Chapter 13

CHAPT E R
13
Planner
Time
The Skills Trace

BIG Idea Vertical Alignment
Words and phrases regarding time are a common part of our everyday
language. Greetings such as good morning or good night actually indicate that it
Previous Grade
is a certain time of day. The use of calendars and clocks are also essential to life
in our society. In this chapter, students are introduced to many of the commonly In the previous grade, students learned to:
used aspects of time, such as days of the week, months in a year, shorter time • Identify and order events according to the time of day.
and longer time, and analog and digital clocks.
Targeted Standards
This Grade
GLE 0006.1.6 Read and interpret the language of mathematics and use
During this chapter, students learn to:
written/oral communication to express mathematical ideas precisely.
• Understand the concept of shorter time and longer time.
• Demonstrate an understanding of morning, afternoon,
and evening.
• Use an analog and digital clock.
• Name the days of the week, months of the year, and
identify days on a calendar.
After this chapter, students will learn to:

• Join sets of objects to add.
• Separate sets of objects to subtract.
Next Grade
In the next grade, students will learn to:
• Tell time to the hour, half hour, and quarter hour.
• Demonstrate an understanding of days, months,
and year.
Print and Online Professional Development

articles can be found in the Teacher Resource
Handbook. These articles on current issues will allow
you to implement new mathematical strategies and Vertical Alignment and Backmapping
enhance your classroom performance. McGraw-Hill’s Math Connects program was conceived
and developed with the final results in mind: student success in
Digital Videos The McGraw-Hill Algebra 1 and beyond. The authors developed this brand-new
Professional Development Video series by backmapping from Algebra 1 concepts, and vertically
Library provides short videos that support aligning the topics so that they build upon prior skills and
McGraw-Hill’s Math Connects. For concepts and serve as a foundation for future topics.
support for this chapter, the following
video is available.
Calendars
Other videos, program walkthroughs, online courses, and video
workshops are available at mhpdonline.com.
435A Time
Chapter at a Glance
Lesson Pacing Resources
3 Days Materials and Manipulatives
Multi-Part
Lesson 1 Time Concepts pencils, crayons, drawing paper, connecting cubes, chart paper, Activity
Flipchart, magazines, scissors, glue sticks, construction paper, video camera,
A Time GLE 0006.1.6 television, stamp pad and rubber stamps, counters, books, pictures
B Morning, Afternoon, and Evening GLE 0006.1.6 Get ConnectED
C Shorter Time and Longer Time Leveled Worksheets Problem of the Day
GLE 0006.1.6
Explore Worksheets Virtual Manipulatives
D Shorter Time, Longer Time GLE 0006.1.6
Visual Vocabulary Cards Graphic Novel Animation
Lesson Animations Hands-On Activity Tools and
Daily Transparencies Resources
3 Days Materials and Manipulatives

Multi-Part
Lesson 2 Telling Time yarn, construction paper, number cards, demonstration clock, interactive
whiteboard, student clocks, dot cube, digital clock, chart paper, marker, blank
A Using an Analog Clock GLE 0006.1.6 digital clocks, timer, counters, pictures of daily activities, poster board
B Using a Digital Clock GLE 0006.1.6 Get ConnectED
C Problem-Solving Strategy: Leveled Worksheets Math Songs Animations

Make a Table GLE 0006.1.6 Lesson Animations Real-World Problem
Daily Transparencies Solving Readers
Problem of the Day Hands-On Activity Tools and
Virtual Manipulatives Resources
eGames
Materials and Manipulatives

Multi-Part
Lesson 3 Calendar Time
3 Days
calendar, blank calendar, connecting cubes, crayons, counters, days of the
week cards, Activity Flipchart, construction paper, markers, interactive
A Calendar Time GLE 0006.1.7 whiteboard, classroom objects, blank stickers, number cards, yarn, chart paper
B Days of the Week GLE 0006.1.7 Get ConnectED
C Months of the Year GLE 0006.1.7 Leveled Worksheets Virtual Manipulatives

Explore Worksheets Real-World Problem
D Today, Yesterday, and Tomorrow
Visual Vocabulary Cards Solving Readers
GLE 0006.1.6
E Today, Yesterday, and Tomorrow GLE 0006.1.6 Lesson Animations Hands-On Activity Tools and
Daily Transparencies Resources
Problem of the Day
Time 435B
CHAPT E R
13
Planner
Vocabulary and Language Connections
Math Vocabulary
G
Glossary
The following math vocabulary words are listed in the glossary of the Student Edition. Some of the
words are also found in the Alphabet Cards.
Get ConnectED Find interactive definitions in 13 languages in the eGlossary and review
vocabulary eGames at connectED.mcgraw-hill.com.
calendar, month today, yesterday, tomorrow

today
FEBRUARY month
yesterday
SUN MON TUES WED THUR FRI SAT tomorrow
Co
hour a measurement of time; one of 12 hours week, day

on a clock
morning, afternoon, evening
week
day
year
shorter time/longer time January February March April
S M T W T F S S M T W T F S S M T W T F S S M T W T F S
1 1 2 3 4 5 1 2 3 4 5 1 2
2 3 4 5 6 7 8
9 10 11 12 13 14 15
6 7 8 9 10 11 12 6 7 8 9 10 11 12 3 4 5 6 7 8 9
16 17 18 19 20 21 22 13 14 15 16 17 18 19 13 14 15 16 17 18 19 10 11 12 13 14 15 16
23 24 25 26 27 28 29 20 21 22 23 24 25 26 20 21 22 23 24 25 26 17 18 19 20 21 22 23
30 31 27 28 27 28 29 30 31 24 25 26 27 28 29 30
May June July August
1 2 3 4 5 6 7 1 2 3 4 1 2 1 2 3 4 5 6
8 9 10 11 12 13 14 5 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 13
10 11 12 13 14 15 16
15 16 17 18 19 20 21 12 13 14 15 16 17 18 17 18 19 20 21 22 23 14 15 16 17 18 19 20
22 23 24 25 26 27 28 19 20 21 22 23 24 25 24 25 26 27 28 29 30 21 22 23 24 25 26 27
29 30 31 26 27 28 29 30 31 28 29 30 31
September October November December
1 2 3 1 1 2 3 4 5 1 2 3
2 3 4 5 6 7 8
4 5 6 7 8 9 10 9 10 11 12 13 14 15
6 7 8 9 10 11 12 4 5 6 7 8 9 10
11 12 13 14 15 16 17 16 17 18 19 20 21 22 13 14 15 16 17 18 19 11 12 13 14 15 16 17
18 19 20 21 22 23 24 23 24 25 26 27 28 29 20 21 22 23 24 25 26 18 19 20 21 22 23 24
25 26 27 28 29 30 30 31 27 28 29 30 25 26 27 28 29 30 31
Visual Vocabulary Cards

Use Visual Vocabulary Cards to reinforce the vocabulary in this
chapter in English and Spanish. (The Define/Example/Ask routine is
printed on the back of each card.) ISBN: 978-0-02-101638-9
MHID: 0-02-101638-0
Copyright © by The McGraw-Hill
All rights reserved.
Companies, Inc.
435C Time
ELL Support
Multi-Part
Lesson 1 Time Concepts
Level Activity Modality

AL Beginning Internalize Social, Logical, Auditory
OL Intermediate Music, Chants and Rhythms Auditory, Linguistic, Intrapersonal
BL Advanced Scaffold Interpersonal
Extend Problem Solving On and Beyond Level
Multi-Part
Lesson 2 Telling Time
AL Beginning Act it Out Kinesthetic
OL Intermediate Word Recognition Kinesthetic, Linguistic
BL Advanced Scaffold Interpersonal
Extend Peer Learning Beyond Level
Multi-Part
AL Beginning Memory Device Kinesthetic, Visual, Spatial
OL Intermediate Recognize and Act It Out Spatial, Social, Linguistic
BL Advanced Music, Chants and Rhythms Auditory, Linguistic, Kinesthetic
Extend Peer Learning On Level
Get ConnectED Find other English Language Learner strategies.
ELL Resources
The Professional Development articles listed below can be found in print
and online in the Teacher Resource Handbook.
• English Learners and Mathematics: Best • Multilingual eGlossary
Practices for Effective Instruction” by • Visual Vocabulary Cards
Kathryn Heinze (pp.TR32–TR33) • Language Alerts (pp. 439, 457)
• “Engaging English Language Learners in • ELL Guide (pp. 58–59, 107–111, 123)
Your Classroom” by Gladis Kersaint
(pp. TR34-TR35)
Time 435D
CHAPT E R
13
Planner
Learning Stations
LINGUISTIC
whole class
Candy Colors
Materials:
• Listen to the story.
• paper
• Make a chart.
• crayons
• Look in the book.
• Little Pea by Amy
• Draw the color candy.
Krouse Rosenthal
Teacher Note: Read the book aloud, discussing what Little Pea eats each day. Help students make a chart with the days of
the week on the left, and space for students to draw on the right. Have students draw the color candy Little Pea has each
day of the week for dinner. Have the book available for students to complete this activity.
61
LINGUISTIC
pair
Post Card Time

Materials:
• Find two pictures.
• construction paper
• Make sure one picture shows an activity that takes a
short amount of time and the other shows an activity • glue
that takes a long amount of time. • magazines/newspapers
• Cut and glue pictures to paper. • scissors
• Write your partner’s name.
• Trade postcards.
• Say which picture takes a shorter and longer amount of time.
11 Teacher Note: Have students create a postcard by gluing each picture to a piece of construction paper. Tell students to flip
the paper over and address both postcards to their partners. Have students trade sets of postcards with their partners.
Have their partners identify and say which activity takes a shorter amount of time and a longer amount of time.
62
LINGUISTIC
individual
Morning Events
• Fold your paper into three columns.
Materials:
• construction paper
• Draw three things you do in the morning.
• crayons
• Number the boxes.
• Share your pictures.
Teacher Note: Help students fold paper into three columns. After students draw their pictures, have them number the
pictures in the order in which they do the activities shown. Have students share their pictures with the rest of the class
and discuss similarities and differences.
63
435E Time
SPATIAL
individual
Time Capsule
Materials:
• Fold the paper to make four boxes.
• blank adding machine
• Draw four activities that you do from day to day.
tape strips
• Draw a clock to show the time you do it.
• pencils
• Roll up your paper.
• crayons
Teacher Note: Help students fold adding machine tape in half two times. Have students count the four boxes made • film canisters
by folding. Tell students to draw or glue magazine pictures in the order in which they do the activities. Tell them to
draw the weather that might occur on the day of their activity. Have students draw a clock to show the time of day • circle stickers
the activity is done. After students roll up their paper, have them put the paper in a film canister and put the lid on • magazines
64 the canister. Then label the canister with a sticker on which they have written their name.
KINESTHETIC
small group
Course on Before and After Materials:

• Complete each of the activities. • tape
• Tell the order of activities. • empty trash can
• Identify and say what came before and after each activity. • paper
Teacher Note: Set up an obstacle course consisting of: hopping on one
foot until students cross a tape line, using rolled up pieces of paper to
conduct a trash can toss, spinning in circles three times, and rolling a
ball onto a tape triangle on the ground. Ask students to participate one at a time. Discuss the order of activities. Ask
students what happened before and after each activity. Change the order of activities and repeat the process. Apply
before and after activities to the class schedule and upcoming events on the calendar.
65
IWB You may wish to use the virtual calendar

for this Calendar Time activity.
Numbering Days of the Month

• Have students make a calendar for the current month.
• Write in the numbers on the calendar.
• Ask students to name the day of the week on which the 10th falls. Repeat with
several dates.
• Ask students to tell how many days are in the month and how many days are in
a week. Have students tell what day of the week it will be tomorrow.
• Write in any special days on the calendar.
Teacher Note: Help students begin their calendar on the correct day of the week. Do this by
looking at the last day of the previous month.
For additional calendar activities, see Math Routines on the Go cards.
Time 435F
CHAPTER
13 CHAPTE R
Introduce the Chapter 13 Time

E Essential Question
The
• What do you do in the morning? Sample answer: get out Key Vocabulary
BIG Idea
of bed, eat my breakfast, brush my teeth, get dressed, and English Español
How can I use clocks and morning mañana
then get on the school bus. calendars to measure time? afternoon tarde
evening noche
• What do you do before or after lunch? Sample answer: calendar calendario
I go to the library and read books before lunch and go to
recess after lunch. Martin, Alim,
and Seth in
a Let’s set
• What do you know about a day, a week, a month, or a Camp Time
C up our camp
here!
year? Sample answer: A year is the longest amount of time.
Key Vocabulary
Introduce the key vocabulary in the chapter using the
routine below.
Define: Morning is the period of time from sunrise to noon.
Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Example: Morning is usually the time to wake up to start
the day. I’ll Now we can
Hurry! It’s
Ask: What is one thing you do in the morning? put up the enjoy the campsite,
tent! getting dark!
• Student Glossary right guys?
• Graphic Organizer ZZZZZ
Camp Time
Read and discuss the story together. You may wish to use the
blank Graphic Novels provided in Hands-On Activity Tools and
Resources to help develop writing and speech skills.
• What is happening? Sample answer: Martin, Alim, and Seth four hundred thirty-five 435
went camping. It took so long to set up the campsite that
Alim and Seth fell asleep as soon as they were finished.
Animated Graphic Novel
• What do you think will happen next? Sample answer:
Visit connectED.mcgraw-hill.com to
Martin will wake Seth and Alim and they will get into
download the animated version of
their tent.
“Camp Time.”
For additional reading and language arts activities, including
support for reading a graphic novel, see Reading and Language
Arts Support in the Grade K Math Connects Program
Overview.
✔0006.1.9 Use age-appropriate books, stories, and videos to
convey ideas of mathematics.
435 Time
Chapter Connections
Real World: School Schedule Chapter Project
Share with students that they are going to learn about time.
• Discuss what activities students do during their school day.
Student Journals
• Set up a math center with blank calendar grids, date stamp, a list of
• Have volunteers draw pictures in order of all the activities they have
the vocabulary words in the chapter, construction paper, writing
or will be doing today on chart paper.
paper, and art supplies.
• Compare two daily activities from the chart by determining which
• Ask students to visit the center each day or a few times each week to
takes a shorter amount of time or a longer amount of time.
create a journal or calendar page. Have these pages illustrate the
• Ask students whether a specific activity comes before or after things they are doing that day or special events coming up during
another activity. the month.
• Have students identify whether the activities take place in the • Help students write the date on each journal page or have students
morning, afternoon, or evening. stamp the date with a date stamp.
• Encourage students to use vocabulary words in their writing and to
E WRITE MATH Using their Math Journal, have students draw a use drawings to represent the time of the day they are writing about.
picture of two things they do in the morning before school. Help • Help students to organize all journal pages in order, bind them
students write a caption for their pictures or have them dictate a together in a book, and have students share their journals with the
sentence for you to write. class and their families.
Reading and Language Arts Support

For activities to connect reading and language arts to this chapter’s math
concepts, see Reading and Language Arts Support in the Grade K Math
Connects Program Overview.
Dinah Zike’s
Foldables® When to Use It Lesson 1B and 3E (Additional
Instructions for using the Foldable with these
Guide students to create their own Three-Tab Book Foldable graphic organizer to understand time. lessons are found in the Mid-Chapter Check and
Chapter Review/Test.)
Fold a sheet of paper With the paper Fold the left side over Open the folded book. Label the tabs
like a hot dog. horizontal, and the the right side to make a Place your hands from left to right.
fold of the hot dog up, book with three folds. between the two
fold the right side thicknesses of paper
toward the center, and cut up the two
trying to cover one valleys on one side
third of the paper. only. This will form
three tabs.
ow
y
rda
ay
orr
Tod
te
Tom
Yes
Time 435G
Diagnostic Assessment
1 ASSESS
You have two options for checking Prerequisite Skills for this chapter.
Text Option
“Are You Ready for the Chapter?” Name
SE Student Edition
O
Online Option
Take
k the
h Online Readiness Quiz.

