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You are on page 1of 30

Day 41: Tell time using an analog clock, identify am and pm,

estimate and compare time, and explore the calendar.

Day 42: Tell time using an analog clock, identify am and pm,

estimate and compare time, and explore the calendar.

Day 43: Relate the concepts of impossible and certain events to

the numerical values of 0 (impossible) and 1 (certain).

Day 44: : Investigate experimental probability

Day 45: List and count all possible combinations using one

member from several sets.

Week 9, Day 41

TODAY THE STUDENT WILL:

and compare time, and explore the calendar.

these numbers are divisible by 10. Write yes if it is divisible by 10

and no if it is not divisible by 10.

9,345 = __ No

299 = No

100 = Yes

5,630 = Yes

764 = No

65 = No

2. Read the Math Text: Main Focus: Telling Time: The student

will learn how to tell time today. This skill transfers to every day of the

student’s life. It is important that they understand time concepts, not just to

know what the digits on a clock represent. There are two different kinds of

clocks the student may have. One is a digital clock and the other is an

analog clock. A digital clock shows the numbers clearly in minutes and in

hours. 1:25 represents twenty five minutes after one. This type of clock is

the most basic for the student. The analog clock is usually more complicated

because problem solving is left up to the reader. An analog clock shows the

numbers going around in a clockwise circle from 1 to 12. The short arrow

hand shows the hour and the long arrow hand shows the minute. The

student should have practice with both of these in order to show competency

in telling time.

analog clock showing 1:25)

While reading the text with the student, you will observe a few key concepts:

Before the student completes the practice exercises, have him visit

the following websites for some interactive activities. These activities will

prepare him for the exercises in the text:

http://www.apples4theteacher.com/clocks.html

Click and drag the hands on an analog clock for the correct time:

http://www.apples4theteacher.com/java/telling-time/index.html

The student observes calendars to find the day of the week he was born

http://www.apples4theteacher.com/calendar.html

exercises to show his learning of time. Here are the answer keys for those

exercises.

Practice 1

Read these clocks and write on the line what the clock says. The A.M. or P.M. label

has been given for you.

1. _____10:05_______________ A.M. (Insert an analog clock showing 10:05.)

Practice 2

Write if the answer is A.M. or P.M. and justify your answer with why you think this is

the case. Refer to the examples provided above to help you.

1. The store opened at 10. Is this A.M. or P.M.? How do you know?

This is most likely A.M. because a store normally opens in the morning.

2. Mrs. Smith dropped her daughter off at daycare at 7:45. Is this A.M. or P.M.?

How do you know?

This is most likely A.M. because she would drop her daughter off before she went to

work in the morning.

3. Our family had lunch at 12:25. Is this A.M. or P.M.? How do you know?

This is most likely P.M. because lunch is normally right around Noon which divides

morning from afternoon.

4. Jesse delivered his papers at 5:30. Is this A.M. or P.M.? How do you know?

Jesse probably delivered that day’s paper which was printed to go out in the early

evening. So this is probably P.M.

5. I brushed my teeth right before bed at 10:20. Is this A.M. or P.M.? How do

you know?

The phrase “before bed” implies that this takes place at night. That would mean

this is P.M.

See the chart below for these and more important time

values in an easy to read format.

60 seconds = 1 minute

60 minutes = 1 hour

24 hours = 1 day

7 days = 1 week

52 weeks = 1 year

12 months = 1 year

365 days (normal year) = 1 year

366 days (leap year) = 1 year

10 years = 1 decade

100 years = 1 century

1,000 years = 1 millennium

Practice 3

1. Write it out: The student may not be able to mentally keep track of

minutes in his mind. For time problems, have him write out longer number

sentences to help him keep track of the minutes and hours.

2. Find the Hours: Have the student first find all of the 60 minute chunks, as

was done in the above example. He can keep track of the time and what has

been used easier this way.

3. Draw Circle Clocks: Have the student draw circles to represent the minutes

if he is strong with reading an analog clock. Even if he isn’t strong with

reading an analog clock, this type of activity will be good practice for him.

Each filled in circle will represent 1 hour, or 60 minutes.

