use a “coin spinner” (a spinner divided into 5 sections, each with a picture and name of a different coin). For example, provide a collection of coins; children spin, then they have to find a matching coin in the collection.
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LESSON
6
CURRICULUM FOCUS
Make money amounts up to 10 cents SS16 MATERIALS
real coins or play money (pennies, nickels, dimes) PROGRAM RESOURCES
Big Math Book, page 18: What Will I Buy? Student page 54: Make 10 Cents Student page 55: Dimes, Nickels, Pennies Student page 56: At the Store LM 7: Coins
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Making Money Amounts
BEFORE
Get Started
TRY THIS
See the Literacy Links on page 32. You may want to introduce the concept by sharing and discussing Alexander, Who Used to Be Rich Last Sunday by Judith Viorst, or another story about money.
Display Big Math Book, page 18, and real coins. Ask: ■ What is happening in this picture? (things for sale) ■ How do you know there are things for sale? (price tags) ■ What do you think the children are doing? ■ If the boy has five cents, which items could he buy? ■ What if he had ten cents?
Give each child or pair of children a collection of pennies, nickels, and dimes. Have them show the coins they could use to buy, first, a cereal square and then a marble pack. Ask: ■ Did everyone choose the same coins? ■ How many different ways can you make 3 cents? 7 cents? DURING
Explore
Provide copies of LM 7. Problem Prompt How many different ways can you make 10 cents? Children cut out the coins to show different ways of making 10 cents and then paste them onto Student page 54. They can also use coin stamps to represent their amounts, draw pictures, or record in words. Show and Share Bring children together to show their work. Ask: ■ How many different combinations did you make? (4 possibilities: a dime, 2 nickels, 1 nickel and 5 pennies, 10 pennies) ■ How do you know that we have all the ways to make 10? ■ How did you organize and record your work? Discuss the rules for “trading” coins (e.g., five pennies are the same as one nickel; 10 pennies are the same as two nickels or one dime; two nickels are the same as one dime). Ask: ■ When might this be important to know? ■ Which would you rather use to buy something: 10 pennies or 1 dime? Why?
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AFTER
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Connect and Reflect
Discuss with the children what they have learned about making money amounts up to 10 cents. Use their different coin combinations as examples. Ask: ■ What did you learn about using coins to make 10 cents? ■ Why do you think it is important to learn about money? ■ What questions do you still have about money?
Practice Reinforcement Read the directions on Student page 55. Have children count the coins in each picture and record the values on the page. Provide copies of LM 7. Have children cut out the coins and show two ways to pay for each toy pictured on Student page 56. Extra Support: Concepts Children can practise working with money at the Mathematics Centres (see Spin to Make 10 Cents! page 9) or set up a classroom store. Extension Give small groups, or pairs of children, each a jar of coins to sort and count. Have them organize the coins so they can be counted at a glance. Have the children share their thinking and then show how they organized the coins using pictures, numbers, or words.
Assessment for Learning What to Look For
What to Do
Evidence that children
Children who have difficulty representing a given value in more than one way may benefit from additional practice “trading” 5 pennies for 1 nickel. For example:
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recognize that different combinations can make the same amount (e.g., 6 pennies equals 1 nickel and 1 penny)
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know the rules for “trading” (e.g., 5 pennies for 1 nickel)
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use a five-frame; when it is complete with pennies, you can “trade” for a nickel
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make connections to real-life situations
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engage auditory cues—drop 5 pennies in a jar, one at a time, while children listen: clink, clink, clink, clink, clink. Five clinks = 5 cents = 1 nickel
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use tactile cues—have children reach into a bag and find a given amount (e.g., find 5 pennies; find 6 cents)
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play Trade for Five! (see Activity Bank, page 33)
To guide observations and facilitate reporting, use Assessment Master 3.2: Ongoing Observations Checklist.
Repeat the activities for 10 pennies and a dime.