Directions: Circle things in this picture that tell what day or time of day it is.
Online Option Take the Online Readiness Quiz.
436 four hundred thirty-six This page checks skills needed for the chapter.
436 Time
2 DIAGNOSE AND PRESCRIBE 3 REASSESS
RtI (Response to Intervention) Administer the Diagnostic Test
Based on the results of the Diagnostic Assessment, use the charts below to Diagnostic Test
address individual needs before beginning the chapter.
Name __________________
______ ________________________
_____________
TIER Diagnostic Test
1
Are You Ready for the
On Level OL Chapter?
Name ________________ OCTOBER

________________________
_____________________ S M T W T F S
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
If students miss one in Exercises 1–3, Practice

26 27 28 29 30 31
11 12 1
10 2
9 3
8
Then choose a resource:

7 6 5
TE Learning Stations (pp. 435E–435F)
Copyright © Macmillan/Mc
Companies, Inc.
Are You Ready? Practice
McGraw-Hill
w Hill, a division of The
Graw-Hill, a division of
The McGraw-Hill Companies,
Look at the first row. Circle
the things that could tell
you what time of day it
Look at the second row. is.
Circle the pictures that Look at the first row. Circle
Look at the third row. Circle
show daytime. the things that could tell
the pictures that show you what day it is.
Look at the second row.
Inc.
nighttime.
Which picture shows a Circle the pictures that
dog before it had a bath? show daytime.
Grade K • Time Look at the third row. Circle
the pictures that show
nighttime.
1 Which picture shows the
bear before she got groceries
?
TIER Strategic Intervention
4
G d K
2 approaching grade level

AL
Name ________________
________ ________________________
_____________
If students miss two in Exercises 1–3, Review
Then choose a resource:

Are You Ready? Review
Lesson Animations
Copyright © Macmillan/McGra
Get ConnectED
w-Hill, a division of The

McGraw-Hill Companies,
Usually at night the sky
is dark. Sometimes we
What are some things can see stars or the moon.
we do at night? Circle each
picture that shows night.
In the daytime the sky
is light. Sometimes we
Inc.
What are some things see the sun and clouds.
we do in the day? Circle
each picture that shows
Look at the third row. Circle day.
Mark an X on the pictures nighttime.
that show day.
2
Grade K • Tim
TIER Intensive Intervention

3 2 or more years below grade level
If students miss three in Exercises 1–3,
use Math Triumphs, an intensive math

Then
intervention program from McGraw-Hill
Chapter 1: Represent Whole Numbers
Chapter 2: Compare and Order Whole Numbers
Beyond Level BL
Name ________________
________________________
________________ _____
If students miss none in Exercises 1–3, Apply
10
9
8
7
6
5
4
3
2
choose a resource:
1
Then
TE Chapter Project (p. 435G)
Companies, Inc.
McGraw-Hill
Are You Ready? Apply

w Hill, a division of The
Get ConnectED eGames: Scrambled Egg City:

Using an Analog Clock Look at the first row. Circle
Look at the second row.
the things that could tell
Circle the pictures that
Look at the third row. Circle
you what time it is.
show daytime.
nighttime.
Some things we can do
anytime. Circle the pictures
in the day or the night. that show things we do
Grade K • Time
Time 436A
Dear Family,
Today my class started the chapter, Time. In this chapter, I will
learn to tell time. I will also learn about morning, afternoon, evening,
Before you begin the Chapter: and how to use a calendar. Here are my vocabulary words, an
• Read the Math at Home letter with the class and have each activity we can do, and a list of books we can look for at our local
student sign it. library.
• Practice the activity so that students are familiar with it before Love,
trying it with their parents or guardians.
Key Vocabulary
• Send home copies of the Math at Home letter with Activity
ndar.
each student. on a cale morning
ny month
Turn to a e ca le n dar
• Use the Spanish letter for Spanish-speaking parents or day on th
Point to a is the da
y
m a rk it. What ed
guardians who do not read English fluently. and e m a rk
d after th afternoon
before an ny, toss it
te ? U si ng a pen
da
For more information about parent involvement, read the article, on the ca
lendar.
“The Role of Parents and Guardians in Young Children Learning n w h ic h day evening
O
k did
Mathematics” by Paul Giganti, Jr. See the Teacher Resource of the wee
n y land?
the pen Online Option See the multilingual eGlossary link
Handbook pp. TR44–TR45. at connectED.mcgraw-hill.com to find out more about these
words. There are 13 languages.
Seven Blind Mice

Books to Read by Ed Young
Mañana Iguana Penguin Group USA
byy Ann Whitford Paul
Holiday
oliday House
Rabbit’s Pajama Party

Rab
Stuart J. Murphy
by S
Harper Collins Children’s
Harp
Books
Book
four hundred thirty-seven 437
437 Time
Estimada familia:
Hoy mi clase comenzó el capítulo, El tiempo. En este capítulo Check with your school library or your local
aprenderé a decir la hora. También aprenderé acerca de la public library for these titles.
mañana, la tarde y la noche, y cómo usar un calendario. A
Multi-Part Lesson 1
continuación están mis palabras de vocabulario una actividad
Isn’t It Time?
que podemos hacer y una lista de libros que se encuentran en
Judith Hindley
nuestra biblioteca local.
Telling Time with Big Mama Cat
Cariños,
Dan Harper
Vocabulario clave
A Day in the Life of Murphy
d
Activida mañana Alice Provensen
lquier
o en cua
calendari en el
Abra un le u n d ía
es d el a ño. Seña ¿C u ál es el
m .
y márquelo
calen d a ri o
espués d
e la tarde Multi-Part Lesson 2
y el día d
día antes ce u n p enny
a m a rc ada? Lan I Can Tell Time
fech o.
calendari noche Gail Davies
sobre el d e
u é d ía
¿Sobre q
a cayó? Time to...
la seman
Opción en línea Visiten el eGlosario políglota Bruce McMillan
en connectED.mcgraw-hill.com para aprender más acerca de
estas palabras. Hay 13 idiomas. Brown Rabbit’s Day

Alan Baker
Libros recomendados
Siete ratones ciegos
Multi-Part Lesson 3
de Ed Young The Very Hungry Caterpillar
Ediciones Ekaré Eric Carle
Mañana iguana
de Ann Whitford Paul Wednesday is Spaghetti Day
Holiday House Maryann Cocca-Leffler
How Do I Say it Today, Jesse Bear?
Nancy White Calstrom
Additional Books
Little Pea
438 four hundred thirty-eight
Krouse Rosenthal
The Snowy Day
Real-World Problem Solving Library Ezra Jack Keats
Math and Social Studies: Inside My Classroom 4
5
✔0006.1.9 Use age-appropriate books,
Use these leveled books to reinforce and extend 4
5
stories, and videos to convey ideas of
mathematics.
problem-solving skills and strategies.
4
5
ie
es
Res
5 uelvl e
Ma pro
ie
es te m ble
á ti c lem
Reas y e s as con
a
Leveled for: d ie
s
l-W tu d io
M ro
Reaa th a n blemle s
cre
d P s s o c ia tos
orlld
l-W d S o Solv
orlldd Pc ia l S ving
AL Approaching Level M ro tu
Reaatthh a n blemd ie s
l-W d S o
orld c ia
Solv
ial in
ng
Ma Pro S tu
tud
th a ble miieeSs
OL On Level nd
Soc
ia
olvin
l S tu
d ie
s
g
BL Beyond Level Núm

ero
sy
ope
Num rac
ion
SP Spanish ber
Num
and
Ope
es
rati
ber ons
and
Num Ope
For additional support, see the Real-World ber rati

tio
and ons 8/16/0
7 11
Ope
rati
ons
Problem Solving Readers Teacher Guide.

8/6/0
8/
8/6
6/0
/07
7 9
8/6/07
9
✔0006.1.9 Use age-appropriate books,

stories, and videos to convey ideas of
mathematics.
Leveled Reader Database
Get ConnectED connectED.mcgraw-hill.com
Search by
• Content Area • Lexile Score
• Guided Reading Level • Benchmark Level
Time 438
Multi-Part
Planner
P RT
PA
PART A P RT
PA
PART B
PART
Title / Objective Morning, Afternoon, and Evening
Time (pp. 439–440)
A Time (pp. 441–442)
B Morning, Afternoon, and Evening Identify time by morning, afternoon, or Identify and discriminate between
evening. morning, afternoon, and evening.
C Shorter Time and
Longer Time
GLE 0006.1.6 GLE 0006.1.6
D Shorter Time, Longer Time Standards
Vocabulary morningg
E Essential Question afternoon
eveningg
What are some similarities between your
morning activities on a school day, and your Visual Vocabulary Cards 39, 3, 19
morning activities on a weekend day? What Materials/ pencils, crayons, drawing paper, board chart paper, Activity Flipchart,
are some differences? Sample answer: On Manipulatives magazines or books, scissors, glue,
connecting cubes
school days I get up quickly to dress, eat construction paper, crayons
breakfast, and brush my teeth. On weekend
Resources Get ConnecttE
ED
D Get ConnecttE
ED
D
days I eat breakfast, brush my teeth, and then
✔ 0006.1.9
get dressed. Explore Worksheet Leveled Worksheets
Lesson Animations Visual
V Vocabulary Cards
VVirtual Manipulatives Lesson Animations
Focus on Math Background
Daily Transparencies
Time is a measurable attribute that, unlike
Problem of the Day
length, is not visual. For example, a student
can determine how long or short an object is Virtual
V Manipulatives
simply by measuring the distance between its Graphic Novel Animation
two endpoints. Time, however, is elusive to Hands-On Activity Tools and Resources
young children because they cannot see its
passage. This lesson introduces
Kindergarteners to comparison language:
shorter time and longer time, to help them
describe when and for how long an event
takes place. It also instructs student in
referencing time with identifiers such as
morning, afternoon, and evening.
Blended Approach
Suggested Pacing (11 Days)

IWB All digital assets are Interactive
Multi-Part Lessons 1 2 3 Assess
Whiteboard ready.
PART A B C D A B C A B C D E
Days 1 1 1 1 1 1 2 1 2
439a Time
Time Concepts
PART
PART C PART
PART D
Shorter Time, Longer Time Title / Objective
Shorter Time and
(pp. 445–446)
Longer Time (pp. 443–444)
Understand that activities can take a Compare the amount of time that two
shorter amount of time and a longer different activities take.
amount of time.
GLE 0006.1.6 GLE 0006.1.6
Standards
shorter time Vocabulary

longer
g time
Visual Vocabulary Cards 56 and 36

video camera, television, video player, books, pictures of activities Materials/
stamp pad, rubber stamps Manipulatives
connecting cubes, counters
Get ConnecttE
ED
D Get ConnecttE
ED
D Resources
✔ 0006.1.9
Explore Worksheet Leveled Worksheets
Lesson Animations VVisual Vocabulary Cards
Lesson Animations
Problem of the Day
Math Their Way, p. 124 Math Their Way, pp. 123, 244 Blended Approach
Time 439b
Differentiated Instruction
Approaching Level AL On Level OL
Option 1 Use with 1B Option 1 Use with 1D

Hands-On Activity Hands-On Activity
Materials: paper, crayons, pencils Materials: drawing paper, crayons, markers
• Have students draw pictures of their activities for one day and • Have students fold a sheet of drawing paper in half. Ask them
record if they did each activity in the morning or evening. to think about things they do during a school day.
• Have students form groups to share their events. • Tell them to draw a picture of something they do before they
eat lunch on the left side of the fold line.
• Looking at the events, emphasize the difference between
morning and evening. Have students show a sun or moon on • Have them draw a picture of something they do after they eat
their drawing to distinguish the time of day. lunch on the right side of the fold line.
• As students are ready, explain afternoon as the time between • Direct students to act out their drawings and tell which activity
morning and evening. takes shorter time and which takes longer time.
• Have students draw another picture that shows an afternoon
activity and then combine the pictures to make a book.
morning evening Option 2 Use with 1D

Hands-On Activity
Option 2 Use with 1D Manipulatives: number cube
Hands-On Activity • Have students work in pairs.
• Have students choose a partner. Assign each partner a • Have the first partner name an activity that is done at home
different activity such as tying shoes and putting on a cap. or at school.
• Tell partners to perform their activity beginning at the same • Have the second partner roll the number cube.
time. Students raise their hand when their activity is finished.
• Explain that if 0, 1, or 2 is rolled, the second student tells an
• The student who raises his or her hand first performed the activity that takes shorter amount of time to do than their
activity that takes shorter time. The student who raises their partner’s activity.
hand second performed the activity that takes longer time.
• Explain that if 3, 4, or 5 is rolled, the second student tells an
• Reverse the activities for each student pair. activity that takes a longer amount of time.
0 14 21 32 43 5
2
2
5
3 5 1
5
shorter longer
Other Options
TE Learning Station Card 62
Get ConnectED Lesson Animations
Other Options
439c Numbers to 100