Convert the following values of time. You can refer to the chart. Explain or show

how you solved it.

3. January = 31 days

concepts dealing with time and the calendar. Remember, he can always

look back to previous lessons for help.

information or needs more information about telling time:

This site shows the current time in various places all over the world.

http://www.apples4theteacher.com/world-clock.html

The student looks at various analog clocks and needs to put them in order.

http://funschool.kaboose.com/formula-

fusion/games/game_what_time_is_it.html?g=wtp_ds2

http://funschool.kaboose.com/formula-

fusion/games/game_what_time_is_it.html?g=wtp_ds2

http://marg.mhost.com/MathGr5/elapsedtime.htm

Open-Ended Practice

Use the following bar graph and line plot to solve the problems below.

Insert a

bar graph

similar if

this

doesn’t

work

since I

made it

in

x x x x x x

10 20 30

1. Who mowed the most lawns during the three months? How do you know?

Nick mowed more because he mowed a total of 72 lawns whereas John only mowed 60 law

2. Which graph would help you find the median more easily?

It is easier to find the median in the line plot because the numbers are already in order to

out.____________________________________________________________________

3. What is the mode of lawns mowed? How did you find this answer?

______________________________________________________________________________

4. From the graphs above, if Nick keeps mowing as he has been, how many lawns can

he will mow in September? How do you know this?

He is going to probably mow 48 lawns because each month he increased his mowing by 1

lawns.____________________________________________________________________

Look back and review the last five days before answering these questions.

Use the space provided to solve the problems. Don’t forget to label your

answers.

Put the numbers in order from smallest to largest, then cross out the

smallest, largest, smallest, largest, etc. until you get the number that has

exactly the same amount of values above as it does below.

10, 29, 31, 29, 11, 9, 4, 45, 2, 13, 22, 34, 48, 25, 47, 13,

38 21, 32, 30

Data Set 1 Data Set 2

Data Set 2

45 is the range in numbers

Data Set 2

Data Set 2

Week 9, Day 42

TODAY THE STUDENT WILL:

estimate and compare time, and explore the calendar.

8,450= 4 hundred

42 = 4 tens

4,810 = 4 thousand

5.24 = 4 hundredths

47,253 = 40 thousand

6.504 = 4 thousandths

student will continue to learn about telling time today. He will have

practice with drawing the hands on an analog clock to show the correct

time. Here are the key concepts about this part of the lesson:

When reading a clock, you can see there are typically three hands that

move around the circle face of the clock.

important that the student understands the hour and minute hands on

a clock. We generally don’t talk about time in hours-minutes-seconds,

but rather just hours-minutes. Here is an example what time may look

like if we started to tell time by the hour-minute-second:

2:13:56 (two hours, thirteen minutes, fifty six seconds)

Ask the student if he can think of any time or place that may need to

extend the time to the seconds. Some possibilities include:

racing (horse, cars, marathons)

Click on the following website to observe how well the student will do

with drawing the hands on an analog clock correctly:

http://www.teachingtime.co.uk/clock2/clockwordsres.html

The student will also take some time to explore the calendar today.

Here are some key concepts from the text about the calendar:

*There are many different formats for writing the date. You will use

primarily two in this lesson.

The format for writing a date formally is Day of week, Month Day

of Month, Year.

Month/Year.

*Example 1:

*Example 2:

Number and word notation = May 17, 2004

3. Practice Exercises:

Practice 1

Read the description and draw the hands on the clocks provided.

Insert image of numbered

clock face with a dot in the

middle so the students can

draw the other hands for

the time.

Insert image of numbered

clock face with a dot in the

middle so the students can

draw the other hands for

the time.

Insert image of numbered

clock face with a dot in the

middle so the students can

4. Draw the hands on the clock so the time shows 6:22.

draw the other hands for

the time.

Insert image of numbered

clock face with a dot in the

middle so the students can

draw the other hands for

the time.

5. Draw the hands on the clock so the time shows 8:57.

Insert image of numbered

clock face with a dot in the

middle so the students can

draw the other hands for

the time.

