Visiting the Olympics

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Objective

SWBAT plan a visit to the Olympics using their understanding of time, money and measurement strategies.

Big Idea

Students will revisit telling time to the 5 minute interval while taking an imaginary trip to the Olympics, spending money for their visit, and measuring as they compete..

Warm Up

10 minutes

I hand out practice clocks to each child. I ask them to set the clock to various times to review the reading of an analog clock. I ask them first to set to 4:00, then to 2:30, then to 8:15, 5:45. If all of these are successful, I move to the five minute intervals. If these are difficult for some students, we review the clock more slowly before moving on to 5 minute intervals.

To work on 5 minute intervals I ask them to set their clocks to 4:10, 7:25, 10:35, 2:50. 

We practice as much as students need to feel comfortable reading the times off the clock.

I know that a few children may still be struggling and when the class works independently, I will invite those students to sit with me in a small group and we will work together.

My Olympic Schedule

30 minutes

I give students a sheet with a list of Olympic events, their duration and a starting time shown on an analog clock.

I tell students that they will work alone or in pairs to plan their day at the Olympics. They will need to leave 1/2 hour for lunch and they can't be at 2 different events at the same time. The list includes overlapping events so students must read the clocks and figure out where they can be. Precision will be important here as they figure out what event to go to and how long they will need to stay there (MP6). 

I review with students how we use the hands on the clock to move the time that we would be in an event and then we read the clock to show the end time of the event.

I remind them that they can't go to a second event until the first event is over. 

They will create their schedule based on the list.

The Cost of A Day in Sochi

20 minutes

Once students have chosen their events, I hand them a sheet that asks them to figure out the costs to attend the events they have chosen, the cost of lunch, and the cost of one souvenir. 

The cost to attend several events (which I set at $12 each) requires repeated addition to solve the total cost. I do not tell students how to figure out the cost of multiple events, but my expectation is that most of them will use repeated addition to get the answer.

The students must next choose 3 items for lunch and add the 3 amounts to get a total for lunch.

The final step is to choose 1 souvenir and then add all 3 totals to find out how much they will spend for one day in Sochi at the Olympics. 

I let students work in pairs or independently to solve the problems. I support those students who may be having trouble with the larger numbers. I make sure that money, base ten blocks and number lines are available for students if they should need them.

The Classroom Olympics

20 minutes

Once students have completed the events and costs, I set up 3 Olympic events for them to participate in. We have shot put (throwing a nerf ball with a straight arm after spinning around once), javelin (throwing a swimming pool noodle) and 2 foot broad jump. Every student is able to participate in each event. The 3 girls and 3 boys who have thrown or jumped the furthest in each event receive foam star medals. 

We measure the distance jumped in inches. I have students take turn measuring the jump of the person before them. I have placed a masking tape starting line on the floor. I have 2 yard sticks end to end on the floor. Students must measure to the back of the person's heel. For students who jump more than 36 inches, the measurer must find a way to add 36 plus the number of inches on the second yardstick. I ask students to record the distance on a record sheet on the easel.

For the shot put and the javelin students may use 60 inch tape measures, or yard sticks to find the distance of the three furthest landings for girls and boys. I have students work in teams of 4 to measure from the starting point to the tape that notes where the 6 furthest throws landed. Students will need to find a way to add the lengths for each time they use another length of the yardstick or the tape measure. I remind students to be precise in their measurements (MP6).