Beyond Level BL English Language Learners ELL
Option 1 Use with 1D This strategy helps English Learners learn about time.
Hands-On Activity Find Core Vocabulary and Common Use Verbs in the online
Materials: activity cards, posterboard, markers EL strategies to help students grasp the math skills; use
• Guide students to prepare a chart on poster board with 5 Language Alerts at point of use in the Teacher Edition.
columns labeled in this order: Activity 1, Activity 2, My guess,
Shorter time, Longer time. Lay the chart flat on the floor. AL Beginning
Internalize Employ visuals to connect word meaning.
• Have students pick two activity cards and place a card under
Activity 1 and the other under Activity 2. • Draw these three pictures on the board: eating breakfast,
sleeping in bed at night, and playing after school. Explain
• Direct students to think about how much time it would take to these are pictures of the morning, afternoon, and evening.
do each activity. Have students write the number of the
activity in the “My guess” column of the activity they think • Call out “morning.” Have students point to the
would take Shorter time to complete. appropriate picture.
• Then have students perform the activities to check their answers. • Repeat the activity for afternoon and evening.
• Have students move the activity cards under the correct OL Intermediate
column to show which activity took shorter time and which
Music, Chants and Rhythms Tie the
took longer time.
meaning of longer and shorter to the length
• Repeat with other cards and having students guess which will of times a bell sounds.
take longer time. • Ring a bell or musical triangle and let it
vibrate until the sound completely stops.
Say, “Longer.” Repeat for shorter. Touch the
metal to stop the sound.
or
• Repeat, with students chorally identifying
longer and shorter sounds.
BL Advanced
Scaffold
Option 2 Use with 1B • Repeat the Intermediate activity.
Hands-On Activity • Then have a student “be the teacher” and ask the class Which
Materials: large sheet of paper, crayons was shorter/longer, the first ring or the second?
• Have students draw two columns. Direct them to draw a sun • The first student who answers in a complete sentence gets to
at the top of one column and a moon at the top of the other. be the next “teacher” and repeat the activity. The first ring
was longer.
• Tell students to think of activities that are done both in the
morning and in the evening. For example, brushing teeth,
reading a book, sleeping. Allow students to draw the activities Extend
in each column. Have the class close their eyes. Say, “Listen.” Clap or make a
sound with an instrument. Say, “Make a shorter sound.” Have a
• Challenge students to think of the same activities that are student make a shorter
done in the morning, afternoon, and evening such as eating sound. Repeat for longer.
meals or getting exercise. Have students share their work. Allow students to work in
small bilingual groups,
Other Options switching who responds and
who makes the initial sound.
Time 439d
Multi-Part
PART A B C D
PART Morning, Afternoon,

A Time and Evening
Explain that some activities occur during certain times of the day. In
Objective the morning we wake up in our bed. In the afternoon we eat our
Identify time by morning, afternoon, or evening. lunch. In the evening we get into bed to go to sleep. Have students
name other things they do at each specific time of the day. Create a
Listening Vocabulary chart on the board to record their answers. Go over the chart with
morning the class.
afternoon
evening
Resources
What Time is it?
Materials: pencils, crayons, drawing paper
Manipulatives: connecting cubes Organize the class into three groups.
Have one group draw pictures of a
sun rising up over the horizon in the
Explore Worksheet
morning. Tell another group to draw
Get ConnectED pictures of a sun that is high in the
sky during the afternoon. Have the
last group create pictures of the moon
GLE 0006.1.6 Read and interpret the language of that comes out during the evening.
mathematics and use written/oral communication to express Tell students you are going to name
mathematical ideas precisely.
an activity. If the activity occurs in the
Checks for Understanding ✔ 0006.1.3
morning the group with the sun rising
Concept Development illustrations will hold up their pictures.
Draw pictures that show whether activities occur in the morning, If it is an activity that would occur in the afternoon have that group
in the afternoon, or in the evening. hold up their pictures of the sun in the sky. Then, if the activity
would occur in the evening have that group hold up their pictures. Tell
ELL the students that some activities may occur at more than one time of
the day.
Activate Background Knowledge: Time Phrases
Students may need to learn specific time phrases in
English to be able to participate in these lessons.
Emphasize spoken terms and allow peers to scaffold
meaning, paying special attention to preposition use. Activities
Call out these activities one at a time:
• I brush my teeth.
• I eat breakfast.
• I wait to get picked up by the school bus to go to school.
• I watch television.
• I play games on the computer.
• My parent(s) or the alarm clock wakes me up.
• My parent(s) reads me a bed time story.
Allow students to explain why they believe the activity occurs in the
morning, afternoon, evening, or combinations of more than one part
of the day.
439 Time
Reflect and Clarify
• What activity do you only do in the morning? Sample answer: eat breakfast
• What activity do you only do in the evening? Sample answer: read a bedtime story
• What activity do you do in the morning and in the evening? Sample answer: brush teeth
E WRITE MATH Discuss foods that are eaten at different times of the day. Write morning,
afternoon, and evening on the board. Have students copy each word on separate pages in their
Math Journals. Tell students to draw a food they would eat at each part of the day.
Multi-Part Lesson 1
PART A B C D
Name
Morning or afternoon
are possible answers.
Time
DINO-O’s
Morning or afternoon
Morning or evening
are possible answers.
are both possible
2
answers.

See students’ work. Directions:

1–4. Look at the picture. Decide whether this activity would take place in the
Directions: First use this page as a workmat. Then put a box around those item(s) morning, in the afternoon, or in the evening. Circle the sun rising, if the
that are used in the morning. Draw a line above the items that are used in the afternoon. activity takes place during the morning. Circle the sun in the sky, if the
Put an X on those items(s) that are used in the evening. How did you decide? activity takes place in the afternoon. Circle the moon, if the activity takes
GLE 0006.1.6 Read and interpret the language of mathematics and use place during the evening. Tell how you decided.
Time four hundred thirty-nine 439 440 four hundred forty Time
Using the Student Page

• Use the Explore workmat. Give each student several connecting cubes. • Use the next page. 1–4. Have students look at each picture. Tell students
Have students place a cube on the object that you are describing in the to decide whether the activity would take place in the morning,
story. Have students move their cube as you describe a different object. afternoon, or the evening. Have students circle the sun rising if the activity
The dinosaur, named Rexi, got up in the morning and ate her Din-o-o’s takes place in the morning. Have students circle the sun in the sky if the
cereal for breakfast before heading to school. In the afternoon, she ate activity takes place in the afternoon. Have students circle the moon if the
a sandwich from her lunch box. Then she jumped rope with her friends. activity takes place in the evening. Have students explain how
After jumping rope, she went swimming. Later that evening she put on they decided.
her pajamas, turned on her night light, and crawled into bed.
Have students place a cube on each item used in the morning and
draw a box around those objects. Tell students to place a cube on each
item used during the afternoon and draw a line above those items.
Have students put a cube on each item used during the evening and
put an X on those items. Have students explain how they decided.
Time 440
Multi-Part
Lesson 1 Time Concepts Activity Choice 2: Poem
PART A B C D Materials: Activity Flipchart
• Read the poem “What Will You Do?” to the class.
PART Morning, Afternoon, • Have students repeat the words together after you.
B and Evening • Ask students to name things they do in the morning, afternoon, and
the evening.
Objective
• Turn to page 35 in the Activity Flipchart.
Identify and discriminate between morning, afternoon, and
evening. • Organize the class into two groups and follow the activity at the bottom of
the page.
Vocabulary
morning
afternoon
2 TEACH
evening Direct students to the top of the page.
• Discuss the activity in the first picture.
Resources • Have students tell about activities in their morning routines.
Materials: chart paper, Activity Flipchart, poem from
• Explain the icon for morning.
Hands-On Activity Tools and Resources p. 53, magazines,
scissors, glue, construction paper, crayons • Tell students that in the morning the sun comes up, just like the sun is
coming up in the picture, and this is called sunrise.
Leveled Worksheets • Repeat the steps above with afternoon and evening.
Get ConnectED
AL Alternate Teaching Strategy
If students have trouble understanding the difference between
GLE 0006.1.6 Read and interpret the language of
mathematics and use written/oral communication to express
morning, afternoon, and evening . . .
Then use one of these reteach options:
1 INTRODUCE 1 AL Reteach Worksheet

2 Make Collages Read aloud The Snowy Day by Ezra Jack Keats.
• Discuss the activities Peter did in the morning, during the afternoon, or
ircle Time what he may have done in the evening.
• Have students cut day and nighttime pictures from magazines.
• Have students make a daytime collage and a nighttime collage by
Activity Choice 1: Hands-On
sorting and then gluing their pictures into two categories, day and
Materials: “This Is the Way,” night, on a sheet of construction paper.
chart paper with morning, afternoon,
and evening icons
This is the way we brush our teeth, brush our
teeth, brush our teeth. This is the way we brush
our teeth, early in the morning.
! COMMON ERROR!
Students may have difficulty differentiating between morning and
• Gather students together. afternoon because the sun can be seen in the morning and in the
• Lead the class in singing the song “This Is the Way” to afternoon. Explain the different positions of the sun during each of
the tune of “Here We Go Round the Mulberry Bush.” these times to help students visualize differences.
• Display pictures or show motions illustrating routines from
the song. Encourage students to act out the verses.
• Repeat the song using different activities for the afternoon Visual Vocabulary Cards
and evening.
Use Vocabulary Cards to reinforce
the vocabulary introduced in this
lesson in English and Spanish. (The
Define/Example/Ask routine is printed
on the back of each card.) ISBN: 978-0-02-101638-9
MHID: 0-02-101638-0
Companies, Inc.
441 Time
Multi-Part Lesson 1
PART A B C D
Name
Morning, Afternoon, and Evening

Vocabulary
morning
afternoon
evening
morning afternoon evening

See students’ work.
Directions: Math at Home Activity: Discuss some of the

3–5. Look at the picture. Circle the time of day it shows. Tell activities of a typical day in your home. Ask your
how you decided. child to tell you if these activities happen in the
Directions: 6. Draw a picture of something that shows morning, morning, afternoon, or evening.
1–2. Look at the picture. Circle the time of day it shows. Tell how you decided. afternoon, or evening. Put an X on the time of day it shows.
GLE 0006.1.6 Read and interpret the language of mathematics and use Explain your drawing.
Time four hundred forty-one 441 442 four hundred forty-two Time
3 PRACTICE 4 ASSESS
Guided Practice Formative Assessment
• Direct students to Exercise 1. Have students tell about an activity that they do in the morning,
• As a class, discuss the photo. afternoon, or evening. What is something you do in the
afternoon? Sample answers: play with friends; eat a meal; ride my bike;
• Have students circle the time of day the first picture (photo) shows.
read a book
• Repeat for Exercise 2.
Independent Practice Have students line up by how they get to

Have students turn the page over. Explain the directions. Have students school in the morning: by bus, car, van, walking and so on.
work independently on the exercises.
Homework Practice Worksheet
Are students still struggling to

differentiate between morning,
Animated Graphic Novel afternoon, and evening?
Rewatch “Camp Time.”
During Small Group Instruction
• Have students tell what Martin, Alim, and Seth did during the
If Yes AL Daily Transparencies
morning, afternoon, and evening. AL Differentiated Instruction: Option 1 (p. 439c)
• Have them write morning, afternoon, and evening on a separate page
If No BL Differentiated Instruction: Option 2 (p. 439d)
in their Math Journals.
OL Skills Practice Worksheet
• Instruct students to draw pictures of something they do during each BL Enrich Worksheet
part of the day on the corresponding page.
Time 442
Multi-Part
PART A B C D
PART Get in Groups

C Organize students in groups of three.
Have one student use 4 red and
Shorter Time and 4 yellow connecting cubes. Have one
student use 8 purple and 8 green
Longer Time cubes. Have the third student be
Objective the “watcher.”
Understand that activities can take a short amount of time
and a longer amount of time.
Listening Vocabulary
shorter time
longer time
Resources
Materials: video camera, television, video player, stamp pad, On Your Marks,
rubber stamps Get Set, Build
Manipulatives: connecting cubes, counters Tell the students they will each build a
tower with their cubes. Have the third
Explore Worksheet student tell the builders when to start
and to watch and see which tower
Get ConnectED
takes a longer amount of time and
which takes a shorter amount of time
to build. Make sure the watcher
GLE 0006.1.6 Read and interpret the language of identifies which tower is built first.
mathematical ideas precisely. Which tower took a longer time to
Checks for Understanding ✔ 0006.1.3 build? Why? Sample answer: The
tower created with purple and green
Concept Development
connecting cubes, because he or she had to use more cubes to build
Students will use connecting cubes to build towers to determine the tower. Which tower took a shorter time to build?
what activities take a shorter amount of time and which Why? Sample answer: The tower created with red and yellow cubes,
activities take a longer amount of time. because he or she had to use fewer connecting cubes to build
the tower.
Have students get into groups. Provide each group with an

activity to act out. Make sure half of the activities take a
shorter amount of time and the other half take a longer Compare Several Activities
amount of time. Video tape each group, performing the Explain that shorter time and longer time is determined by the type
activity. Make sure you rotate from an activity that takes a of activity. Have students repeat the process by comparing a student
shorter amount of time to an activity that takes a longer constructing a cube tower to a student participating in a different
amount of time. Have the class watch the first two activities. activity around the classroom. Have students do both activities
Pause the video, and have students say which activity takes simultaneously. Have students determine which activity took a
a shorter amount of time and which activity takes a longer shorter amount of time and which activity took a longer amount
amount of time. Repeat the activity until each group has of time.
been compared.
443 Time
Reflect and Clarify
• Why do some activities take a shorter time or a longer time to complete? Sample
answer: The type of activity and how many things you need to do to finish the activity
determines whether it will take a shorter time or a longer time to complete.
• Which activity would take a shorter amount of time and which activity would take a
longer amount of time: building a cube tower with seven connecting cubes or playing
an entire baseball game? Building a cube tower would take a shorter amount of time
and playing a baseball game would take a longer amount of time.
E WRITE MATH Write the words shorter time and longer time on the board. Have each
student work with a partner. Have them stamp in their Math Journals. Give each student a stamp
and explain that they will be stamping at the same time to see who takes a shorter time and
who takes a longer time. Tell one student to stamp three times, while the other student stamps
10 times. Have them copy the words from the board and write the correct word above the
corresponding amount of stamps to show which took a shorter amount of time and which took
a longer amount of time.
Multi-Part Lesson 1
PART A B C D
Name
Shorter Time
and Longer Time