Practice 2

Answer the following questions relating to writing the dates in either format

shown above. See the examples provided for help.

1. Write the date of the 10th of February 1998 in number only notation.

Answer 02/10/1998

2. Write the date of the 28th of December 2003 in number only notation.

Answer 12/28/2003

3. Write the date of the 16th of September 2005 in number only notation.

Answer 09/16/2005

Practice 3

Now it’s your turn to find out how much time has elapsed. Don’t forget

a label of hours or minutes.

1.

____3___:__35____P.M. ___6____:___40____P.M.

Insert an

analog

How much time as elapsed? 3 clock

hours and

5 minutes showing

2:10.

2.

____9___:___15___A.M. ___11___:___25____A.M.

3.

___10___:__55___A.M. ___2___:___10____P.M.

Practice 4

Solve the following word problems. Remember, show your work in the space

provided and don’t forget to give a label with your answer.

1. Sarah’s birthday is on May 30th. If today is May 14th, how many more

days does she have until she has her birthday?

Answer 16 days

read the same amount every day, even on the weekend, how many

minutes does he need to read each day?

3. If Janet started making dinner at 5:15 P.M. and finished at 6:30 P.M.,

how long did it take her to make dinner?

4. The skate party started at 6 P.M. and ended at 8:30 P.M. How long was

the skate party?

hours

vacation. If they drove from 9:15 A.M. until 4:25 P.M. with only two 30

minute breaks, how long did they actually drive?

understand because it is used daily. It is important to be able to read

the time, find out how much time has passed or how much time you

have to do something. Even something as simple as writing the date is

necessary in our lives to keep track of when events occurred.

EXTENSIONS

Here is an interactive site where the student can practice elapsed time:

http://www.harcourtschool.com/activity/elab2002/grade_3/018.html

http://www.teachingtime.co.uk/clock2/clockwordsres.html

http://www.primarygames.com/time/question1.htm

Week 9, Day 43

TODAY THE STUDENT WILL:

the numerical values of 0 (impossible) and 1 (certain).

digit or digits.

9= 81

2= 4

10 = 100

5 = 25

6= 36

4= 16

Events

The student will be learning about concepts of probability today.

Traditionally, this will be a difficult concept for the student to grasp. It

is very abstract in nature. Here are the key concepts of the lesson. Be

sure to read the student text with the student carefully.

occur

Probability is based on a scale from 0 to 1 determining the

likelihood of something happening.

happen.

happen.

whole since both are less than 1 whole.

Probability is often used with the weather. Many times the weather

forecast talks about the chance of rain.

means there is the same chance that it may rain than there is

that it may not rain.

rain.

means that there is with almost true certainty a chance of rain.

that it will not rain.

event may happen.

Let’s see a probability chart that can help you understand the

likelihood of an event. Some probabilities are listed below to help you

understand this concept.

Certain 100%

Extremely Likely 95%

Very Likely 75%

Likely 65%

50/50 Chance 50%

Unlikely 35%

Very Unlikely 25%

Extremely 5%

Unlikely

Impossible 0%

probability best through practice with spinners. Probability has

everything to do with fractions and the total amount. The student will

have some practice with visual representations today.

For background knowledge and some basic practice of this skill with

the student before he completes the practice exercises in the text,

click on the link below:

http://www.mathgoodies.com/lessons/vol6/intro_probability.html

exercises:

Practice 1

Use the chart above to help you write a word for the chance that this

event will take place.

How do you know this? The sun rises each day so there is a 100%

chance that it will come up tomorrow

How do you know this? Since a child can be born either a boy or a girl,

there is a 50% chance of a girl and a 50% chance of a boy.

3. There is a 94% chance of sunshine tomorrow. Extremely likely

How do you know this? Since the percent is very close to 100%, it is

extremely likely that there will be sunshine tomorrow and only a 6%

chance that there will not be sunshine tomorrow.

4. A house in the country will catch fire in the next year. Very

likely

How do you know this? Since this is talking about any house in the

whole country catching fire, this is a very likely chance of this occurring

since there are millions of houses in the country.

