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First Grade Unit 6 - Measurement and Time

Page history last edited by Gena Barnhill 10 months ago

1st Grade Unit 6 :  Measurement and Time

Unit Driving Question

Why do we need to measure?

 

Essential Questions

1.  Why do we need measurement in our world?
2.  When should we use standard and nonstandard measurement?
3.  What tool should we use when we measure and why?
4.  How can we compare the capacity of different containers?

 

Big Ideas

       1.  Time can be measured. 

       2.  Objects can be measured. 

       3.  A variety of tools can be used when measuring objects. 

       4.  Volume varies by the container. 

 

 

 Technology Resources

The following apps, websites, and smartboard lessons can be used throughout the unit, as needed, during small groups, lessons, to reinforce standards.  They are also useful for students who may need reinforcement, remediation, or differentiation. 

 

https://hubpages.com/education/telling-time-games- Time

http://www.bbc.co.uk/wales/snapdragon/yesflash/time-1.htm- Time

http://www.abcya.com/telling_time.htm - time

https://www.visnos.com/demos/clock -Smartboard Clock

https://www.mathlearningcenter.org/resources/apps - Multiple manipulatives free and can be accessed by apps or website

 

Launch Task

1 Lesson 

Why do we measure?

  • Begin with a whole group lesson and the question “Why do we need to measure?”.  
  • Use dry erase board, Smart Board, or chart paper to make a list of things we can measure (time, length, volume, mass, temperature, speed, etc.) How do we measure those things?  Why do we measure?  What are some tools we use?
  • Allow students some time to explore at a variety of stations with measurement tools that are available in the classroom (clocks, rulers, linking cubes, popsicle sticks, cups and rice or water, etc.)
  • After the lesson read aloud Measuring Penny by Loreen Leedy.  Lisa's homework is to measure something in as many ways as she can think of, so she chooses to measure her dog Penny. Lisa measures her nose, her tail, how high she can jump and more. A variety of units of measurement are introduced in this cute story.  This lesson will get students excited about measuring things in their world.

 

 

 

Big Ideas for Development Lessons

4 Weeks (approximately 1 week per big idea) 

Big Idea 1:  Time can be measured. 

OAS-M:  1.GM.3.1, 1.GM.3.2

Collaborative Engagement

 

Read - It’s About Time! By Stuart Murphy

http://www.the-best-childrens-books.org/images/xMurphy--ItAboutTime.jpg.pagespeed.ic.bj3GdPR_1B.jpg

  • Discuss the shape of an analog clock and telling time to the “half hour”.  

  • Divide the circle/clock in half vertically. Continue as you make a class chart, using sticky notes to change the time, then allow students to practice using a clock.  

  • Take a survey of what time students go to bed.  Tally and graph the results, discuss results and data.

  • Create a graph of results.  Allow students to create their own graph with their favorite time.  

  • Make a clock with a paper plate, allow students to practice moving hands to tell time.  

  • Model for the class tally marks as class collects data about what time students go to bed.  Count the tally marks and then compare how many of each there were, which was the favorite, which was least favorite, were there any ties? Using data complete a table and discuss the findings.  

  • Allow students to make their own survey and graph with their favorite time. Choose students to explain using complete sentences or sentence frames the results of their surveys.

  • Students should be able to verbally and in writing communicate the results of their graphs using the appropriate vocabulary.  

  • Students should complete a graph and count with one-to-one correspondence each block on a bar-type graph. Use pictures of times to illustrate the choices for favorite time.  Teacher Tip:  This lesson allows for a review of graphing if time allows.

 

 

Calendar time - Throughout the year students engage in discussions as a whole group about the parts of a calendar and what those represent.  

 

 

 

Key Resources  

 

  1. It’s Time Using a Number Line (go to p.53): Students discover a number line is a helpful tool to understand the movement of the hands on a clock, from Georgia Math Frameworks. 