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LITERACY LINKS Resources and Materials: Linda Ekblad, Money Counts, Addison Wesley Mathematics Little Books, Early level (Addison Wesley, 2004), (lap book and little book copies); optional: penny, nickel, dime, and quarter for each child
FROM THE LIBRARY
Jenny Feely, Shopping, The Count On It Books (Addison Wesley, 2002) Dennis Lee, Ice Cream Store (HarperCollins, 1999) Bruce McMillan, Jelly Beans for Sale (Scholastic, 1996) Judith Viorst, Alexander, Who Used to Be Rich Last Sunday (Simon and Schuster, 1987) Rosemary Wells, Bunny Money (Puffin, 2000)
Read the lap book version of Money Counts with children. Discuss the title and ask how it relates to the illustrations on the front cover illustration and title page. ■ Point to the coins as you mention them, and talk about their appearance or arrangement. ■ Have children follow along as you read the captions and text aloud. ■ Have children share their responses to the questions. Provide copies of the Money Counts little books for children to read independently. Resources and Materials: Adria Klein, Spending Dimes One at a Time, Addison Wesley Mathematics Little Books, Early level (Addison Wesley, 2002); other “shopping” books
Gather “shopping books” to place at a centre or use them to read aloud and talk about how the money is spent. Distribute copies of Spending Dimes One at a Time and look at the illustrations together. Guide children to note the pattern: each time one item is purchased, the number of dimes is one less. Read the text pages to the children as they follow along, stopping to clarify what is happening and to discuss the answer to the question on the page.
NUMBERS EVERY DAY As children stand in a line or sit in a circle, have them count forwards by ones. Ask a volunteer to point to each child. When counting starts at 1, all children say “penny.” When the counting reaches 5, all children say “nickel.” When counting reaches 10, the children say “dime.”
CROSS-CURRICULAR CONNECTION Art Materials: collection of real coins, paper, crayons, pencils
Children can create a variety of designs using coin rubbings. Encourage them to experiment with the effects by using crayons of various colours, pencils, and different patterns and combinations of coins.
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Activity Bank Trade for Five!
Money Bingo
Resources and Materials: LM 7; cube (labelled 0 to 5), 2 containers, real coins (pennies, nickels)
Resources and Materials: LMs 7 and 8; game markers, coins (real or play)
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Give small groups one cube and two containers—one container has pennies in it (6 per player) and one has nickels (5 per player). The object of the game is to get 5 nickels. The first player rolls the cube, takes pennies out of the penny container equalling the number shown on the cube, and announces the number of coins to the group (e.g., 4 pennies). When children collect 5 pennies, they say, “Trade for 5!” trading their pennies for a nickel before passing the cube to the player on their left. Play ends when each player has 5 nickels.
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Duplicate LM 8 and provide each child with a bingo card.
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Children create their own bingo cards by stamping or gluing any coin they choose in each square (some children may make cards using only pennies; others may create patterns using several coins).
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Place the letters M O N E Y in one container and a collection of coins in another.
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Play the game as a class. Remove a letter from one container and a coin from the other. Read the letter and the coin name (e.g., M, dime).
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If the children have the coin under the correct letter, they place a marker to cover the square. The first player to have any row or column covered, calls out MONEY.
Social; Logical
Verbal; Visual
Small Group
Whole Class
Cent Sale Resources and Materials: LM 7; paper, markers, coins (real or play), chart paper ■
Ask each child to draw a picture of something he or she would like to buy at a cent sale.
■
Price and record the cost of the pictures between 1 and 10 cents.
■
Provide coins. Show an item and have children choose coins to match its value. Record the answer on chart paper. Ask: “Can you buy this item using any other coins?”
■
Take a Trip Resources and Materials: LM 7; coins (real or play) Provide children with 10 pennies each, and explain that you are going to tell a story about a bus trip. Their job is to use the coins to pay for the cost of the activities. “We are going on a bus trip. The trip costs 2 cents for a ride. Pay the bus driver 2 cents.” Continue with the following clues. ■
When we get off the bus, we are going skating. It costs 4 cents to use the rink. How much money do you have left? (4 cents)
■
We rent skates. That costs 2 cents. Pay 2 cents. How much money do you have left? (2 cents)
■
Do you have enough money to take the bus home again if it costs 2 cents? Do you have enough to buy hot chocolate for 4 cents?
Continue with other items.
After children can make the given amounts, show two items at a time, but keep the total under 10 cents.
Children can create their own stories.