Directions: Work with a partner. Trace and color 2 red counters on one side of the Directions:
ball pit while a partner traces and colors 6 counters on the other side of the pit. Which 1–2. Circle the activity that takes a longer time. Tell how you know.
counters took longer to finish tracing and coloring? Repeat with your partner by using 3. Draw an X on the activity that takes a shorter time. Tell how you know.
your partner’s page to trace and color 7 and 3 counters. Predict which counters will 4. Draw a picture of an activity that takes a shorter time than the picture shown.
take a shorter time to finish. Check by tracing and coloring. Explain your drawing.
Time four hundred forty-three 443 444 four hundred forty-four Time

• Use the Explore workmat. Have students work with a partner. Tell one of the • Use the next page. Have students identify what is happening in each of
students to trace and color 2 red counters on one side of the ball pit while the pictures. 1–2. Have students circle the activity that takes a longer
their partner traces and colors 6 counters on the other side of the pit. Ask amount of time. Tell students to explain how they know. 3. Have
students which counters took a longer time to finish tracing and coloring. students put an X on the picture that takes a shorter amount of time.
Have students repeat the process using their partner’s page to trace and Tell students to explain how they know. 4. Have students draw a picture
color 7 and 3 counters. Have students predict which will take a shorter of an activity that takes a shorter amount of time than the activity in
amount of time to finish. Have students check by tracing and coloring. the picture.
Time 444
Multi-Part
Lesson 1 Time Concepts Activity Choice 2: Games
PART A B C D • Have two volunteers stand next to each other in an open area.
• Tell students that they are going to guess which activity takes a shorter
PART Shorter Time, amount of time and which activity takes a longer amount of time. Explain
D Longer Time that after guessing they are going to complete the activities to find out if
their guess was correct.
Objective • Ask the first student to count to 10 when you say go.
Compare the amounts of time that two different activities take. • Tell the other student that when you say go, they need to do 20 jumping jacks.
Vocabulary • Ask students to predict which activity will take a shorter amount of time and
which activity will take a longer amount of time.
shorter time
longer time • Have the volunteers complete the activity and discuss the results.
• Have students repeat the activity several times, having new volunteers
Resources perform different activities that take a short amount of time and a long
Materials: books, pictures of activities amount of time.
Leveled Worksheets
2 TEACH
Get ConnectED
Direct students to the top of the page.
• Ask students to identify the two activities in the pictures.
GLE 0006.1.6 Read and interpret the language of • Would it take a longer time to eat dinner or eat a snack? eat dinner
mathematics and use written/oral communication to express Instruct them to trace the circle around the girl eating her spaghetti dinner.
• Discuss with students why eating a snack takes a shorter time than eating dinner.
1 INTRODUCE AL Alternate Teaching Strategy

If students have trouble identifying pictures that have activites that
ircle Time take a longer time and activities that take a shorter time . . .
Activity Choice 1: Hands-On 1 AL Reteach Worksheet

Materials: 12 books from classroom 2 Shorter Time, Longer Time Puzzle
library • Provide half of the class with a picture that has been cut in half.
• Have a volunteer return 10 books to the • Provide the other half of the class with the same picture that has been
classroom library and another volunteer cut into eight parts.
return two books back to the classroom library.
• Explain to the class that they will be putting the puzzle together.
• Ask why it took a longer time to put away 10 books.
• Explain how the puzzles are different.
• Have a group of volunteers say the ABCs together and
• Have each student predict which group will take a shorter time or
another group count to 10 together.
longer time to assemble the puzzle.
• Ask why it took a shorter time to count to 10.
• Have students begin the activity at the same time and discuss the results.
• Have students brainstorm other activities that take a short
amount of time to do. Have volunteers do the tasks.
• What are some activities that take a longer time than
saying your name? Sample answers: hopping 10 times,
walking around the room, clapping 20 times
Use Vocabulary Cards to reinforce
the vocabulary introduced in this
! COMMON ERROR! lesson in English and Spanish. (The
Define/Example/Ask routine is printed
Students may confuse the words longer and shorter time. Tell ISBN: 978-0-02-101638-9 Copyright © by The McGraw-Hill
on the back of each card.)

MHID: 0-02-101638-0 Companies, Inc.
students to think of the word longer with more and think of the
word shorter with less.
445 Time
Multi-Part Lesson 1
PART A B C D
Name 10, 9, 8, 7, 6,
5, 4, 3, 2, 1, 0
Shorter Time, Longer Time

Vocabulary
shorter time
me
longer time

Directions: Directions: Math at Home Activity: Name two activities

1–2. Circle the activity that takes a longer time. Draw an X on the 3–6. Circle the activity that takes a longer time. Draw an and ask your child which will take a longer time
activity that takes a shorter time. Tell how you know. X on the activity that takes a shorter time. Tell how or a shorter time. Time your child and see which
GLE 0006.1.6 Read and interpret the language of mathematics and use you know. activity actually took a longer time.
Time four hundred forty-five 445 446 four hundred forty-six Time
3 PRACTICE 4 ASSESS
• Direct students to Exercise 1. • Show two pictures of people doing different activities. Have students
• What are the activities shown in Exercise 1? boy washing hands; tell which activity takes a longer time and which activity takes a
boy washing car shorter time.
• Tell students to circle the activity that takes a longer amount of time. • Show a picture of a person doing an activity. Have students name
an activity that takes a longer time and an activity that takes a
• Have students draw an X on the activity that takes a shorter amount
shorter time.
of time. Have students tell how they know.
• Repeat the activity in Exercise 2.
Independent Practice
Are students still struggling to
Have students turn the page over and work independently on
compare the amounts of time it takes to
the exercises.
perform two activities?

AL Differentiated Instruction: Option 2 (p. 439c)
Ask these questions as students line up:
A
If No OL Differentiated Instruction: Option 1 and 2
• What takes a longer time than sneezing? Sample answer: (p. 439c)
brushing my teeth BL Differentiated Instruction: Option 1 (p. 439d)
• What takes a shorter time than driving to school? OL Skills Practice Worksheet
Sample answer: eating an apple BL Enrich Worksheet
Time 446
Multi-Part
Planner
PART
PA
PART
RT A PART
PA
PART
RT B
PART
Title / Objective Using an Analog Clock Using a Digital Clock
A Using an Analog Clock (pp. 447–448) (pp. 449–450)
B Using a Digital Clock Tell time to the hour using an analog Read the time on a digital clock.
clock.
C Problem-Solving Strategy: GLE 0006.1.6 GLE 0006.1.6
Make a Table Standards
Vocabulary hour
o’clock
How can you use a clock to tell time to the Materials/ yarn, number cards 1 to 12, red and digital clock, chart paper, marker,
hour? Sample answer: You look at the hands Manipulatives blue construction paper, dot cube, digital clock cards, timer, interactive
of a clock and see where the shorter hand is interactive whiteboard whiteboard
pointing when the longer hand is pointing analog demonstration clocks, student analog demonstration clocks, counters
to 12. clocks
Resources Get ConnecttED Get ConnecttED
✔ 0006.1.9
Focus on Math Background Leveled Worksheets Leveled Worksheets
Time is an abstract concept that can be Lesson Animations Daily Transparencies
measured using physical tools. The analog and
Daily Transparencies Problem of the Day
digital clock are two such tools used to show
Problem of the Day VVirtual Manipulatives
the passage of time as well as to denote the
time an event takes place. The passage of time Virtual
V Manipulatives eGames: Scrambled Egg City: Using
eGames: Scrambled Egg City: Use a Digital Clock
or time of an event can be marked by hours,
minutes, and seconds. Most Kindergarteners an Analog Clock Hands-On Activity Tools and Resources
struggle to understand the relationship Math Songs Animation: Tick! Tock!
between these time references. Teaching Hands-On Activity Tools and Resources
students that time can be labeled by an hour
on the clock allows students to associate
routine activities as happening predictably at
set times a day.
Blended Approach

Whiteboard ready.
Days 1 1 1 1 1 1 2 1 2
447a Time
Telling Time
PART
PA
PART
RT C
Problem-Solving Strategy: Title / Objective
Make a Table (pp. 451–452)
Make a table to answer questions.
GLE 0006.1.6
Standards
hour Vocabulary
o’clock
pictures of daily activities, poster board, Materials/
marker, digital clock cards Manipulatives
analog demonstration clock, two-color
counters
Get ConnecttED Resources

✔ 0006.1.9
Leveled Worksheets
Problem of the Day
VVirtual Manipulatives
RWPS: Now and Then
Hands-On Activity Tools and Resources
Blended Approach
Mid-Chapter Check (p. 453)

Game Time (p. 454)
Time 447b
Option 1 Use with 2A Option 1 Use with 2A

Materials: demonstration analog clock, index cards with Materials: dot cubes 1 to 6, demonstration analog clock, blank
numbers 1 to 12 on them. clocks from Hands-On Activity Tools and Resources (p. 135
• Have students count number cards one to 12 in order. or 136)
• Have students roll both number cubes and count the number
• Show the analog clock. Point to each number on the clock as
of dots shown.
students count from one to 12. Cover the numbers four to 12
on the clock. • Tell the students to move the hands on the demonstration
clock to show that number if it were time on the clock.
• Show students the number card one. Have them identify it.
Show students 1 o’clock on the clock. Tell students that when • Direct students to draw the hands on the blank clock to show
the clock is shown like this it is called one o’clock. the same time as on the demonstration clock.
• Reveal with numbers to 12 until students can see the pattern 55
60
0
5
and repeat the time shown. 11 12

2 1
50 10
10 2
Option 2 Use with 2C 45
9 3 15
8 4
Hands-On Activity 40
7 6 5
20
Materials: 8½ x 11 construction paper, crayons 35

30
25
• Give each student a sheet of construction paper. Guide

students to fold the paper in 3 equal columns.
Option 2 Use with 2B
• Show students how to keep the paper folded so that only one
Hands-On Activity
column shows. Ask students to write their name at the top of
Manipulatives: digital clock cards from Hands-On Activity Tools
the first column.
and Resources (p. 136), pencil
• Guide students to open the paper to show the next column. • Give a set of 12 blank digital clock cards to each student.
Only two columns should be shown.
• Have students write the numbers on the cards to show times
• Have students write their age in the second column. from 1 to 12 o’clock. For example, 1:00, 2:00, 3:00 etc.
• Guide students to open the paper to show the last column. All • Instruct students to work with partners. Have each partner
three columns should be shown. Have them draw their face in randomly show one card and compare it to their
the last column. partner’s card.
• Ask students to tell what information is on the paper. Sample • The partner whose card has the greater number keeps the
answer: my name, my age, and a picture of me pair of cards in their discard pile.
• Tell students that the way the information is shown is called • Explain that the game ends when all cards have been
a table. compared. Have both students name the times shown on
• Have students tell other information that could be in the table their cards.
if another column was added. For example, their favorite • The winner is the partner with more cards.
color or number of people in their family.
Other Options
Other Options
Get ConnectED Lesson Animations, Virtual Manipulatives Get ConnectED Lesson Animations, Virtual Manipulatives
eGames: Scrambled Egg City: Using an
eGames: Scrambled Egg City: Using an
Analog Clock
Analog Clock
447c Time
Option 1 Use with 2B This strategy helps English Learners learn language for talking
about time.
Hands-On Activity
Materials: digital clock cards from Hands-On Activity Tools and Find Core Vocabulary, and Common Use Verbs in the online EL
Resources p. 136, paper, crayons strategies to help students grasp the math skills; use Language
• Direct students to write the times from 1:00 to 12:00 o’clock Alerts at point of use in the Teacher Edition.
on the blank cards.
AL Beginning
• Explain that A.M. means morning and P.M. means evening.
Act It Out Demonstrate the movement of time on a digital clock.
For example, tell students that at 1:00 in the morning (A.M.)
children are sleeping. However, at 1:00 in the afternoon • Point to the hours on a digital clock and say, This side of the
(P.M.) most children are playing or in school. digital clock is hours. Let’s show hours by hopping slowly.
• Have students make a book that shows times of day from • Point to the minutes and say, This side of the double dots is
1:00 to 12:00 on the blank digital clock cards and an activity minutes. Minutes are fast. Let’s show minutes by hopping fast.
that could occur at that time. Have students share their books.
OL Intermediate
Option 2 Use with 2C Word Recognition Understand the difference between analog
and digital clocks.
Hands-On Activity
• Point to an analog clock in the room and say, analog clock.
Materials: class schedule, digital clock times from one o’clock to
Have students repeat the words. Repeat for digital clock.
12 o’clock written on index cards, index cards with words or
drawings of the class schedule activities • Draw a digital clock on the board. Write the time as ____: 00.
• Have student look at the class schedule showing activity and • Have students spin a spinner to determine to hour and write it
time each activity takes place. on the digital clock you drew on the board. Say the time, and
• Tell students to read the times from the schedule. have students repeat; for example, It is 7 o’clock.
• Allow students to recreate the class schedule using the same • Have students use their arms to demonstrate the same time
information but arranged in a different table. as would appear on an analog clock.
• Have students explain their new arranged table and tell the BL Advanced
information to the class.
Scaffold Use analog clocks to ask and answer questions
• For further challenge, have students design their own table to about time.
show their after school schedule. • Give each pair of students a demonstration clock.
• Tell students that the minute hand should stay at 12.
฀
฀฀฀฀฀฀฀ • Have one student secretly set the clock and then show it to
฀฀฀฀฀฀ their partner and ask, What time is it?
฀฀฀฀
• The partner should answer in a complete sentence; for
฀ ฀ ฀
฀ ฀
example, It is 8 o’clock. Have students switch roles and repeat.
฀
Extend
Create a giant analog clock. Set 12 chairs in a circle and label
Other Options them 1-12. Tie one long piece of yarn and one shorter piece of
TE Learning Station Card 61 yarn to a stack of books in the center of the circle. Have two
students “be” the minute and hour hands, starting at 12 o’clock.
Get ConnectED Virtual Manipulatives
When you call out a time, the minute hand should move quickly
and the hour hand should move slowly around the clock to the
requested time.
Time 447d
Multi-Part
Lesson 2 Telling Time Activity Choice 2: Learning Stations: Science,
PART A B C Card 64
Materials: demonstration clock
PART Using an • Show students the demonstration clock. Have students identify the numbers.
A Analog Clock • Tell students that when the red arrow (short hand) points to a number and
the blue arrow (long hand) points to 12, an hour of the clock or o’clock can
Objective be named.
Tell time to the hour using an analog clock.
• Demonstrate times from 1 to 12 o’clock. Using a class schedule, discuss
Resources activities done at given times.
Materials: yarn, red and blue construction paper, number • Distribute materials and explain the directions on card 64.
cards 1 to 12 from Hands-On Activity Tools and Resources • Guide students to complete the activity and share their work.
p. 93–94, interactive whiteboard, dot cube
Manipulatives: analog demonstration clock, student clocks
2 TEACH
Leveled Worksheets Direct students to the top of the page.
Get ConnectED • Distribute demonstration clocks to each student or to student pairs.
• Identify the parts of the clock shown at the top of the page.
GLE 0006.1.6 Read and interpret the language of • Have students point to and identify the matching part on their clocks as you
mathematics and use written/oral communication to express introduce each feature on a demonstration clock.
• Guide students on how to arrange each hand on their demonstration clocks
to show 9 o’clock.
1 INTRODUCE • Have students trace the number 9 and the number 12 on the clock.
• Discuss that school starts at 9 o’clock and direct students to write the
number 9 on the line below the clock.
ircle Time • Tell students that 9 o’clock is the name of the hour on the clock.