  2. Read What Time is it Mr. Crocodile? by Judy Sierra before lesson.  Discuss the shape of an analog clock and telling time to the “half hour”.  Divide the circle/clock in half vertically. Practice using a clock as a whole group, small groups, and in stations.  Make a clock with a paper plate, allow students to practice moving hands to tell time. Choose students to explain using complete sentences or a sentence frame what time it is.  Ask what time students do certain activities, and then model the time with a clock.  Allow students to model the time.  Differentiate by allowing students to use the book as a model for clocks and time. 
  3.  Read aloud The Grouchy Ladybug by Eric Carle before the lesson.  In this lesson, students will practice telling time to the hour using a digital and analog clock.  Some children may ask why they need to learn how to tell time on an analog clock when most of the clocks they see are digital clocks, explain that it is not enough to be able to look at a clock and know what time it is. Tell the students that understanding how the hands move around an analog clock is important because it helps to show how time passes. The movement of the hands helps to show why an hour is more time than a half hour, and a half hour is more time than a minute.  To get them thinking about telling time, practice telling time to the hour using individual clocks. After reviewing the time, display a clock and ask students to tell the time.
  4. Time Barrier Game from Illustrative Math:  students play a partner game telling time to the hour and half-hour.  
  5. Calendar Time Resources: 
  • 20 Calendar Activities for Elementary
  • Teaching Calendar Math 
  • Setting up a Calendar Board 

     

    Big Idea Formative Assessment

     

    • Prior knowledge: Provide students with three times on the board (8:00am, 12:00pm, and 5:00pm). Have students choose a time from the board and have them draw a picture and write a sentence about something they do at that time everyday.Throughout lesson: Guided practice will include cards with various times that students will work together in pairs to model on clocks and write about. The teacher will model the task before cooperative pairs begin and will monitor groups and facilitate discussion on models and ideas in writing. 
    • Summarizing: At the end of each section of the lesson, students will complete an exit ticket that has a time problem that was introduced in that section. Students will solve the problem independently and turn it in.
    • Feedback to Students-During the guided practice component of the lesson, students will receive guidance and feedback from the teacher. Possible questions during guided practice: How can you tell if the hands on the clock are telling time to the hour or half hour?  Possible answer: the bigger had would point to the 12 if the clock reads time to the hour and the 6 if it reads time to the half hour.  What is a common mistake you may make when telling time to the hour and half hour?  Possible answer: you can get the hands on the clock confused, thinking the smaller hand is reading time to the hour or half hour.  If needed, the teacher will pull small groups of students needing additional support based on teacher observation during guided practice and student performance on independent practice.  
    • Students are able to collaboratively and then independently answer basic questions concerning calendar components of time.  

     

    Evidence of Understanding

     

    • Use a variety of tools to measure in a continuous way. 

    • Describe the features of a clock and how they work. 

    • Tell time to the hour and half-hour using digital and analog clocks. 

    • Time measurement can be represented by a calendar: days, weeks, months, and years.

    Big Idea 2:  Objects can be measured. 

    OAS-M:  1.GM.2.1, 1.GM.2.2, 1.GM.2.3, 1.GM.2.4

    Collaborative Engagement 

     

    1. Measure My Hand-Ask students if they can think of a reason why it might be important to know one’s hand size. They may mention that it is important to know the size of your hand when purchasing gloves or mittens.  Show students the measurement tools you’ve assembled and tell them they are going to measure their hands in different ways. Place a heading on the recording sheet: “My Hand Size”. Divide the recording sheet into sections and label them as listed: paper clips, linking cubes, pennies, and inches.  Use the paper clips to make a paper clip chain, linking cube train, pennies, or use the tape measure to measure the length of their right hand.  Start at the wrist and end at the tip of the longest finger.  Count the number of paper clips, pennies, linking cubes or inches if using the measuring tape. Record the information on the recording sheet.  (Students may need to draw their hand on paper or have a buddy to help measure.) Allow students time to use a piece of paper to reflect on the activity by writing down his observations after making the measurements of his hand. 