Visual; Intrapersonal
Verbal; Logical
Independent
Whole Class; Independent
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LESSON
7
CURRICULUM FOCUS
Solve a problem by “acting it out” MATERIALS
10 pennies for each child PROGRAM RESOURCES
Student page 57: What Is in My Sandwich? Student page 58: What Is on My Pizza? LM 9: What Is in My Sandwich? LM 10: What Is on My Pizza? STRATEGIES TOOL KIT
Look for a pattern Make a model Act it out Use objects Guess and check Make a graph
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Strategies Tool Kit
BEFORE
Understand the Problem
Tell children that they are to work in pairs solving a problem about spending money. Provide each child with a copy of LM 9. Have them identify and cut out the sandwich ingredients. Use several ingredients to act out building a sandwich that costs 6 cents. Ask: ■ How much does my sandwich cost? (6 cents) ■ What did I use to make a sandwich? (tomato, lettuce, 2 pieces of bread) ■ What other way could I have made a sandwich that cost 6 cents? (2 pieces of bread, meat) Give each pair of children 10 pennies to use while solving the problem. Problem Prompt What kind of sandwich can you buy with the money you have? What other ways could you make a sandwich that cost 10 cents? Discuss the problem with the children. Ask: ■ What are you supposed to do or find out? (Make a sandwich that costs 10 cents or less. Then find another way to do it.) ■ What do we already know? (We each have 10 cents; we know the cost of the sandwich ingredients). DURING
Make a Plan
Invite children to suggest ways to solve the problem, such as acting out the problem, with one person making the sandwich and the other buying the sandwich. Ask: ■ How would acting out the problem help? (e.g., The buyer chooses one thing at a time for the sandwich maker to put in the sandwich. The buyer pays the money.) ■ Does acting it out solve the problem? (Part of it. We’d have to stop putting things in the sandwich when we have spent all our money.) ■ What else do you need to find out? (Is there another way to make a sandwich that costs 10 cents or less?) ■ How can you figure that out? (use different ingredients.) Carry Out the Plan Have children work in pairs. Have them colour and cut out the ingredients from LM 9. One partner is the sandwich maker and has the ingredients and their prices. The other must choose and pay for what goes into the sandwich. After a sandwich has been bought, the sandwich maker builds the sandwich, checks its cost, and pastes the 34
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ingredients onto Student page 57, recording the cost. Children switch roles and repeat the activity. AFTER
Look Back
Bring the children together to share their solutions. Ask: ■ What did you put into the two sandwiches? ■ How did you decide what to put into the sandwiches? What else could you have done? ■ How did you know when you had to stop adding ingredients to your sandwich? ■ Was acting it out a good strategy to use to solve this problem? What else could you have done? (e.g., drawn pictures, figured it out in my head, guessed and checked)
Practice Reinforcement Have children complete Student page 58. Children can work in pairs to create a pizza for up to 10 cents. Have them colour and cut out the ingredients from LM 10. Extra Support: Problem Solving Children who have difficulty with these problem-solving activities can repeat the activity making different sandwiches or pizzas that cost 8 cents. Extension Ask pairs of children to work together to create their own problems that can be solved by acting them out. Children can present their problems and solutions to the class.
Assessment for Learning What to Look For
What to Do
Evidence that children
Some children need extensive modelling, exploration, and reinforcement. You can: ■ frequently present problems for children to explore
■
state the problem in their own words
■
begin to question and make predictions
■
devise plans and choose strategies
■
find one or more solutions
■
explain their solution logically
■
evaluate their strategies and their solutions
To guide observations and facilitate reporting, use GAM 2: Inquiry Process Rubric or GAM 3: Inquiry Process Checklist.
■
model, using speculative language as you work (e.g., “I wonder…,” “What if…?” “I think I’ll try…”)
■
prompt children to explain how and why they approached a problem
■
encourage and provide opportunities for children to be problem-designers (to think of interesting problems for the class to try)
■
make connections between problems they solve at school and problems they might find at home
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LESSON
8
FOCUS
Demonstrate what has been learned MATERIALS
coins (real or play), scissors, glue
Show What You Know
BEFORE
Get Started
Display class charts and other material you have developed during the unit. Review Big Math Book, pages 13–18 with the children, offering prompts and questions such as: ■
PROGRAM RESOURCES ■
Big Math Book, pages 13 to 18 Student page 59: The Garage Sale Student page 60: For Sale Student page 61: What Will Lu Buy? Student page 62: My Journal LM 7: Coins LM 11: The Garage Sale
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■
■
Remember when we first looked at this page? What did we do? What would you tell a new member of the class who had missed reading this part? (or someone who was away?) What have you learned that makes doing this easier? What questions are still in your mind?
