##
* *Reflection: Checks for Understanding
Time and Money - Section 2: Center Practice

I was filming the students as they counted coins today. They were checking the amount that the student next to them had counted. The child laid out her coins in a line, quarter, dime, dime, dime, nickel, penny, penny, penny. She counted 25 (pointed to quarter), 30 (pointed to the dime), 40 (pointed to the dime), 50 (pointed to the dime) and then counted the pennies. She knew that the quarter was 25 and the dimes were 10, but did not show a clear understanding of place value when she added 25 + 10 and got 30. Here was evidence that her misunderstanding was not with the coins, but with adding 10 to a 2 digit number.

I need to work with her again on adding 10 to a number, because without this fluency (also a Common Core Skill) I can not expect her to be able to correctly add dimes to other coin amounts.

*Noticing Misunderstandings.*

*Checks for Understanding: Noticing Misunderstandings.*

# Time and Money

Lesson 11 of 14

## Objective: SWBAT write time from an analog clock, and add several sets of coins together to get a total.

#### Warm Up

*10 min*

Students have demonstrated an understanding of writing time on a clock, or setting a practice clock. To connect to this prior knowledge, I will hand out practice clocks and write the time on the board. I ask students to set their clocks for the time they see. I purposely do not read the times aloud because I want students to connect the written digital time to the analog clock. Previously I have said the time aloud and asked students to set the clock.

I ask students to set the clocks for the written times 5:15, 2:30, 11:45 and 7:20 (which I put on the board one by one so we can set the clocks.) I set the larger clock for students to check their own clocks. I see if the majority of students are doing this independently meaning that they set the time without looking to a friend, or waiting for me to help them. Next I change the activity and I set a large practice clock and ask students to write the time in their math notebooks. I start with 4:00, then try times to the 1/2, 1/4 and 3/4 hour. I ask for a student volunteer to write the time on the board after each one to check for understanding.

I note which students are still struggling at the end of the warm ups, as that will be one work group during the Center based part of the lesson.

(Today we will work in centers, rather than a large group lesson because this is a review session.) Students who are competent in all areas will be given an enrichment activity. Other students will work with a review of time and/or coins depending on their needs.

I keep a clipboard with all of the student names at hand during math. I set it up in columns with space at the top to write the activities. I have id coins, id hour, id half hour, id quarter hr, id 3/4 hr, id 5 mins, write time, read time, find money amounts across the top. When I see a student struggling with an activity I put an B (beginning to do the activity) or D (developing - needs some support still). I do not put anything next to a student who has the skill. The checklist is one I can quickly fill in for those who are struggling. It helps me when I want to group for reteaching, or for challenges.

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#### Center Practice

*30 min*

In scoring the Unit 3 review, most children missed a particular problem that asked them to add several sets of coins together. Most also missed the problems where they had to look at a clock and record the time. There were 4 students in the room who did not miss any problems.

These 4 students are set up to play the game Allowance during the math lesson. This is a game that can be purchased from an educational supply company. It is a Monopoly type game where students roll the dice, land on a space and either get money or pay money. There are many great math games available, and in fact most of them only require a set of playing cards and/or dice. I chose the Allowance game because it does build upon the money activities that we have been doing.

The remainder of the students rotate through 2 centers, for 15 minutes each, to review time and money.

**Center 1: **In the money center students are seated in a circle on the rug. I put a large collection of coins in the center of the rug. Next I gave each student a random collection of coins and ask them to count their coins. I do not want all of the students to have the same cons because in the next step they check each other's coin piles. I record the amounts they report on a chart. Next, I ask the students to pass their coins to the person to their left. Each student now counts a new set of coins. I record what they had above the original count for those coins, making sure to match each group of coins to its place in the list. We look for places that are the same or different and try to figure out what had changed. In several instances, the answers differed by 20 cents. We talked about the two coins that might be causing this confusion. Each child picked up a quarter and a nickel to look at. We found the words *five cents* on the nickel and *quarter dollar* on the quarter. We compare the coin size and remind ourselves of the value of each coin: Counting Money.

I ask children for their ideas about how to best remember which coin is which.

Finally I give each student the same amount of money and ask them to count it. I have used different coin combinations so students can see that there is more than one way to make a certain amount of money. I also am looking for accuracy or precision in counting here. (MP6). I want to make sure that students can accurately count a given amount of money. We compare the amounts (which should be the same but may not be due to miscounting coins.). We look at what might have caused us counting problems and we all check our piles for accuracy. It is important that you are prepared for this step, otherwise it will slow you down and the students will lose focus.

**Center 2: **At the clock center students are working with a parent volunteer. I ask her to first review that the little hand is the hour hand. It moves very slowly and can only read the clock's numbers (it isn't big enough to know how to count by 5s. She tells students that the big hand is bigger, faster and likes to count by fives. Next she sets the time on a large plastic clock. All the students at the table try to write the time on their white boards. (If you do not have a parent volunteer, it would be possible to introduce the clock while the money group is counting its first amount of money, and then let the students practice reading clocks using a worksheet format.)

After trying times to the 1/2, 1/4 and hour, students attempt time to the 5 minute interval. Common Core standards expect students to be able to tell time to the five minute interval by the end of the year.

To complete the lesson, the students draw the hands on a clock stamped on their paper and then they circulate the papers around the table, writing the time under the partner's clock. This can continue for several rounds of stamping a clock, putting on the hands, passing the paper and writing the time.

Groups switch after 15 minutes of practice.

#### Resources

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#### Closing

*5 min*

I set an analog clock to 9:20. I write Q, N, D, D, P, P, P on the board. I hand each child a small slip of paper and ask them to write their name, the time and the total money amount on their papers and hand them to me. This is a quick check in for me for who is still struggling with counting a variety of coins, and writing the time. I add the results of this to my clipboard to help with planning for future lessons.

This idea of an exit ticket is a good way to get a quick assessment of how students are doing with the day's lesson. It is a quick 1 - 2 problem assessment of the core of the day's lesson. I use these quick on-going assessments to evaluate my own teaching, and to plan next lesson steps.

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work

- LESSON 1: Getting Paid for our Work
- LESSON 2: Making Change
- LESSON 3: More Dimes and Dollars
- LESSON 4: It Is About TIme
- LESSON 5: Smiley Face Number Friends
- LESSON 6: Subtracting with Partners of 100
- LESSON 7: Making Change using Partners of One Hundred
- LESSON 8: Comparing Temperatures
- LESSON 9: Smoothing out subtraction
- LESSON 10: Missing Number Equations
- LESSON 11: Time and Money
- LESSON 12: Crossing Over 100
- LESSON 13: Moving Into Thousands
- LESSON 14: Unit 3 Assessment