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* *Reflection: Intervention and Extension
Time as Measurement - Section 4: Independent Practice

*Scaffolds for Group A.wmv*

*Time as Measurement*

# Time as Measurement

Lesson 1 of 9

## Objective: SWBAT use the terms "hour" and "minute" to represent the correct amount of time. SWBAT use the terms "morning", "afternoon" and "night" to explain parts of the day.

## Big Idea: This introduction to time allows students to explore the terms we use with time and connects telling time to measurement. Also a great introduction to AM and PM in 2nd!

*65 minutes*

#### Opening Discussion

*10 min*

**I'll model what the increments of time look like on my teacher clock:**

*A minute is just this space right here. At 12:00, both hands are on the 12. After 1 minute, the hand moves to 12:01. It is a very small part of the clock.*

*An hour is 60 minutes. When the clock moves from 12:00 to 1:00, that is an hour. I am going to start a timer on the promethean board. It is going to beep when it has been an hour.*

**How long is a minute? **We will do a series of activities so students can feel how long a minute is.

- How many times do you think you can write your name in 1 minute?

- How many times do you think you can write your name in 1 minute now?

- How many jumps can you do in 1 minute?

**Reiterate: 1 minute is not a lot of time. There are 60 minutes in an hour. We have not even made it to 1 hour yet!**

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#### Strategy Share

*20 min*

**We will read the book, My Day, which is a level G (Fountas and Pinnell) book on readingaz.com.**

This book is about a little boy and all the things he does in his day. The books uses the terms, "morning, afternoon, evening and night".

This book will give students ideas of things that they do in each part of their day.

**After reading, we will chart activities that take 1 minute/1 hour during each part of the day:**

- Morning: I’m going to say some things I do to get ready for school in the morning. I need your help deciding how long they take!

- Afternoon: What are some things you do as soon as you get home and before you have dinner?

- Night: Here are a few things I do after dinner. How long do you think they take?

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If students struggle with identifying how much time, I'll pantomime the activities that last a minute and ask, "Will I need to do this for the entire math time? Math lasts 1 hour!"

Before we move on, I'll ask for student ideas for activities they do in each part of their day. This will help prepare them for the independent practice.

**See sample anchor chart for the activities we charted. My favorite is a little girl who said, "Make gumbo!"**

#### Resources

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#### Independent Practice

*15 min*

Students create a "My Day" book where they draw and label activities they do that take 1 minute and 1 hour at each part of their day.

See attached video for how one student connected our math lesson to a guided reading lesson. I noticed he and a few other students make this math-literacy connection and use the guided reading book as a resource.

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#### Closing

*5 min*

I'll share an exemplar booklet, and then students will share their booklets with each other.

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- UNIT 1: Creating a Culture of Math
- UNIT 2: Count to 100 Every Day!
- UNIT 3: 10: A First Grader's Best Friend
- UNIT 4: Charting and Analyzing Data
- UNIT 5: Inch by Inch, Paperclip by Paperclip
- UNIT 6: Properties of Addition and Subtraction
- UNIT 7: Shapes and Blocks
- UNIT 8: Understanding Equality
- UNIT 9: Adding and Subtracting: Base Ten
- UNIT 10: Solving 3 Addend Problems
- UNIT 11: Missing Parts: Unknowns in All Positions
- UNIT 12: Parts of a Whole
- UNIT 13: Tick Tock, Tick Tock
- UNIT 14: Time is Money: Hitting all the MD Standards
- UNIT 15: Base 10 Bonanza
- UNIT 16: What the WHAT?! Teaching Challenging Story Problems