How do you know this? Most adults know how to swim so this is more

than a 50/50 chance.

Practice 2

using the spinners provided.

probability of landing on green?

out of 3 pieces.

probability of landing on red?

is twice the size of the blue piece. Since the blue

piece is 1/3 of the whole, the red piece is 2/3 of the whole.

3. In the spinner to the right, is there an equal

chance of landing on purple as there is on

blue?

smaller than the other color of pieces. So, there is

not an equal chance.

chance of landing on all the colors?

color.

How do you know? All the pieces are the same size

so there is an equal chance, 1/6 chance of landing

on any color.

Practice 3

on what the problem asks. See the examples provided above and the

hints below for help.

write the percent as a fraction over 100.

fraction and then write the fraction how you say it in decimal

form.

This will give you the decimal equivalent.

Then, since percents are always out of 100, write the top number

of the fraction and give it the label %.

4. Wrap-Up Thought:

The student will be working more with probability in the next few

lessons. Just always remember even the word probability sounds

similar to the word possibility. That will help the student remember

what it means when the probability of an event is asked.

EXTENSIONS

The student may need more practice with fractions. Click on the site

below:

http://www.shodor.org/interactivate/activities/FractionSorter/?version=

1.6.0-oem&browser=MSIE&vendor=Sun_Microsystems_Inc.

This spinner activity will show the results as the student spins the

spinner.

http://www.shodor.org/interactivate/activities/AdjustableSpinner/

Week 9, Day 44

TODAY THE STUDENT WILL:

Remember; think “what times itself equals this number

64 = 8

144 = 12

25 = 5

1= 1

49 = 7

121 = 11

Here are the key concepts to focus on with experimental probability:

based on repeating testing or observing results.

number of times tested.

Number of times the event occurs /total number of trials.

Example 1:

times. What is the experimental probability of rolling a 3?

appeared 10 times out of 50. This can be written as

a fraction as 10/50 or as 10 out of 50.

Example 2:

the experimental probability of getting heads.

the top part of the fraction.

part of the fraction.

60.

Example 3:

yellow. What is the probability for landing on yellow?

out of 100 spins.

100.

following website to play an interactive game with experimental

probability:

http://www.shodor.org/interactivate/activities/AdvancedMontyHall/

3. Practice Exercises:

Here are the answer keys to the practice exercises:

Practice 1

examples provided above for assistance.

or the fraction.

was the probability for rolling a 3?

2. Mary spun a spinner and the spinner landed on the color blue

30% of the time. If she rolled it 100 total times, how many spins

landed on blue?

Answer 30 spins

items are paperclips, and the rest are pencils. Mike pulled out a

pencil. What was the probability of Mike pulling out a pencil?

or 30%

songs are rap, and 20 songs are pop rock. Rachel presses shuffle

and it selects a rap song. What was the probability of her

playing a rap song on her MP3 player?

and 9 dimes. If I pull out a quarter, what was the probability of

me pulling out a quarter?

Answer 9/85

Practice 2

Now, let’s try to use a chart with some information to solve some

probability questions.

In the city of Giro, there are many restaurants. The chart below shows

the number of restaurants in the Giro area.

Restaurants of this

Type

Mexican 4

Fast Food 15

Italian 5

Chinese 7

Family Style 3

1. The Lunn family went out to dinner and didn’t really care what

they ate. They ended up eating at a Chinese restaurant. What

was the probability of them eating at a Chinese restaurant?

Answer 7/34

How did you get this answer? Since there are 7 Chinese

restaurants and the Lunn family chose one, this means they could have

chosen any of the 7 out of 34 possible restaurants.

Paquito. What was the possibility of them eating at a Mexican

restaurant in Giro?

How did you get this answer? Since there are 4 Mexican

restaurants in Giro and the Smith family went to one of them, this

means they could have chosen any of the 4 restaurants that serve

Mexican out of the 34. You could also reduce this fraction to 2/17.

are very busy. We at fast food yesterday. What was the

probability of us eating at a fast food restaurant?

