Lesson One: Time

CCSS:
3 MD.A.1: Tell and write time to the nearest minute and measure time intervals in minutes.
Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram.
Objective:
The students will be able to show and tell time to the nearest minute using analog clocks. The
students will also be able to solve word problems about how much time has elapsed.
Anticipation Guide:
We will introduce the topic of time to the students by reading the Children’s Story, “How Do
You Know What Time it is?” By Robert E. Wells. (this book is available in the Mckay Library)
This story teaches the importance of knowing time and how to keep track of the time from the
beginning of history such as using the Sun, to how we use it today.
Questions:
Why is it so important for us to know time?
How long do you think people have been keeping track of time?
What do we need to know the time for?
How can it be helpful knowing time?
How much time can pass during events such as movies, class, swimming, etc?
Materials:
Robert E. Wells book, Watch Bracelets, Movie Time Worksheets, Manipulative Clocks (Mrs.
Cloward’s classroom), Crayons, Pencils
Vocabulary:
Time,
Analog Clock
Elapsed Time
Guided Practice:
We will use one of the manipulative clocks and tell a story about our Routines each day and talk
about what time we wake up, go to class, eat lunch, do homework, play basketball, etc.
Throughout our story about the day, we will use the clock and model to the students what it
looks like on an analog clock. Then when we go through one activity to the next, we will teach
the concept of elapsed time and how much time has passed from each period. After doing this a
few times, we will start to ask the students what time the clock says or how much time they think
has passed from one point to the next. The activity will start from being more teacher directed
and end on student directed.
Group Activity:
Who’s got the time?
Each child will have a paper analog clock on their wrist that each has a different time. Then the
students will have 5 minutes to walk around and ask each person what time it is on their watch
and keep a record by writing the time down on a sheet of paper.
Independent Practice:
Each child will create their own fictional Movie Poster and write what time the movie starts
playing in digital and analog time. They will also say write how long the movie plays for or the
duration.
Review:
The students will independently complete a worksheet that has questions that range from very
simple facts about time to more complex story problems about elapsed time. Then after the
students finish the review, we will all come together as a group and go over the information and
close with how important it is to remember concepts of time and how we use it everyday.
Resources:
http://www.opsu.edu/www/education/MATH-
ESE%204%20ALL/Lexi%20Rose/Time%20Lesson%20Plan.pdf
https://www.weareteachers.com/5-hands-on-ways-to-teach-telling-time/
Lesson Two: Measurements / Volume

CCSS:
Measure and estimate liquid volumes and masses of objects using standard units of grams (g),
kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems
involving masses or volumes that are given in the same units, e.g., by using drawings (such as a
beaker with a measurement scale) to represent the problem.
Objective:
Students will be able to estimate and measure the masses of small objects in terms of grams and
kilograms.
Anticipation Guide:
This is where the teacher will do a demonstration. There will be three containers that are full of
different measurements of water. A worksheet will be provided so they can make their guesses.
From here, the teacher will ask the students to make their guesses on the three containers. Then
the teacher will ask a student to come up and to pour the substance in the liter container and read
it. Then all of the students will write down the number and we will do the same with the next
three. Explain more about milliliter and liter.
Questions:
What is volume? What does it mean when something has more liters than another? What
materials are used to measure liquid volume? What does capacity mean?
Materials:
2 containers( I will provide) for the attention getter, water, volume worksheets( I will provide), 2
different sized containers for each group of 3(there should be 3 groups), 3 bigger measuring cups
Vocabulary: Volume, liters, capacity, measurement
Guided Practice: Collect everything you need for this activity: three medium-sized containers,
one 1 liter container, a container of water, a 3 big measuring cups, and the worksheet. Label the
containers on the table so the students can transfer it from the containers to the worksheet so
that you can keep track of which container you're using.
In front of the class, have the students estimate if the medium-sized container can hold less than
one hundred milliliter, more than 100 milliliter, or exactly one hundred milliliter. Pour water into
the medium-sized container. Then, to measure how much water you actually poured in, pour that
water from the medium-sized container into the one liter container.Check the estimate and
compare it to the actual result. Have the students write down the real result.
Group the students in three to four groups of three to four students.
Give each group three different medium-sized containers, one 1 liter container, a container full of
water, and a measuring cups. Give each student one worksheet to do individually.
Independent Practice:
We will give the students an activity to complete and the worksheet as you modeled. Make sure
they measure both of the medium-sized containers. Have them fill out the bottom of the
worksheet. The teacher will walk around and observe the students as they work on completing
the activity. We will monitor the students as they work, making sure the activity is done
appropriately.
During this time, make sure we ask questions to make sure the students understand the concept
of liquid measurement.
Review:
The teacher will give them a worksheets that they are able to do. From this, the teachers will
know if they understand the concepts and principles taught. The worksheet will have questions
about if something is better measured in liters or in another measurement.
Resources:
http://www.ashleigh-educationjourney.com/monday-math-stations/
Lesson Three: Measuring Mass