Materials: yarn, number cards 1 to 12, If students have trouble reading an analog clock . . .
construction paper arrows (one short red and Then use one of the following reteach options:
one long blue), analog demonstration clock
• Using yarn, create a circle on the floor large 1 AL Reteach Worksheet
enough for students to walk around. Tell students 2 IWB Virtual Manipulatives Use the virtual clock to reteach the concept
that the circle is going to be a clock. of using an analog clock.
• Show the demonstration clock. What numbers are on
3 Clock Practice Have students work in pairs. Give each pair a clock with
this clock? 1 to 12
numbers and moveable hands.
• Place the number cards on the floor clock as shown on the
• Have students set the clock to 12 o’clock to begin.
demonstration clock.
• Have one student roll a dot cube and the partner move the hour hand
• Show students the red and blue arrows. Explain to
clockwise to show that hour on the clock.
students that the arrows point to numbers on a clock to
tell time by the hour. • Have partners switch roles.
• Demonstrate using the arrows on the floor clock by

pointing the red arrow to 1 and the blue arrow to 12.
Have a student show the same time on the
demonstration clock. ! COMMON ERROR!
Students may confuse the clock hands, especially when referred to as
• Tell students that this is 1 o’clock. Repeat with hours up to
the “big” hand and the “little” hand. Use the words “long” and “short”
12 o’clock.
to describe the hands to clarify the minute and the hour hand.
• Have students walk around the outside of the clock as the
time is changed from 1 through 12 o’clock.
• Allow students to name the time the clock is showing.
447 Time
Multi-Part Lesson 2
PART A B C
Name 11 12 1 11 12 1
10 2 10 2
9 3 9 3
Using an Analog Clock 8 8
7 6 5 7 6 5
Vocabulary
hour
o’clock 11 1
10 2
3 I go to at I eat at
8
7 6 5
4 o’clock. 6 o’clock.
School starts at 9 o’clock.

10
11 12 1
2 10
11 12 1
2
9 3 9 3
11 12 1 11 12 1 8 8
10 2 10 2 7 6 5 7 6 5
3

9
9 3
8 8
7 6 5 7 6 5
I take a at I eat at
I eat at I go at
Directions: Directions: Math at Home Activity: Draw different clocks

1–2. Write the number that tells the hour when each 3–6. Write the number that tells the hour when or cut clocks from magazines that show time to the
activity happens. each activity happens. nearest hour. Ask your child to tell the time.
Time four hundred forty-seven 447 448 four hundred forty-eight Time
3 PRACTICE 4 ASSESS
• Direct students to Exercise 1. • Using a demonstration clock show 11 o’clock.
• Have students look at the analog clock and tell the time. • Have students use their clocks to show the same time and tell what
• Talk about what activity occurs at that time. time is shown.
• Demonstrate how to write the number in the designated space. • Use your clock and show me one o’clock. See students’ work.
• Follow the same procedure with Exercise 2.
Have students turn the page over. Explain the directions.
Have students work independently on the exercises.
Are students still struggling to use
analog clocks?

Show different times on the analog If No OL Differentiated Instruction: Option 1 (p. 447c)
demonstration clock. Have students line up as they identify OL Skills Practice Worksheet
the times. BL Enrich Worksheet
Time 448
Multi-Part
Lesson 2 Telling Time Activity Choice 2: Game
PART A B C Materials: demonstration analog clock, student clocks, digital clock, blank
digital clocks, timer
PART Using a • Hold up the digital clock. Identify it.
B Digital Clock • Compare the digital and analog clock having students tell what is the same
and different.
Objective • Explain how time on the digital clock is read.
Read the time on a digital clock.
• Show the same time on the analog clock as on the digital clock and
Resources compare. Repeat showing other times.
Materials: digital clock, chart paper, marker, blank digital • Distribute blank digital time clocks to some students and analog clocks to
clocks from Hands-On Activity Tools and Resources p. 136, other students. Play a game directing students to secretly display an
timer, interactive whiteboard assigned time on their clock. Be sure to assign times so that each analog
Manipulatives: demonstration analog clock, counters and digital clock has a matching time. Set a timer. Direct students to find
another student with the matching digital or analog time before the timer
Leveled Worksheets goes off.
Get ConnectED
• Repeat using other times.

2 TEACH
mathematics and use written/oral communication to express Have students look at the clocks at the top of the page.
• Explain to students that digital and analog clocks can show the same time.
• Say that the number on the left of the digital clock matches the number
1 INTRODUCE shown by the red hand on the analog clock. These numbers tell the hour.
• Explain that just like the blue (minute) hand on the analog clock, the
ircle Time numbers on the right of the digital clock count the number of minutes that
have passed in the hour.

Materials: digital clock, chart paper, If students have trouble reading a digital clock . . .
marker, blank digital clocks
Then use one of the following reteach options:
• Show students a digital clock.
• Discuss with students their observations of 1 AL Reteach Worksheet
the clock. 2 IWB Virtual Manipulatives Use the virtual clock to reteach the concept
• What do you notice about the digital clock? of using an analog and digital clock.
Sample answer: There are two dots between the
3 Match the Hours Give each student 12 counters and digital clock times:
numbers. Write responses on chart paper.
12:00 through 11:00.
• How is a digital clock different from an analog clock?
• Show a demonstration analog clock set to 9 o’clock.
Sample answers: It has numbers before and after the two
dots; there are no hands; it is not round. • What number is the short hand pointing to? 9 Have them find the
matching number on the digital clock times.
• Distribute blank digital clocks.
• When students find the match, have them put the number of counters
• Guide students in writing times from 1:00 to 12:00 on
next to the digital time that matches the number of the hour. For
the clocks.
9 o’clock, students should put nine counters next to the 9:00 on
• Have students identify various times on the digital clock. their list.
• Repeat with other times until students have reviewed all 12 hours.
! COMMON ERROR!
Students might not read the numbers on digital clocks from left to
right. Put a dot or sticker to the left of the clock display to remind
students where to start reading.
449 Time
Multi-Part Lesson 2
PART A B C
Name
11 12 1 11 12 1
Using a Digital Clock 10 2
3
10 2
3
9 9
8 8
7 6 5 7 6 5
11 12 1
10 2
9
8
3

7 6 5

8 o’clock
ck 8 o’clock
11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 8
7 6 5 7 6 5
11 12 1 11 12 1

10 2 10 2
9 3 9 3
8 8
7 6 5 7 6 5

Directions: Math at Home Activity: Compare telling time to
3–6. Look at the analog clock. Circle the digital clock that the hour using digital and analog clocks in your home.
shows the same time. Tell your child to write the time as it appears on the
Directions:
digital clock. Look for digital clocks and analog clocks
1–2. Look at the analog clock. Circle the digital clock that
in other surroundings.
shows the same time.
Time four hundred forty-nine 449 450 four hundred fifty Time
3 PRACTICE 4 ASSESS
• Direct students to Exercise 1. • Put two groups of cards on a table—each showing the same times.
• Tell students to look at the analog clock and then circle the digital One group should show digital clocks; the other group should show
clock that shows the same time. analog clocks.
• Repeat for Exercise 2. • Have students pair up one card from each group.
Have students turn the page over. Explain the directions.
Have students work independently on the exercises.
Are students still struggling to tell
time on a digital clock?

If No OL Differentiated Instruction: Option 2 (p. 447c)
Create digital and analog clock flash cards. BL Differentiated Instruction: Option 1 (p. 447d)
Show each student one card. Have them identify the type of OL Skills Practice Worksheet
clock on the card before lining up. BL Enrich Worksheet
Time 450
Multi-Part
Activity Choice 2: RWPS Reader
PART A B C
• Read the story Inside My Classroom together as a class.
PART • What information did you learn from the story? Sample answer: There
C Problem-Solving Strategy: are more of some classroom items than of others.
• Tell students that one way to show the information is to make a table.
Make a Table • Turn to page 3. What objects do you see? chalk and eraser
Objective • Using poster board, draw a piece of chalk in the first column and an eraser
in the second column. Turn to pages 5 and 7. Follow the same procedure.
Make a table to answer questions.
Have students tell how many of each item is showing.
Resources • Guide students to write the number of each item below the picture.
Materials: pictures of daily activities, posterboard, marker, • Instruct the students to use the table to answer questions about the items.
digital clocks from Hands-On Activity Tools and Resources
p. 136
Manipulatives: analog demonstration clock, two-color 2 TEACH
counters The make a table strategy helps students to see data in an organized way and
to use all information at hand in order to solve a problem.
Leveled Worksheets
Direct students to the student page.
Get ConnectED • Have students look at the table. Tell them that a table is a way to show
information. What information does this table show? activities girls and
boys do, clocks, words to tell about different times during the day
mathematics and use written/oral communication to express • How do the pictures help you understand what time of day it is?
mathematical ideas precisely. Sample answer: The pictures show the sun or moon and that tells us the
Checks for Understanding ✔ 0006.1.3, ✔ 0006.1.4 time of day.
1 INTRODUCE • Tell students they will use the pictures and clocks in the table to decide what
time of day the child does each activity.
ircle Time AL Alternate Teaching Strategy

If students have trouble understanding how to use the a table to
understand concepts about time . . .
Materials: pictures of activities you Then use one of the these reteach options:
do at different times of the day, analog
1 AL Reteach Worksheet
demonstration clock, digital clocks, poster
board, marker 2 Sequence Picture Cards Have students work in pairs. Each pair
• Show a picture of a morning activity. sequences picture cards that show morning, afternoon, and evening.
• Ask students whether the picture shows an • Ask students how they know the cards are in order.
activity done in the morning, afternoon, evening, • Have students draw pictures in order to show an activity they do in the
or night. Ask a volunteer to show a time on the analog morning, afternoon, and evening.
clock that could match the picture.
• Repeat with different pictures. Have students share activities
they do in the morning, afternoon, evening, or night.
• Have students show the time of these activities using the ! COMMON ERROR!
digital clocks. Students may have difficulty using a table to understand information.
• Using the poster board, create a table using columns. Show Discuss the information and how to use it to answer questions.
a picture of a daily activity just discussed, digital time, analog
time, and a sun showing the time of day the activity
took place.
A each student to name information that
Ask
• Explain that a table is one way to show information. could be used in a table before lining up.
• Repeat with more pictures in rows below the organized
columns and guide students to complete the table.
• Help students use the table to answer questions about time.
451 Time
Multi-Part Lesson 2
PART A B C
Name
3 2
Make a Table
What time is it?
11 12 1 2 1
10 2
9 3
6 00 8
7 6 5
afternoon or morning
1 3
11 12 1
10 2
9 3
1 00 8
7 6 5
afternoon or evening
2 or 3 1 or 2
11 12 1
10 2

9 3
8 00 8
7 6 5
3 or 1 3 or 1
morning or evening
11 12 1
10 2
3 1 or 2 2 or 3
7 00 9
8
7 6 5
morning or afternoon
Directions: Math at Home Activity: Take advantage of
Directions: 2–5. Make a table by putting a 1 next to the activity that problem-solving opportunities during daily routines,
1. Write a number on the digital clock to match the time on the analog clock. Circle happens in the morning, a 2 next to the activity that such as riding in the car, bedtime, laundry, groceries,
whether the picture shows something that happens in the morning, afternoon, or evening. happens in the afternoon, and a 3 next to the schedules, and so on.
Explain your answer. activity that happens at night. Explain your answers.
GLE 0006.1.2 Apply and adapt a variety of appropriate strategies to
problem solving, including estimation, and reasonableness of the solution.
Also addresses GLE 0006.1.6.
Time four hundred fifty-one 451 452 four hundred fifty-two Time
3 PRACTICE 4 ASSESS
• Direct students to Exercise 1 and describe the picture. • Show students pictures of activities or events that take place in the
• Have students write numbers on the digital clock to match the time morning, afternoon, and evening. Place them in random order.
on the analog clock. • Have students number the pictures in the order in which the events
• Ask students to circle when the activity takes place. Repeat with the take place.
other rows.
Have students turn the page over. Explain the directions. Have students
• Ask students to share another strategy that could be used and how it Are students still struggling to
might be used. solve problems using a table of
Homework Practice Worksheet information?

Multi-Part Lesson 2 How does knowing the time on a clock If No BL Differentiated Instruction: Option 2 (p. 447d)
help us use the table on our daily schedule? Sample answer: OL Skills Practice Worksheet
By knowing the time on the clock, we know when we should go BL Enrich Worksheet
to a special class on our schedule.
Time 452
Mid-Chapter Check Mid-Chapter
Check
Name
Formative Assessment
Use the Mid-Chapter Check to assess students’ progress in the
first half of the chapter.
Customize and create multiple versions of

your Mid-Chapter Check and the test answer keys.
Dinah Zike’s Foldables®

Use this lesson suggestion to incorporate the Foldable during
the chapter.
Lesson 1B Make and use a Three-Tab Book Foldable, and label
the tabs Morning, Afternoon, and Evening. Divide the class into
three groups. Have each group draw things that happen in the
morning, afternoon, and evening. Select and glue example
pictures under the appropriate tabs.

11 12 1 11 12 1
10 2 10 2
9 3 9 3
8 8
7 6 5 7 6 5
I go to school at

9 o’clock.
Directions:
1. Look at the picture. Circle the time of day it shows.
2. Draw an X on the activity that takes a shorter time.
3. Write the number that tells the hour when the activity happens.
4. Look at the analog clock. Circle the digital clock that shows the same time.
Time four hundred fifty-three 453
Data-Driven Decision Making

Based on the results of the Mid-Chapter Check, use the following resources to review concepts
that continue to give students problems.
Tennessee
Exercises What’s the Math? Error Analysis Resources for Review
Standards
1 GLE 0006.1.6 Understand concepts of time of Cannot distinguish between morning,
Chapter Resource Masters
morning, afternoon, evening. afternoon, and evening. Does not circle the
correct picture. Get ConnectED
Lesson Animations
2 GLE 0006.1.6 Demonstrates an understanding of Does not mark an X on the correct activity.
shorter time and longer time.
3 GLE 0006.1.6 To the nearest hour, identify the time Does not know how to write time.
of an everyday event using an analog
clock.
4 GLE 0006.1.6 Identify the time of everyday events Cannot read digital clock. Cannot read analog
using an analog and a digital clock. clock. Circle both clocks for the answer.
453 Time
Days and Nights
Time of Day
Play with a partner. Take turns.