Answer 15/34

How did you get this answer? Since there are 15 fast food

restaurants in Giro and they chose one of them, this means they could

have chosen any of the 15 out of 34 that serve fast food.

neighbors, the Riggenbachs, ate at an Italian restaurant. Is the

probability of eating at a family style restaurant the same as the

probability for eating at an Italian restaurant?

Answer No

How did you get this answer? The probability is not the same because

there are only 3 family style restaurants while there are 5 Italian

restaurants to pick from in Giro.

Giro?

How do you know? There are 14 fast food restaurants which is the

category with the most restaurants in the Giro area so it has the

highest probability.

4. Wrap Up Thought:

Today’s lesson dealt with experimental probability. However,

probability does not just deal with experiments, but it is also

theoretical. This means that sometimes the student will be given a

situation and he have to find all the possible outcomes for a situation

that hasn’t actually occurred. This is what the student will look into

more in the next lesson.

EXTENSIONS

experimental probability:

http://www.shodor.org/interactivate/activities/CrazyChoicesGame/

http://www.shodor.org/interactivate/activities/DiceTable/

Another game:

http://www.shodor.org/interactivate/activities/ExpProbability/

http://www.shodor.org/interactivate/activities/ExpProbability/

Week 9, Day 45

TODAY THE STUDENT WILL:

member from several sets.

Remember, the best way to do this is with a factor rainbow.

21 = 1, 3, 7, 21

12 = 1, 2, 3, 4, 6, 12

35 = 1, 5, 7, 35

9= 1, 3, 9

13 = 1, 13

30 = 1, 2, 3, 5, 6, 10, 15, 30

Probability:

Today is the day where the student will take what he has learned about

probability and move it to the next level of thinking. Once the student

understands which choices are probable, he will be able to make a

chart listing all of the possible matches. Read through the student text

with the student. Here is the key concept:

One example:

Barb has 2 pennies. She is could flip each coin once. What

are the possible combinations of coins she could have?

1. Heads Heads

2. Heads Tails

3. Tails Heads

4. Tails Tails

You can fill out a chart like the one above to list all the possible

combinations.

combinations are repeated.

A chart is just one way to list all the possible combinations possible.

You will learn about another way to show combinations later in the

lesson.

Practice 1

Fill in the charts with the information given to show all the possible

combinations.

dish, and a dessert.

Her options for meat are chicken patties, hamburgers, or hot dogs.

What are all the possible combinations she could make with the food she

has?

You can abbreviate the words or write the whole word out. If you abbreviate

the words, make a key to show what letters you used for the words.

2. On the family vacation, Robin can take two things to do in the car. She

isn’t sure what she wants to take. Here are her options: cards, video

game, MP3 player, or a book.

Let’s make a list of all the possible combinations for what she can take on her

trip so she can make a better decision.

Item 1 Item 2

3. Cards Book

Practice 2

key if abbreviating.

to have a theme. She would like a cake. She also wants it

C

somewhere special. R

Let’s see what L

her options are.

Ch W

Cake options: S Ch white,

chocolate, W S swirl.

or Ch W S

Make a tree diagram to show the possible options with each only

having one theme, one cake, and one location. Remember to provide

a Sk

key.P B Sk P B Sk P B Sk P B Sk P B Sk P B Sk P

B Sk P B Sk P B

Key C = carnival R = retro L = luau Ch = chocolate

W = white S = swirl Sk = skating rink P=

park B = bowling alley

How many possible combinations are there? 27 combinations

2. Haley is going putt-putt golfing with her friends. She has a lot of

decisions to make. She has her choice of ball color, a putter of

several different sizes, and play one of the two courses they

have available. Let’s make a tree diagram to show the possible

combinations.

castle course

R P B G

S M S M S M S M

Ci Ca Ci Ca Ci Ca Ci Ca Ci Ca Ci Ca

Ci Ca Ci Ca

4. Wrap Up Thought:

Today the student practiced working with probability using charts and

tree diagrams to help find all the possible combinations using several

sets of information. Just remember to make sure when the student

counts the possibilities when making the tree diagrams, he does not

count ones that repeat in reverse, like Heads1 Heads2 and Heads2

Heads1. This is the same combination just in a different order.

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