CCSS: 3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard
units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-
step word problems involving masses or volumes that are given in the same units, e.g., by using
drawings (such as a beaker with a measurement scale) to represent the problem.
Objective: Students will be able to use units of measurement to make estimations of different
masses of solid objects and will weigh and measure the masses of objects.
Vocabulary:
Units of Measurement
Estimate
Mass
Grams
Kilogram
Weight
Questions:
What is mass? What tools do we use to make measurements? What does measurement mean?
What are the the metric units? Why should we know what the measurements are for things. Why
is it important to use a metric system?
Materials: Scale, paper clips, balance scale, 1 book, pencil, lined paper, objects to measure.
Anticipation Guide:
To begin we will ask the students how many different ways of measurement that they can think
of and to see if they know all the different units of measurement such as grams, meters, weight,
volume, etc. Then we will discuss how last time we taught on volume and how it is use to
measure liquids and how mass is used to measure weight. Then we will use a balance scale to
teach the students that this helps us to know what the weight or mass is of an object.
Guided Practice:
Next, we will teach about the standards of measurement that the whole world uses, known as the
Metric System. The units of the system include Kilo, Hecto, Deka, Deci, Centi, and Milli and can
use liters, grams, meters and seconds. We will teach how today we are focusing on grams and
kilograms. One gram weighs about as much as one paper clip, and one kilogram weighs about 2
lbs or 1000 paper clips. Or the weight of a text book. For guided practice, we will teach the
children how to find the mass of different objects by using various objects and determining what
the weight is of each object in grams. As a whole class we will make guesses to which object
will be heavier or lighter. After finding the exact results we will compare the weight between the
different objects by adding or subtracting the weight from each other. We will also weigh one
object and then call on someone to pick out another object that they think will be similar in
mass. For example, we will weigh a pencil and then have a student pick something that they
think will be the same weight and mass as the pencil. As a class, we will do this many times
using various objects. This will give the students many opportunities to see how much things
weigh and then we will determine as a class if something will be heavier than a kilogram, or
lighter and how much of a difference each object is compared to each thing. We will also keep a
written record of the objects and how much they weigh.
Independent Practice:
The class will be split into two groups and the students will have 10 minutes to each find an
object in the classroom that they want to measure. One student will write down what all the
objects are on a sheet of paper and then as a group, they will all make an estimation of how
much they think the object will weigh in grams. Then they will use the scale to see the exact
mass of the objects.
Differentiation: To help students that are struggling to stay focused we will give them the option
to finish the activity 5 minutes early and draw and do what they want if they focus now, or not
let them draw at all.
Review:
The students will be given a worksheet that has questions about mass and measuring on it. The
students will have to answer questions based on estimations of what they think weighs more
between different objects. Then it will have questions asking what the best method should be for
measuring something, such as using grams or kilograms to measure an apple, piano, book, etc.
Resources:
https://www.education.com/lesson-plan/gram-i-am/
https://www.education.com/lesson-plan/estimating-measurements-mass-volume-using-metric-
units/