Put your on Start.
Roll the 5 . Move your .
Days and Nights
2
1
You Will Need Tell if the picture shows a day or

night activity. Take as many blue
Time of Day
5
2
1
circles as the number on the
number cube.
Continue until each player reaches
Manipulatives: yellow cube, purple cube, number cube 0 to 5,
Finish. Compare your circles. blue attribute block circles
The player with more circles wins.
Introduce the game to students to play as a class, in small groups,
or at a learning station to review concepts introduced in this
chapter. You may wish to use the available Game Board to play
the game.
Instructions
• Have students choose a connecting cube and place it on Start.
• Tell students to take turns playing with a partner.

• Tell students to roll the number cube and move that
many spaces.
• Have students say whether the picture they land on is a day or
night activity.
• Tell students to take as many blue circles as the number on the
number cube.
• Have students continue until each player reaches the finish.
• Have students count their pile of circles.
• Have partners compare their sets of circles.
• Tell students the winner is the person with more circles.
454 four hundred fifty-four Time
Differentiated Instruction Extend the Game BL
Use these leveled suggestions to differentiate the game for all learners. • When students land on each space, have them say if the
activity happens in the morning, afternoon, or evening. Then
Level Assignment have them say if they have seen or done that same activity this
week. Have students tell how many times they have done the
AL Approaching Level When both students are finished have them activity that week. Tell students to collect the same number of
line up the circles and use one-to-one
attribute blocks that corresponds to the number of times they
correspondence to see who had more circles.
Tell students the winner is the student with have participated or seen the activity that week. When both
more circles. students reach Finish, tell them to count their attribute blocks.
Tell the students that the player with fewer blocks wins.
OL On Level Have students play the game with the rules
as written. • For another game focusing on the same mathematical concept,
see Game Time.
Time 454
Multi-Part
Planner
PART A PART B
PART
A Calendar Time Title /Objective Days of the Week
Calendar Time (pp. 457–460)
(pp. 455–456)
B Days of the Week
Understands the concept of time for a Name and sequence the days of the
C Months of the Year day, week, or month using a calendar. week.
D Today, Yesterday, and

GLE 0006.1.7 GLE 0006.1.7
Tomorrow
Standards
E Today, Yesterday, and Tomorrow Vocabulary week

w eek
day
Visual Vocabulary Cards 72 and 14

Materials/ yearly calendar, blank calendar, days of the week cards, Activity
Manipulatives crayons, board Flipchart, construction paper, markers,
What patterns do you see on a month of the
connecting cubes, counters calendar
calendar? Sample answer: I see repeating
week days and number patterns. interactive whiteboard, classroom
objects
Resources Get ConnecttED Get ConnecttED
Focus on Math Background ✔ 0006.1.9
Explore Worksheet Leveled Worksheets
Many Kindergarten teachers use calendars to
highlight repeating patterns and to help VVirtual Manipulatives VVisual Vocabulary Cards
students sequence and rote count numbers to Hands-On Activity Tools and Resources Lesson Animations
31. However, in addition to being good Daily Transparencies
instructional displays for teaching patterning Problem of the Day
and number skills, calendars should also be VVirtual Manipulatives
introduced as tools for keeping track of time.
For example, Kindergarteners need to know
that each square on the calendar represents
one unit of time—a day. Furthermore, students
need to be able to read a calendar, starting at
the top, moving from left to right, and then
returning back to the left as they move down
to the next row.
Blended Approach Math Their Way, p. 156–157

Whiteboard ready.
Days 1 1 1 1 1 1 2 1 2
455a Time
Calendar Time
PART C PART D PART E

Months of the Year (pp. 461–464) Today, Yesterday, and Tomorrow Title /Objective
Today, Yesterday, and (pp. 467–468)
Tomorrow (pp. 465–466)
Read and use a calendar. Understand concepts of time by Sequence days of the week to explain
determining today, yesterday, and today, tomorrow, and yesterday.
tomorrow.
GLE 0006.1.7 GLE 0006.1.6 GLE 0006.1.6
Standards
calendar today Vocabulary

month tomorroww
year yesterday
Visual Vocabulary Cards 7, 37, and 74 Visual Vocabulary Cards 66, 67, and 75
stickers, markers, calendar, interactive monthly calendar, days of the week yarn, days of the week cards, Activity Materials/
whiteboard, crayons, construction cards, crayons Flipchart, interactive whiteboard, Manipulatives
paper, number cards crayons, calendar, markers, chart paper,
connecting cubes stickers
Get ConnecttED Get ConnecttED Get ConnecttED Resources

✔ 0006.1.9
Leveled Worksheets Explore Worksheet Leveled Worksheets
VVisual Vocabulary Cards Lesson Animations VVisual Vocabulary Cards
Lesson Animations Hands-On Activity Tools and Resources Lesson Animations
Daily Transparencies Daily Transparencies
Problem of the Day Problem of the Day
VVirtual Manipulatives VVirtual Manipulatives
RWPS: What are Seasons? Hands-On Activity Tools and Resources
Math Their Way, p. 156 Math Their Way, p. 155 Blended Approach
Problem-Solving in Music
(pp. 469–470)
Chapter/Review Test (p. 471)
Spiral Review (p. 472)
Time 455b
Option 1 Use with 3E Option 1 Use with 3E

Materials: construction paper, crayons Materials: seven index cards, each with a day of the week, three
• Have students work in pairs. index cards labeled yesterday, today, and tomorrow
• Have students work in pairs.
• Have students make a planner.
• Spread out the names of the days of the week from Sunday
• Distribute sheets of paper divided into three columns and
to Saturday.
labeled: Yesterday, Today, Tomorrow.
• Have a student put today next to a day of the week. Have the
• Ask students to draw pictures of what they did yesterday,
partner put tomorrow and yesterday next to the correct days.
what they will do today, and what they will do tomorrow.
• If students are not ready, show only three consecutive days
• Ask volunteers to talk about their pictures.
asking students to tell the current day, the day after today and
the day before today.
Yesterday Today Tomorrow
Monday today
Option 2 Use with 3B

Option 2 Use with 3C
Hands-On Activity
Hands-On Activity
Materials: calendars, crayons
Materials: calendar
• Give each student a calendar page.
• Show students the classroom calendar.
• Have students color every Sunday blue.
• Have students name the month shown on the calendar.
• Then, have them color every Monday green.
• Ask a volunteer to point to the word Wednesday on
the calendar. • Repeat using different colors for each day of the week.
• What day does the month begin? Sample answer: Friday • What pattern do you see? Sample answer: Each column of
color is a different day of the week.
• Ask if there are any birthdays or holidays this month, and on
what day they will be celebrated.
Other Options
Get ConnectED Lesson Animations, Virtual Manipulatives
Other Options
Get ConnectED Lesson Animations, Virtual Manipulatives
455c Time
Option 1 Use with 3C This strategy helps English Learners learn the English needed to
understand time expressed on a calendar.
Hands-On Activity
Materials: blank calendar from Hands-On Activity Tools and Find Core Vocabulary and Common Use Verbs in the online
Resources p. 137, pencils, one-year calendar EL strategies to help students grasp the math skills; use
• Have students make a calendar of their birth month. Language Alerts at point of use in the Teacher Edition.
• Tell students the day their month starts and then have them AL Beginning
write in the numbers for each day of their month.
Memory Device Act out letters to
• Have students circle their birthday. elicit target words.
• Count and record how many calendar months were made. • Show a month from the calendar
on an overhead. Place a red
• Use the one-year calendar to name any missing months.
transparent strip over a week.
Say, “Week.” Hold your fingers in
a W. Repeat for month (larger
yellow transparent strip). Flip the “W” to make an “M.”
• Repeat, moving transparencies. Students flip the “W” or “M”
sign and say the word to show understanding.
OL Intermediate
Recognize and Act It Out Integrate vocabulary week and
Option 2 Use with 3B month, and introduce the word and idea of year.
• Show a 12 month calendar in a straight line. Circle it with
Hands-On Activity
yarn. Say, “Year.” Repeat with smaller yarn loops for week
Materials: construction paper, crayons, markers
and month.
• Give a seven-page booklet to each student. Tell students they
will make a weekly diary. • Have 4 students form a rectangle using yarn to show the year
loop. Stress the large size. Repeat for week and month with
• Have students copy the days of the week on the pages starting the other loops. Chorally name target items.
with Monday, and then draw a picture of an event that takes
place on each day.
BL Advanced
• Have students take their diaries home and complete the Music, Chants and Rhythms Internalize vocabulary.
remaining weekend pages. • Sing to the tune of “Twinkle, Twinkle Little Star”: Today, today
• Have students circle their favorite day of the week. is a dear; it is always (clap) right here. Yesterday came
before; yesterday is no more. Tomorrow will come and then,
• Ask students to tell a classmate why it is their favorite.
we will sing this song again. Step back on yesterday. Step
forward on tomorrow. Spin in a circle, arms spread while
singing the last phrase.
• Repeat, students singing and moving chorally.
Extend
Draw activities from yesterday, today, and tomorrow. Have EL
copy drawings. Make a chart by placing these pictures under the
labels: Yesterday, Today, and Tomorrow.
Time 455d
Multi-Part
PART A B C D E
PART Twelve Months in a Year

A Bring in a calendar with the
12 months of the year. Tell students
Calendar Time that there are 12 months in one year.
Read the months in order from
Objective January to December. Have students
Understands the concept of time for a day, week, or month raise their hands when you call out
using a calendar. the month in which their
birthday falls.
Listening Vocabulary
day
week
Resources
Materials: yearly calendar, blank calendar from Hands-On
Activity Tools and Resources p. 137, crayons
Manipulatives: connecting cubes, counters Connecting to the
Calendar
Explore Worksheet Show students the current month on
Get ConnectED
the calendar. Pass out blank calendars
to each student. Point out how
numbers are arranged on the
GLE 0006.1.7 Recognize the historical development of calendar. Have students write the
mathematics, mathematics in context, and the connections number of days in the correct boxes
between mathematics and the real world. on their personal calendar. Tell
Checks for Understanding ✔ 0006.1.5 students that each month has a
Concept Development specific number of days. Call out a
Use a calendar to help students understand the concepts of day, number from the calendar. Have
month, and year. students place a connecting cube on
the corresponding day on their
personal calendars. Have a volunteer
point out the day on the
classroom calendar.
Days of the Week

Point out and say each day of the week in order. Have students
repeat the days of the week in order. Have students count the
number of days there are in a week. How many days are there in
a week? seven days Explain to students there are seven days in
each week. Have students say what their favorite day of the week is
and why. Have students count how many Wednesdays there
are in the month on their personal calendars. Repeat the process for
several other days of the week.
455 Time
Reflect and Clarify
• How many months are in each year? 12 months
• How many days are in each week? Seven days are in each week.
• What are the names of the days of the week? Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday, and Saturday
• In what month were you born? Sample answer: June
E WRITE MATH Write the current day of the week on the board. Have students copy
the word in their Math Journals and draw a picture of something they are going to do today.
Multi-Part Lesson 3
PART A B C D E See students’ work.
Name
Calendar Time
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26

27 28
12 months
7 days
Directions: Place one counter on each number on theC1 C111-21
1-21A
A as you
calendar Directions: Create a calendar with your class by choosing a month of the year.
count from 1 to 28. With your teacher, find months on a calendar showing Say the month. Write the name of the month on the calendar. Fill in the calendar
30 and 31 days. Write how many months are in a year. with the number of days. Write the number of days that make a week.
GLE 0006.1.7 Recognize the historical development of mathematics,
mathematics in context, and the connections between mathematics and
the real world.
Time four hundred fifty-five 455 456 four hundred fifty-six Time

• Use the Explore workmat. Have students say the days of the week. Ask • Use the next page. Have students choose a month of the year. Have
students if their birthday is in this month and if so what day is it. How students say the name of the month. Demonstrate how to write the
many days are in this month? 28 days name of the month at the top of the calendar. Tell students to write the
Have students place one counter on each number on the calendar as name of the month. Have students fill in all of the days in that month.
they count from one to 28. Help students find months on a calendar Ask students to write the number of days that make a week.
with 30 and 31 days. Tell students to write how many months there are
in a year.
Time 456
Multi-Part
Lesson 3 Activity Choice 2: Activity Flipchart
PART A B C D E Materials: Activity Flipchart, construction paper, markers
• Turn to page 33 in the Activity Flipchart.
PART
• Using a piece of construction paper, cover the page except for the first week
B Days of the Week of March.
Objective • Have students name each day of the week. How many days are in a
week? seven days
Name and sequence the days of the week.
• Discuss the pictures on Monday and Thursday. Have volunteers draw a
Vocabulary picture and explain an activity they would like to do on the other days of
week the week.
day • When each day of the week has been filled with an activity, have students
name the activity that takes place on Thursday.
Resources • Repeat several times, naming different days of the week.
Materials: days of the week cards from Hands-On Activity
Tools and Resources p. 110, Activity Flipchart, construction
paper, markers, interactive whiteboard, classroom objects,
calendar 2 TEACH
Direct students to the top of the page.
Leveled Worksheets
• Name the days of the week with students.
Get ConnectED • Guide students to understand the different activities that occur on each
weekday of Mrs. Han’s Kindergarten class.
• What activities does the chart show? art, gym, music, library, computers
GLE 0006.1.7 Recognize the historical development of
mathematics, mathematics in context, and the connections • Discuss the days that your class has special activities.
between mathematics and the real world.
1 INTRODUCE
Building Math Vocabulary
• Write the days of the week on the board. Point to the days as
ircle Time you discuss them.
• Say that Sunday is the first day of the week.
• What day comes after Sunday? Monday
• Have students say the days of the week from Sunday
Materials: seven days of the
through Saturday.
week cards
• Show students, on a calendar, that a week is seven days in a
• Call seven students up to the front of row, Sunday through Saturday.
the room, and give each student a card
with a different day of the week on it.
• Say the days of the week in order, and have Use Vocabulary Cards to reinforce
students line up accordingly.
the vocabulary introduced in this lesson
• Repeat until all students have had a chance in English and Spanish. (The Define/
to participate. Example/Ask routine is printed on the
• After students demonstrate an understanding of how the back of each card.) ISBN: 978-0-02-101638-9
MHID: 0-02-101638-0
Companies, Inc.
days are ordered, play a guessing game with them.