Explain to the children that they are going to work on their own showing some of the things they have learned. DURING
TEACHING TIP You may wish to work with small groups of children, so that you can observe the strategies they use and provide support as needed, while others work at the Mathematics Centres. Take the amount of assistance children need into account when assessing their level of achievement using Assessment Master 4: Performance Task Rubric.
Explore
Part 1 Provide each child with a copy of LM 11. Have children cut out the pictures, arrange them in order, and paste them onto Student page 59. Ask children to record the times. Bring children together to share their work. Ask: ■ How did you decide on the order? What strategies did you use? Part 2 Read Student page 60 to the children. Explain that this page shows four things at a garage sale. Provide each child with coins they can use in this activity. Have children circle the number of coins it would take to buy each item. They should use as few coins as possible (review that 5 pennies have the same value as a nickel, and 2 nickels have the same value as a dime). Bring the children together to share their work. Ask: “How did you decide which coins to circle?” Encourage children to justify their decisions. 36
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Part 3 Read Student page 61 to the children. Explain that they have to choose two things Lu can buy with her 10 cents and record the amount. Have children record how Lu made her decision using pictures, numbers, or words. Show and Share Bring the children together to share their work. Ask: ■ What did you choose for Lu to buy? How did you decide? ■ How did you show her thinking? AFTER
Connect and Reflect
Review one part at a time. Ask: ■ Look at Student page 59. How did you use what you have learned about time? What does this page show about your learning? ■ Look at Student pages 60 and 61. How did you use what you have learned about money? What does this page show about your learning? Review with the children what they learned about time, temperature, and money in this unit. Have them record their ideas in pictures or words on Student page 62. Take It Further Hold a classroom sale, with small articles or food items that you or family volunteers make or collect. Children can help by creating price tags and organizing the items. Each child is given 10 cents (play money or real coins) to spend. INVESTIGATION 1
Refer to Investigation 1 in the Assessment Module. This provides an opportunity for children to demonstrate their conceptual development and key learning from Units 1 to 3. See also Student pages 63 to 74.
MATH AT HOME 1
Send home Student pages 75 to 78 for math activities that children and adult family members can do together.
Assessment Check
✓
Look for evidence that children
❏ ❏ ❏ ❏ ❏
Put events in a reasonable order.
❏ ❏
Accurately show the number of coins they spent.
Read and tell the time correctly. Choose a correct number of coins for each object. Identify the least number of coins needed to buy each object. Show their understanding by selecting two objects to buy for 10 cents.
Use language related to money in their explanations.
Refer to Assessment Master 4: Performance Task Rubric and Assessment Master 6: Unit Summary.
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Evaluating Student Learning: Preparing to Report This unit provides an opportunity to report on the Shape and Space (Measurement) strand. Assessment Master 6: Unit Summary provides a comprehensive format for recording and summarizing evidence teachers may have collected. In completing the Unit Summary, teachers may choose to record a grade/numeric rating and/or a comment, according to local reporting requirements. Here is one example of a completed summary chart for this unit: Strand: SHAPE AND SPACE (MEASUREMENT)
Most Consistent Level of Achievement
Cluster 2: Money
struggled abit with comparisons Proficient to nonstandard units; knows a lot about time and wanted to use minutes and hours Excellent lots of prior knowledge
Strategies Tool Kit (Lesson 7)
done as a class; no individual assessment
———
Portfolio or work samples; conferences
usually accurate; sometimes has trouble explaining his thinking
Proficient
Performance task (Lesson 8)
comfortable and engaged with task; did well
Proficient
Achievement Level for reporting
Fully meets expectations
Ongoing observations: Cluster 1: Time, Temperature
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Recording
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How to Report
Ongoing observations for each cluster
Teachers who have used AM 3.1 and AM 3.2: Ongoing Observations Checklist can determine the most consistent level of performance.
Performance on problem-solving tasks
Teachers who used GAM 2: Inquiry Process Rubric or GAM 3: Inquiry Process Checklist with Strategies Tool Kit (Lesson 7) can transfer the results to the summary form.