• Tell students to guess the day of the week that comes after
Sunday. If students do not answer correctly, give them
ELL
more clues describing the order. Tell them that the day
comes before Tuesday, or that it comes between Sunday Extend Vocabulary: Placement in time Students may
and Tuesday. need clarification of the phrasal verbs come beforee and
• Give clues for different days until students have guessed come after. When students are in line, define their
all seven days of the week. placement using target vocabulary, and repeat the
process on the calendar to scaffold meaning.
457 Time
Multi-Part Lesson 3
PART A B C D E
Name
Days of the Week

Vocabulary
week
day
Thursday Friday
Sunday Monday
Sunday Monday
Friday Saturday

Wednesday Thursday
Monday Tuesday
Thursday Friday
Directions:
Directions: 4–7. Look at the picture. Using Mrs. Han’s schedule, draw a circle around
1–3. Look at the picture. Using Mrs. Han’s schedule, draw a circle around the day of the week when this activity takes place. Name the day.
the day of the week when this activity takes place. Name the day. 8. Name a day of the week. Draw an activity that you do on that day.
the real world.
Time four hundred fifty-seven 457 458 four hundred fifty-eight Time

If students have trouble naming the days of the week . . .
2 IWB Virtual Manipulatives Use the virtual calendar to reteach the
concept of days of the week.
3 Order Days of the Week Give students seven objects and seven cards,
each with a day of the week.
• Have students put the days of the week in order. (You may need to
read them out loud.)
• Have students pair an object with each day.
• Have students tell a days-of-the-week story about those objects.
For example:
On Sunday, I walked on the beach and found a shell.
! COMMON ERROR!
Students may have difficulty comprehending the day-to-day passage of
time represented on a calendar. Keep colored labels on the classroom
calendar to help students differentiate each day of the week.
Time 458
3 PRACTICE Name
Guided Practice
• Direct students to Exercise 1.
• Ask them to look at the picture of the activity.
DpN\\b
• Have students draw a circle around the day when that activity y Monday Tuesday
Wednesday
Thurs
day Friday
Saturd
ay
Sunda
takes place. nviteed....
ouu’ree invited...
yyou’re inv
AD NE
M
O
IT
ADMIT
• Ask them to name the day. ONE
• Have students work through Exercises 2 and 3 the same way.
Have students turn to the remaining pages. Explain the directions. Tuesday Monday
Have students work independently on exercises.
A you prepare for recess, lunch, or

As Friday Saturday
dismissal, help students recall the order of the days of the
week by chanting the sequence. Then have students line

up, one at a time, as the order of the days are repeated.
Wednesday Thursday
Sunday Wednesday
Directions:
9–12. Look at the picture. Using the schedule, draw a circle around the day
of the week when this activity takes place. Name the day.
Time four hundred fifty-nine 459
459 Time
4 ASSESS
DpN\\b Formative Assessment
Monday Tuesday
Wednesday
Thurs
day Friday
Saturd
ay • Ask students how many days there are in a week. Have them
y
Sunda nviteed....
ouu’ree invited...
yyou’re inv
name the days.
AD NE
M
O
IT
ADMIT
ONE
• Say a day of the week. What day comes after that day?
Sample answer: Monday comes after Sunday.
AD NE
M
O
Thursday Tuesday
IT
ADMIT
ONE Are students still struggling to name the
days of the week?

Sunday Wednesday
If No OL Differentiated Instruction: Option 2 (p. 455c)
BL Differentiated Instruction: Option 2 (p. 455d)
you’re invited... OL Skills Practice Worksheet
Saturday Monday

BL Enrich Worksheet

Directions: Math at Home Activity: Write the names of
13–15. Look at the picture. Using the schedule, draw a the days of the week on index cards. Have your
circle around the day of the week when this activity child order the days. Discuss different things that
takes place. Name the day. are done on each day.
16. Name a day of the week that begins with the letter S.
Draw an activity that you do on that day.
460 four hundred sixty Time
Time 460
Multi-Part
Activity Choice 2: RWPS Reader
PART A B C D E • As a class read the story What are Seasons?
PART • Looking at pages 2 and 3 discuss the photos. What do you know about
C Months of the Year the seasons? Sample answer: There are 4 seasons in the year. In each
season the weather changes.
Objective • Turn to page 4. Point to the March calendar. What is the name of this
Read and use a calendar. object? calendar Ask students if they know the name of the month on the
calendar. Tell students that it is March and that March is one month of the year.
Vocabulary • What days of the week do you see on the March calendar? Sunday,
month Monday, Tuesday, Wednesday, Thursday, Friday, Saturday
year • Count how many days do you see on the March calendar. 31.
calendar • Have students gather information from the calendar by asking questions
such as: on what day does the last day of the month appear or where would
Resources you find March 4th on the calendar.
Materials: blank stickers, markers, calendar, interactive • Showing pages 4, 5, 6, and 7 explain that different seasons occur during the
whiteboard, crayons, construction paper, number cards from months shown on each page. For example, Spring occurs during March,
Hands-On Activity Tools and Resources p. 93–96 April, and May.
Manipulatives: connecting cubes
• Turn to page 8. Count the months in a year. Have students name them.
Discuss the different amount of days in each month.
Leveled Worksheets
• Have students name a month or season that is their favorite and tell why.
Get ConnectED
GLE 0006.1.7 Recognize the historical development of 2 TEACH

mathematics, mathematics in context, and the connections
between mathematics and the real world. Direct students to the top of the page.
Checks for Understanding ✔ 0006.1.5 • Tell students this calendar shows the month of May and the days of the week.
1 INTRODUCE • Model and explain how to read a calendar.
• Tell students that the name of the month is located at the top of the
calendar. Have students point to and say the name of that month.
ircle Time • Explain that every box on a calendar represents a day, has a number, and all
seven days in a week are in order, and each row stands for one week.

Materials: blank stickers,
Building Math Vocabulary
markers, calendar
• Write the words year and month on the chalkboard. Point to the
• Give each student a blank sticker,
words as you discuss them. Call on students to list the 12 months.
and have them write their initials on it.
Write the name of each month in order on the board.
• Hold up a calendar at the front of the room.
• Have students look at the classroom calendar.
Begin by showing the month of January. Name
the month. • What month of the year is this? Sample answer: May
• Ask each student a different question that refers to • What do we use a calendar for? Sample answers: to tell the
a part of the calendar. Have them come to the front of day of the week; to remember special days; to count days; to
the room and answer the question by putting their see all months in the year
sticker on the correct spot on the calendar. For example, • Have each student tell what month they were born.
ask what the first Wednesday of January is, or ask where
January 17 is. Visual Vocabulary Cards
• Flip the calendar to a new month and repeat the process. Use Visual Vocabulary Cards to reinforce
• Have students repeat each month’s name as it is shown. the vocabulary introduced in this lesson
in English and Spanish. (The Define/
Example/Ask routine is printed on the
back of each card.) ISBN: 978-0-02-101638-9
MHID: 0-02-101638-0
Companies, Inc.
461 Time
Multi-Part Lesson 3
PART A B C D E
Name
Months of the Year

Vocabulary
month
year
calendar

1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30
Directions:
2. Draw an X beside the name of the month, a circle on the first day of the month,
a triangle on the last day of the month, a box around the word Monday, and
Directions: color the box that shows July 4th.
1. Draw an X beside the name of the month, a circle on the third day of the 3. Draw an X beside the name of the month, a circle on the first day of the month,
month, a triangle on the last day of the month, a box around the second a triangle on the last day of the month, a box around the word Thursday, and
Saturday, and color the box that shows June 19th. color the box that shows November 22nd.
Time the real world. four hundred sixty-one 461 462 four hundred sixty-two Time

If students have trouble understanding how to read a calendar . . .
concept of reading a calendar.
3 Calendar Bingo
• Provide each student with a calendar from the Hands-On Activity Tools
and Resources p. 137.
• Give each student several connecting cubes.
• Tell students to copy the number of days from this month’s calendar
displayed in your classroom.
• Have students use their calendars as a bingo board.
• Call out days of the week or the number of one of the days in the
month. Tell students to mark the corresponding space with a cube.
• Tell students when they fill an entire row or column, call out
“calendar bingo.”
• Repeat the game several times.
Time 462
3 PRACTICE Name
Guided Practice
• Direct students to Exercise 1.
• Ask students to: Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1
Draw an “X” beside the name of the month.

Draw a circle on the third day of the month. 2 3 4 5 6 7 8
Draw a triangle on the last day of the month. 9 10 11 12 13 14 15

Draw a box around the second Saturday.
Color the box that shows June 19th. 16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
Have students turn to the remaining pages. Read the directions
and have students answer Exercises 2–6 independently. Have
students discuss Exercise 7. Have students identify each of the
animals on the chart and which day of the week that worker feeds
them. Have students point to Wednesday. Tell students to circle
the animals that worker feeds on Wednesday. Ask students to Sunday Monday Tuesday
y Wednesday Thursday Friday Saturday
1 2
draw those animals in the box.

3 4 5 6 7 8 9
10 11 12 13 14 15 16
Give each student a number card

17 18 19 20 21 22 23
from one to the total number of students in class. Call
numbers in order and have students line up. Compare 24 25 26 27 28 29 30
these numbers to the numbers on the calendar.

Directions:
4. Draw an X beside the name of the month, put a circle on the first day of the month,
a triangle on the last day of the month, a box around the word Sunday, and
! COMMON ERROR!
color the box that shows the third Monday.
5. Draw an X beside the name of the month, put a circle on the first day of the month,
a triangle on the last day of the month, a box around the word Tuesday, and
color the box that shows April 12th.
Students may have difficulty distinguishing weeks. Allow
students to color each row/week a different color. Time four hundred sixty-three 463
Students can then count the different colors used to know
how many weeks are in a month.
463 Time
4 ASSESS
Sunday Monday Tuesday Wednesday Thursday Friday
y Saturday
Formative Assessment
1 2 3 4 5
• Use the current month’s calendar.
6 7 8 9 10 11 12
• Are there any holidays this month? What day of the week
13 14 15 16 17 18 19
has a holiday? Sample answer: yes; Sunday
• What day of the week is the first day of the month? the
20 21 22 23 24 25 26
last day? Sample answer: Thursday; Saturday
27 28 29 30 31
Are students still struggling to read a

calendar?
A worker at the zoo feeds
different animals each day.
Sunday
Monday
If No BL Differentiated Instruction: Option 1 (p. 455d)

Tuesday OL Skills Practice Worksheet
BL Enrich Worksheet
Wednesday
Thursday
Friday
Saturday
Directions: Math at Home Activity: Help your child find his or
6. Draw an X beside the name of the month, put a circle her birthday on a calendar. Discuss the month and the
on the eighth day of the month, a box around the word date. Ask your child to tell you the day his or her
Friday, and color the box that shows March 17th. birthday is/was on. Find months, days, and dates of
7. Circle the animals the worker feeds on Wednesday. other events or appointments on a calendar.
Draw the animals.
464 four hundred sixty-four Time
Fun Facts
F
• The longest underwater tunnel of its kind in the world is at
Sea World in Shark Encounters.
• The pink color of flamingos comes from the food they eat.
• Bongos have been known to eat burned wood after
lightning storms.
• Have you ever been at the zoo when the workers were
feeding the animals? Explain what you saw. Sample
answer: I was at the zoo and saw the workers feed a snake.
The snake swallowed the food in one bite.
Time 464
Multi-Part
PART A B C D E
PART Today
D Show a current calendar. Provide
each group with cards showing each
Today, Yesterday, and day of the week. Have the days of the
week cards spread out on each table.
Tomorrow Have students work in groups. Have
Objective students take turns finding and
holding up different days of the week
Understand concepts of time by determining today,
yesterday, and tomorrow. cards. Have a student from each
group find today and name it. Discuss
Listening Vocabulary what students have done or will
today do today.
yesterday
tomorrow
Resources
Materials: monthly calendar, days of the week cards from Yesterday
Hands-On Activity Tools and Resources p. 110, crayons Have students find the day that is
before today on the calendar. Tell
Explore Worksheet students that day is called yesterday.
Tell a student in each group to find
Get ConnectED the corresponding card and hold it
up. What did you do yesterday?
Sample answer: My family and I went
out to dinner yesterday.
Concept Development
Use days of the week cards to identify today, yesterday, Tomorrow
and tomorrow. Have students find the day that comes after today on the calendar.
Tell students that day is called tomorrow. Tell a student in each
group to find the corresponding card and hold it up. What will you
do tomorrow? Sample answer: I am going to play soccer
tomorrow. Have each group line up their set of days of the week
cards in order from Sunday to Saturday. Have students point to
Sunday. Tell students if that was today, what day was yesterday.
Then have students say what day it would be tomorrow. Repeat the
activity by having students identify each day of the week as today.
465 Time
Reflect and Clarify
• What are all of the days of the week? Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday, and Saturday
• What day is it today? Sample answer: Wednesday
• What day was it yesterday? Sample answer: Tuesday
• What day will it be tomorrow? Sample answer: Thursday What will you do
tomorrow? Sample answer: I am going to go to the library tomorrow.
E WRITE MATH Write which day of the week it is on the board. Have students copy the
word in their Math Journals. Tells students to draw and color a picture of something they are
going to do today. Allow students to use a sentence to describe the picture. Write their
description in their Math Journal.
Multi-Part Lesson 3
PART A B C D E
Name Sunday
Today, Yesterday,
and Tomorrow See students’ work. Monday
Sunday
Saturday
Tuesday today
Sund
Monday
ay
Wednesday
Thu
Tuesday
rsd
ay
Wednesday Thursday
Thursday yesterday
Friday
Tue
sda
y

Friday
Friday
We
dn
Mon
esd
Saturday
day
Saturday tomorrow
ay

Directions: Work with a partner. Point to a day of the week from the group of Directions: Circle today. Write the name of today on the line. Put an X on
shapes. Name the day as today. Have your partner tell you which day was yesterday. Write the name of yesterday on the line. Put a box around tomorrow.
yesterday, the day before today. Tell which day will be tomorrow, the day after Write the name of tomorrow on the line. Tell one thing that happened today, tell
today. Take turns until all days are chosen. one thing that happened yesterday, and tell one thing that you will do tomorrow.
Time four hundred sixty-five 465 466 four hundred sixty-six Time