Portfolio or work samples; conferences
Because this is a relatively short unit, the review may focus on only 3–4 pieces of work. Work that was completed near the end of the unit should be weighted more heavily than that done earlier in the unit. Teachers may guide their decision making by using AM 5: Time, Temperature, and Money Rubric.
Performance task
Because this occurs at the end of the unit (Lesson 8), it should offer a useful snapshot of children’s achievement. Use AM 4: Performance Task Rubric.
Children’s self-assessment
Opportunities to quote a child’s oral or written words about their own progress may come from conferences, in-class discussions, journal, or other written reflections. For example: “I am very good at money.” “I like matching 5 pennies to make nickels.”
Learning Skills
Ongoing Records
Ongoing throughout a reporting period, rather than being broken down by units or strands. Use GAM 6: Attitudes and Dispositions: Observation Record and GAM 7: Attitudes and Dispositions Checklist.
Record evaluations of children’s achievement over several clusters, a reporting period, or a school year. Use GAM 14: Summary Class Record: Strands; GAM 15: Summary Class Record: Achievement Categories; and GAM 16: Summary Record: Individual.
Unit 3: Time, Temperature, and Money
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Unit 3: Time, Temperature, and Money
Date:
Assessment Master 1
Diagnostic Checklist
During Launch activities, use this form to note observations about children who appear to have difficulty. Name
Shows awareness of the passage of time (e.g., that events have duration)
Uses simple language related to time (e.g., winter /summer, day/night, longer/shorter)
Describes relative temperature (warmer/colder)
Predicts sequence or order of events (e.g., what happened before/after)
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Name: Assessment Master 2
Date:
Diagnostic Conference for Selected Children
This outline is intended for use with children whose progress is a concern at the midway point of the unit (e.g., Lesson 3). It can be used with an individual child or a small group of children who appear to be having difficulty with basic concepts and procedures. CATEGORIES
OBSERVATIONS AND COMMENTS
Reasoning and applying concepts Prepare a set of 4 or 5 pictures that show a sequence of events or activities that are familiar to the children. If possible, provide a sequence that includes some clues as to time of day or season. You can use LM 3: Buddy Takes a Bath. Display the pictures one at a time, and ask: • What’s happening in this picture? • Do you think this happened in the daytime or at night? Why? What else can you tell me about when it might have happened? Select two of the pictures and ask: • Which of these happened first? How did you decide? • Which of these took longer? or Did they take about the same time? Tell me about your thinking. Add the remaining pictures, one a time, asking the child to place them in order and talk about which took longest, and, if there are time clues, when the event happened.You may also ask the child to compare the length of one of the events to a familiar routine, such as brushing his or her teeth. Notice the child’s confidence and ability to • identify events and associate them with a specific time of day • sequence events • associate events with particular times Problem-solving strategies Ask: • Look at the pictures again. Is there another way you could put them in order that would make sense? How would that work? Notice the child’s confidence and ability to • adjust to the new problem • generate a possible option Accuracy of procedures Choose one of the pictures, and set your clock to show an appropriate time when the activity may have happened. Say: • I’ve set my clock to show when this happened. What time does my clock show? How do you know? • Show me the same time on your clock. Notice the child’s confidence and ability to • read and display time to the hour on an analog clock Communication Say: • Let’s make a list together of what we did. Notice the child’s confidence and ability to • use number words orally (including ordinals) • use appropriate language (e.g., before/after; o’clock)
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Unit 3: Time, Temperature, and Money
Date:
Ongoing Observations Checklist
Assessment Master 3.1
Cluster 1: Lesson 1 Name
sequences daily events
matches activities/ seasons
uses language for order
Cluster 1: Lesson 2 QDPHVRUGHUV ZHHNGD\V
uses ordinals to 10
Cluster 1: Lesson 3 estimates compares uses passage duration language of events of time of time
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Date:
Ongoing Observations Checklist
Assessment Master 3.2
Cluster 1: Lesson 4 Name
reads, uses analog clock
uses reads, language writes of time time in numerals
Cluster 2: Lesson 5 explains value of coins
names coins to $2
Cluster 2: Lesson 6
uses money combines language different coins for same value
connects uses trading to realrules life situations
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Unit 3: Time, Temperature, and Money
Name:
Assessment Master 4 Knowledge/Skills
Problem-solving strategies • selects the smallest number of coins to buy an item
Reasoning and applying concepts • places events in reasonable order
• shows understanding of which 2 items to buy
Accuracy of procedures • chooses the correct number of coins for each item
• determines how much the 2 items cost
Communication • uses appropriate language to explain strategies and results (e.g., cents, pennies, dime)
Date:
Performance Task Rubric
Not yet adequate (needs assistance)
Adequate (limited assistance)
Proficient
Excellent
unable to select the smallest number of coins
selects the smallest number of coins for some items
selects the smallest number of coins for most items
selects the smallest number of coins for all items
sequence does not appear to be reasonable
creates a reasonable sequence for some of the activities
creates a reasonable sequence for most of the activities
creates a reasonable sequence for all the activities
does not show understanding of the value of coins and how to combine prices; unable to explain thinking
shows partial understanding of the value of coins and how to combine prices; may be incomplete or vague
shows understanding of the value of coins and how to combine prices
clearly shows understanding of the value of coins and how to combine prices
with assistance, selects the correct number of coins for at least one item
with limited prompting, selects the correct number of coins for at least two items
independently selects the correct number of coins for most items
selects the correct number of coins for all items
answer is not reasonable; may be omitted
answer is reasonable but incorrect
answer is correct (within 1 cent)
answer is correct; may use mental math
may be unable to explain strategies and results
with prompting explain strategies and results; tends to be vague
clearly explain strategies and results
clearly and confidently explain strategies and results
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Name: Assessment Master 5
Date:
Time, Temperature, and Money Rubric
This rubric can be used to assess and summarize children’s achievement of the outcomes associated with this unit. Knowledge/Skills
Not yet adequate (needs assistance)
Adequate (limited assistance)
Proficient
Excellent
Problem-solving strategies • uses appropriate strategies to solve oral problems related to time and money in his or her daily environment
needs 1:1 help to attempt problems; often unsuccessful
with some help, uses an appropriate strategy to solve problems; partially successful
uses appropriate strategies to solve problems; usually successful
successfully uses appropriate, often innovative, strategies to solve problems
with assistance, shows very limited understanding when: - comparing duration of activities - making reasonable estimates about passage of time - relating temperature to daily activities - describing the value of coins and coin combinations to 10 cents
shows partial understanding when: - comparing duration of activities - making reasonable estimates about passage of time - relating temperature to daily activities - describing the value of coins and coin combinations to 10 cents
shows understanding when: - comparing duration of activities - making reasonable estimates about passage of time - relating temperature to daily activities - describing the value of coins and coin combinations to 10 cents
shows in-depth understanding, in a variety of contexts, when: - comparing duration of activities - making reasonable estimates about passage of time - relating temperature to daily activities - describing the value of coins and coin combinations to 10 cents
major errors/ omissions in: - ordering events - naming weekdays, seasons - measuring time in non-standard units - reading analog clocks to the hour - naming coins and their value - combining coins to make 10 cents
minor errors/ omissions in: - ordering events - naming weekdays, seasons - measuring time in non-standard units - reading analog clocks to the hour - naming coins and their value - combining coins to make 10 cents
few errors/ omissions in: - ordering events - naming weekdays, seasons - measuring time in non-standard units - reading analog clocks to the hour - naming coins and their value - combining coins to make 10 cents
very few or no errors/omissions in: - ordering events - naming weekdays, seasons - measuring time in non-standard units - reading analog clocks to the hour - naming coins and their value - combining coins to make 10 cents
rarely uses appropriate terms to describe: - time, temperature, or relative amounts of money
uses some appropriate terms to describe - time, temperature, or relative amounts of money
uses appropriate terms to describe - time, temperature, or relative amounts of money
clearly and confidently uses appropriate terms to describe: - time, temperature, or relative amounts of money
Reasoning and applying concepts • shows understanding by explaining orally, demonstrating with concrete objects, or recording in pictures, numbers, or words
Accuracy of procedures • accurately completes and records sequences and basic measurements of time, temperature, and money
Communication • uses appropriate measurement terms to describe time, temperature, and money
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Unit 3: Time, Temperature, and Money
Name: Assessment Master 6
Date:
Unit Summary
Review assessment records to determine the most consistent achievement level achieved for each of the following during this unit. Notes can be included as needed.