• Use the Explore workmat. Have students work with a partner. Ask • Use the next page. Tell students to circle today. Have students write the
students to point to a day of the week from the group of shapes. Tell name of today on the top line. Tell students to put an X on yesterday.
students to name the day as today. Have one of the students tell which Have them write the name of yesterday on the line. Tell students to put
day was yesterday and which day would be tomorrow. Have students a box around tomorrow. Have students write the name of tomorrow
take turns until all of the days are chosen. on the line. Have students tell one thing that happened today, one
thing that happened yesterday, and one thing that they think will
happen tomorrow.
Time 466
Multi-Part
Lesson 3 Calendar Time Activity Choice 2: Activity Flipchart
PART A B C D E • Turn to page 36 in the Activity Flipchart.
• Have students name each day of the week.
PART Today, Yesterday, and • Tell students to point to today and name the day. Ask a volunteer to draw
E Tomorrow an activity that they will do today in the box beside it.
Objective • Repeat for tomorrow and yesterday.
Sequence days of the week to explain today, tomorrow, and
yesterday.
Vocabulary
2 TEACH
today Direct students to the top of the page.
tomorrow • Explain that yesterday, today, and tomorrow are words that describe a day
of the week.
yesterday
• Point to Today in the poem. Read the first line. Point to the hat. Read aloud
Resources the line from the poem about the hat. Have students repeat after you.
Materials: yarn, days of the week cards from Hands-On • Say that the word today refers to this day.
Activity Tools and Resources p. 110, Activity Flipchart, crayons, • Point to Yesterday in the poem. Read that line aloud. Point to the balloon.
calendar, markers, chart paper, stickers Read that line. Have students repeat.
• Say that the word yesterday refers to the day before today.
Leveled Worksheets
• Point to Tomorrow in the poem. Read that line and the next line aloud. Point
Get ConnectED to the rain drops. Read the rest of the poem. Have students repeat.
• Say that the word tomorrow refers to the day that will come after today.
mathematics and use written/oral communication to express AL Alternate Teaching Strategy
Checks for Understanding ✔ 0006.1.3 If students have trouble understanding yesterday, today, and
tomorrow . . .
1 INTRODUCE
ircle Time 1 AL Reteach Worksheet

concept of today, yesterday, and tomorrow.
Activity Choice 1: Hands-On 3 Match Pictures Make a one-row, seven-column table on chart paper to
Materials: necklaces, days of display the lunch menu selections for students for each day of the week.
the week cards and yarn
• Have students match or draw a picture of each lunch item within the
• Have seven volunteers wear a necklace corresponding box on the menu table.
with a day of the week written on one of
• What did we eat for lunch yesterday? Sample answer: spaghetti
the cards.
• What was for lunch today? Sample answer: a sandwich
• Guide the volunteers to line up in order from
Sunday to Saturday. • What will we eat tomorrow? Sample answer: pizza
• Ask the students who are seated to point to the

student who is holding the card that shows today.
• Tell students to name the day of the week. Sample
answer: Wednesday
! COMMON ERROR!
Students may have trouble identifying and locating yesterday, today,
• Repeat for yesterday and tomorrow. and tomorrow on a single-row, seven-column chart. Continue using
the icons in the poem to help students find these words on the
weekly schedule.
467 Time
Multi-Part Lesson 3
PART A B C D E
Name
Today, Yesterday, and Tomorrow

Vocabulary
today Today is Monday.
yesterday I wear a on my head.
tomorrow
Yesterday was Sunday.
I held a instead. yellow red blue
Tomorrow will be Tuesday.
Who knows what I will do?
If it is a rainy day
I will bring something blue.
yellow red blue


See students’ work. Directions:
3. Put your finger on Friday and color the box red. If
Math at Home Activity: Write the days of the
week in order on a sheet of paper. Ask your child to
Directions: today is Friday, what day was yesterday? Put your draw a circle on today, a box around yesterday, and a
1. Listen to the poem. Put your finger on today and color the picture red. Put your finger on yesterday and color the box yellow. If today smiley face on tomorrow.
finger on yesterday, the day before today, and color the picture yellow. Put your is Friday what day will tomorrow be? Put your finger
finger on tomorrow, the day after today, and color the box blue. on tomorrow and color the box blue.
2. Put your finger on today and color the box red. Put your finger on yesterday and 4. Draw a picture of something you did yesterday, will
color the box yellow. Put your finger on tomorrow and color the box blue. do today, or will do tomorrow. Tell about your picture.
Time four hundred sixty-seven 467 468 four hundred sixty-eight Time
3 PRACTICE 4 ASSESS
• Direct students to Exercise 1. Help students identify Monday as today • Use the calendar to discuss today, tomorrow, and yesterday.
by identifying the cap. • Have students identify today by pointing to it on the calendar. Have
• Have students put their finger on today and color the box red. Repeat students say the name of the day aloud.
process coloring yesterday yellow and tomorrow blue. • Repeat for yesterday and tomorrow.
• For Exercise 2, identify what day is today and repeat the process.
Independent Practice Have a volunteer place a sticker on a day of

the week on the classroom calendar. Choose another student to
Have students turn the page over. Explain the directions. Have students
answer either what day it was yesterday or what day it will be
tomorrow. Repeat until all students are in line.
Are students still struggling to use today,

yesterday, and tomorrow?

Multi-Part Lesson 3 Name today, yesterday, and tomorrow.
If Yes AL Daily Transparencies Name a different activity you will do on each of the days.
AL Differentiated Instruction: Option 1 (p. 455c) Today is Friday and I will be going to the high school football
If No OL Differentiated Instruction: Option 1 (p. 455c) game with my parents. Yesterday was Thursday and I went to
OL Skills Practice Worksheet my soccer practice. Tomorrow is Saturday and I will be going to
BL Enrich Worksheet my friend’s birthday party.
Time 468
Elan hears the beat. He
has to count his steps.
Time to Practice
Namiba is a Native American
dancer. She has to practice the
dances.
This book belongs to
Copyright © Macmillan/McGraw-Hill,, a division of The McGraw-Hill Companies, Inc. A B
Objective
Activate Prior Knowledge
Before you turn students’ attention to the pages, discuss Native
Discuss days of the week and the passing of time. American dancing.
• Share with students that some people dress up for special Native
GLE 0006.1.6 Read and interpret the language of American dances.
mathematical ideas precisely. • How is this boy’s outfit different than the one you are wearing
✔0006.1.9 Use age-appropriate books, stories, and videos to convey
today? Sample answers: It is bright and colorful. It has feathers.
ideas of mathematics. • What does it mean to practice? Sample answer: To do the same
activity a lot.
• What type of activities do you practice outside? Sample answer: I
practice gymnastics outside.
• Have you ever used an instrument to create a beat? What type of
instrument was it? Sample answer: Yes, I have used a drum to
create a beat.
469 Time
Elan practices on Monday, Wednesday,
Thursday, and Saturday.
Color to show when he practices.
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday What do you practice doing?
Sample answers:
How many days does he practice? swimming, piano, baseball
FOLD DOWN
4 days
C D
Fun Facts
F Use the Student Pages
Page B Read the page together. Practice counting possible dance steps.
• The earliest form of written music was on a clay tablet.
Page C Help students color the boxes on the chart to show what days
• The largest musical instrument in the world is the organ. Elan practices.
• Most American automobile horns beep in the key of F. Page D Discuss the activities students practice at school and outside
of school.
E WRITE MATH Have students draw a picture of themselves

playing a sport or enjoying a hobby on a particular day. Help them write
a caption to tell about their picture.
Time 470
Chapter Review/Test
The
Chapter Project
BIG Idea Student Journals
As a class, revisit this chapter’s Big Idea.
How can I use clocks and calendars to measure time? Summative Assessment
Sample answer: A clock can help me measure time by Use these alternate leveled chapter tests to differentiate assessment
using it to know when I need to do an activity. A calendar for the specific needs of your students.
can help me measure time by using it to count the days
until the next holiday. Chapter Tests
Level Type Form
AL Multiple choice 1A
Dinah Zike’s Foldables® AL Multiple choice 1B
If students have not completed their Foldable, guide them to create
Multiple choice/free
and fill in the appropriate information using the instructions on the OL
response
2A
Chapter Opener and Mid-Chapter Check pages. You may choose to use
Multiple choice/free
the Foldable to help students review the concepts presented in this OL 2B
response
chapter and as a tool for studying for the Chapter Test.
BL Free response 3A
Lesson 3E Make and use a Three-Tab Book Foldable, and label the tabs
Today, Yesterday, and Tomorrow. Divide the class into three groups. Have BL Free response 3B
each group draw things that happened yesterday, today, or will happen Additional Chapter Resource Masters
tomorrow. Select and glue example pictures under the appropriate tabs. OL Oral Assessment
OL Listening Assessment
AL = approaching grade level

OL = on grade level
BL = beyond grade level
Data-Driven Decision Making

Based on the results of the Chapter Review/Test, use the following to review concepts that
continue to present students with problems.
Tennessee
Exercises What’s the Math? Error Analysis Resources for Review
Standards
1 GLE 0006.1.6 Understand units to measure time Does not understand words “morning,”
Chapter Resource Masters
such as morning, afternoon, and “afternoon,” “evening.” Draws an
evening. undistinguishable, confusing picture. Get ConnectED
Lesson Animations
2 GLE 0006.1.6 Demonstrate an understanding of Misinterprets directions. Does not circle the
concepts of time such as days of the correct day the activity takes place.
week.
3 GLE 0006.1.6 Demonstrate an understanding of the Does not mark an X beside the correct month
months of the year and how to use a on a calendar. Does not circle the correct day
calendar. of the month. Does not put a box around the
correct day of the week. Does not put a
triangle on the last day in the month.
471 Time
Chapter
Review/Test
Name
20 18
Wednesday Thursday

4
Directions:
1
1. Draw a picture of something that shows morning, afternoon, or evening. Put an Directions:
X on the time of day it shows. 1. Name the shape in the box. Compare it to the objects in the group. Circle the
2. Look at the picture. Using Mrs. Han’s schedule, draw a circle around the day of objects that are the same shape as the shape in the box.
the week when the activity takes place. 2. Count the objects. Write the number. Draw an X through the number that
3. Draw an X beside the name of the month, a circle on the first day of the month, describes the set with more objects.
a triangle on the last day of the month, a box around the word Wednesday, and 3. Count the boxes to find out how many of each animal there are. Write the number.
color the box that shows April 5th.
Time four hundred seventy-one 471 472 four hundred seventy-two Time
Vocabulary Review
Review chapter vocabulary using one of the following options.
• Visual Vocabulary Cards (3, 7, 14, 19, 36, 37, 39, 56, 66, 67, 72, 74,
Use the Spiral Review to review and assess mastery of skills
and 75)
and concepts.
• eGlossary
Chapter Test
Get ConnectED Find alternative summative assessment options.
Customize and create multiple versions of your

Chapter Test and their answer keys.
Time 472
Photo Credits:
435C (cl)Siri Stafford/Getty Images, (cr)Mike Powell/Getty Images; 435E (t)C Squared Studios/Getty Images,
(c)Richard Hutchings/Digital Light Source; 435F Ed-Imaging; 439D (l)C Squared Studios/Getty Images, (r)CMCD/
Getty Images; 439 443 Richard Hutchings/Digital Light Source; 455C (cr)Mark Steinmetz, (bl)Ed-Imaging;
455D Richard Hutchings/Digital Light Source; 455 (tr)Richard Hutchings/Digital Light Source, (cr)The McGraw-Hill
Companies; 465 Richard Hutchings/Digital Light Source
Copyright © 2012 by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted
to reproduce the Chapter Resource Masters material on pages 1–66 on the condition that such
material be reproduced only for classroom use; be provided to students, teachers, and families
without charge; and be used solely in conjunction with Tennessee Math Connects. Any other
reproduction, for use or sale, is prohibited without prior written permission of the publisher. No
additional parts of this publication may be reproduced or distributed in any form or by any means,
or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill
Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for
distance learning.
Send all inquiries to:

Macmillan/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN: 978-0-02-103045-3 (Teacher Edition)

MHID: 0-02-103045-6 (Teacher Edition)
ISBN: 978-0-02-103797-1 (Student Edition)
MHID: 0-02-103797-3 (Student Edition) Tennessee Math Connects, Grade K
Printed in the United States of America.
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CHAPT E R

The Skills Trace

After this chapter, students will learn to:

Print and Online Professional Development

B Morning, Afternoon, and Evening GLE 0006.1.6 Get ConnectED

3 Days Materials and Manipulatives

B Using a Digital Clock GLE 0006.1.6 Get ConnectED

C Problem-Solving Strategy: Leveled Worksheets Math Songs Animations

Materials and Manipulatives

B Days of the Week GLE 0006.1.7 Get ConnectED

C Months of the Year GLE 0006.1.7 Leveled Worksheets Virtual Manipulatives

calendar, month today, yesterday, tomorrow

hour a measurement of time; one of 12 hours week, day

morning, afternoon, evening

Visual Vocabulary Cards

Level Activity Modality

Get ConnectED Find other English Language Learner strategies.

Post Card Time

Course on Before and After Materials:

IWB You may wish to use the virtual calendar

Numbering Days of the Month

Introduce the Chapter 13 Time

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

• Graphic Organizer ZZZZZ

Reading and Language Arts Support

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Online Option Take the Online Readiness Quiz.

TIER Diagnostic Test

Name ________________ OCTOBER

If students miss one in Exercises 1–3, Practice

Then choose a resource:

TE Learning Stations (pp. 435E–435F)

2 approaching grade level

If students miss two in Exercises 1–3, Review

Then choose a resource:

w-Hill, a division of The

TIER Intensive Intervention

If students miss three in Exercises 1–3,

use Math Triumphs, an intensive math

If students miss none in Exercises 1–3, Apply

Are You Ready? Apply

Get ConnectED eGames: Scrambled Egg City:

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Seven Blind Mice

Rabbit’s Pajama Party

four hundred thirty-seven 437

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

BL Beyond Level Núm

For additional support, see the Real-World ber rati

Problem Solving Readers Teacher Guide.

✔0006.1.9 Use age-appropriate books,

Suggested Pacing (11 Days)

shorter time Vocabulary

Visual Vocabulary Cards 56 and 36

Option 1 Use with 1B Option 1 Use with 1D

morning evening Option 2 Use with 1D

439c Numbers to 100

Beyond Level BL English Language Learners ELL

Option 2 Use with 1B • Repeat the Intermediate activity.

PART Morning, Afternoon,

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

See students’ work. Directions:

Using the Student Page