Strand: SHAPE AND SPACE (MEASUREMENT)
Notes
Most Consistent Level of Achievement*
Ongoing observations Strategies Tool Kit (Lesson 7) Portfolio or work samples; conferences Performance task (Lesson 8) Achievement level for reporting *Use locally or provincially approved levels, symbols, or numeric ratings.
Self-assessment:
Strengths:
Needs:
Next steps:
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Name: __________________________ Date: _________________________ Line Master 1
Unit 1:
Time, Temperature, and Money
Sorting and Patterning
Unit 2: Number Relationships
We can make connections between temperature and things we do everyday.
Unit 3: Time, Temperature, and Money Unit 4: Addition and Subtraction to 12 Unit 5: Data Management and Probability Unit 6: 3-D and 2-D Geometry
We can tell when things happen and how long they take.
Unit 7: Number Patterns Unit 8: Linear Measurement and Area Unit 9: 2-D Geometry and Applications Unit 10: Place Value and Number Applications
We can name coins and learn their value.
Unit 11: Mass and Capacity
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Unit 3: Time, Temperature, and Money
Name: __________________________ Date: _________________________ Line Master 2
Dear Family
Your child is learning about time, temperature, and money. Your child can practise these concepts at home by doing the following activities. Look through family photos with your child and talk about special moments (first steps, first words, birthdays, vacations). Work together to place the pictures in order.
With your child, take turns using pennies and nickels to make groups of coins, each with a value of 10 cents or less. Ask your child to tell you the value, in cents, of each group of coins.
48
Make or mark a calendar with your child. Talk about your family schedule and what happens each day of the week.
Together, r ecord your child’s bedtime to the closest hour each night for on e week. Re view the week’s resu lts and ask your child: “Did you go to bed at a bout the same hour every even ing?”
Examine a collection of coins together. Ask your child to name the different coins.
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Name: __________________________ Date: _________________________ Line Master 3
Buddy Gets a Bath
✃
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Unit 3: Time, Temperature, and Money
Name: __________________________ Date: _________________________ Line Master 4
Fall
Seasons Winter
In the fall I like to __________ In the winter I like to________ ________________________. ________________________. Spring
Summer
In the spring I like to _______ In the summer I like to ______ ________________________. ________________________. 50
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Name: __________________________ Date: _________________________ Line Master 5
Ready, Set, Action!
Work in a group of 3. Record the number of actions you can do each time.
While my partner ___________________________________ How many times can I
1
2
3
step in place?
clap my hands?
jump with two feet?
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Unit 3: Time, Temperature, and Money
Name: __________________________ Date: _________________________ Line Master 6
52
Large Clock Face
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Name: __________________________ Date: _________________________ Line Master 7
Coins
✃ ✃ ✃ ✃ ✃ ✃
✃
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Unit 3: Time, Temperature, and Money
Name: __________________________ Date: _________________________ Line Master 8
Bingo Card
M O N E Y
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Name: __________________________ Date: _________________________ Line Master 9
What Is in My Sandwich?
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Unit 3: Time, Temperature, and Money
Name: __________________________ Date: _________________________ Line Master 10
What Is on My Pizza?
✃ 56
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Name: __________________________ Date: _________________________ Line Master 11
The Garage Sale
________ o’clock
________ o’clock
________ o’clock
________ o’clock
✃
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Cover Gr1_TG_U3_westf
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Page OBCII
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Author Team Michelle Jackson Sharon Jeroski Carole Saundry Cathy Anderson Maureen Dockendorf Brenda Lightburn Maggie Martin Connell Michelle Skene
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Copyright © 2004 Pearson Education Canada Inc., Toronto, Ontario All Rights Reserved. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission, write to the Permissions Department.
Heather Spencer
The information and activities presented in this book have been carefully edited and reviewed. However, the publisher shall not be liable for any damages resulting, in whole or in part, from the reader’s use of this material.
Donna Beaumont
Complete Teacher Guide ISBN 0-321-12076-0
Lynn Bryan Jennifer Travis
Printed and bound in Canada 1 2 3 4 5 WC 08 07 06 05 04
Program Consultants Craig Featherstone Maggie Martin Connell Trevor Brown Assessment Consultant Sharon Jeroski Primary Mathematics and Literacy Consultant Pat Dickinson Elementary Mathematics Adviser John A. Van de Walle British Columbia Early Numeracy Project Adviser Carole Saundry Ontario Early Math Strategy Adviser Ruth Dawson