     

    Key Resources  

     

    1. Scoop and Order:  Students will order and compare the sizes of three different sets of cubes. 
    2. Measuring with Popsicle Sticks-Before the lesson, post a piece of chart paper on an easel where you can reach it, or clear a similar amount of space on your whiteboard. You’ll need a basket of popsicle sticks, invite students to join you in the circle, and explain that you’re going to measure length with popsicle sticks today.  Choose a volunteer from the group to be your helper. Explain that today we’re going to use popsicle sticks to measure how long some of the things in our classroom are, then have your helper lie down in the middle of the circle and ask the children to whisper to their neighbors how many popsicle sticks placed end-to-end they think it will take to measure the length of their classmate, from his heels to the top of his head.  Have students volunteer estimates as you record them on the chart paper or whiteboard.  Lay out popsicle sticks end-to-end beside your helper, working from his heels up to his head, as the other students watch. Leave a large gap between 2 of the sticks as you work. Most likely, the children will say something about this immediately. If they don’t, ask them to comment. Is it okay to leave spaces between some of the sticks? Why or why not?  Allow some time for discussion, then continue.  Then have your helper sit back down in the circle.  Ask students if they think there are any estimates that can be eliminated from the chart before you count the sticks, and work with their suggestions to cross those out.  Count the popsicle sticks and discuss the estimates and actual  measurement.  Allow students to work with popsicle sticks to measure items around the room during stations.
    3. Measuring with Unifix or Linking Cubes-Before the lesson, post a piece of chart paper for writing down estimates.  You’ll also need the Unifix cubes for measuring.  Invite students to join you in the circle, and explain that you’re going to measure length with Unifix cubes today.  Then choose a helper who’s roughly the same height as the student you measured with popsicle sticks, tell the class that you’re going to snap together enough Unifix cubes to make a train the same length as your helper.  Recall with them that you measured a different helper with popsicle sticks the other day. Have the two helpers stand back-to-back so the children can see they’re just about the same height. Then have your new helper lie down in the middle of the circle.  Explain that we are going to measure with cubes, some children may be able to explain that it will take more cubes than sticks because the cubes are much shorter.  Have your helper lie down in the middle of the circle and ask the children to whisper to their neighbors how many cubes they think it will take to make a train that matches her length. Measure you helper with linking cubes and then ask your helper to sit back down in the circle. Ask students if they think there are any estimates that can be eliminated from the chart before you count the cubes, and work with their suggestions to cross those out.  Count the cubes and discuss the estimates and actual measurement.   Allow students to measure with linking cubes to measure items around the room during stations.
    4. Groundhog's Garden:  from Georgia Math Frameworks (go to p. 44-48).  Read the book How Groundhog's Garden Grew.  Students will use nonstandard measurement to measure flowers.  

    5. Begin with a read aloud, Super Sand Castle Saturday by Stuart Murphy.  This book discusses how to measure a sand castle using spoons. The story keeps the students engaged and brings in real-world experiences with measuring.  Ask the students, "Can you use a spoon as a unit of measure?" 

    6.  Measure with nonstandard units-Materials:  15–20 one-inch paper clips for each pair of students (or other classroom items of consistent length of which there is a large classroom supply, such as snap cubes, place value rods, etc.), one unsharpened and one sharpened pencil.  Directions:  Show the class an unsharpened pencil (or other common classroom items of your choice). Ask how long the pencil is. Assuming a student suggests using a ruler or measuring tape, ask if there is a way to measure the pencil if a ruler isn’t available.  Show the class a paper clip and ask if it could be used to measure the pencil. Discuss with the class, and then model how to place the clips end-to-end to measure the pencil. Be sure to point out that the starting edge of the paper clip must be lined up with one end of the pencil. If necessary, measure another classroom item using the paper clips.  Hold up the sharpened pencil and the unsharpened pencil. Ask if there is a way to tell how much longer the unsharpened pencil is than the sharpened one. Model the process by measuring the sharpened pencil and comparing its length (in paper clips) to the length of the unsharpened pencil. If a measurement isn’t exactly a whole paper clip, note the measurement to be, for example, between three and four paper clips but closer to four paper clips.  Group class into pairs. Distribute paper clips and a recording sheet to students. Circulate while students are completing and logging measurements in pairs.  Review the measurements with the class.   

     

    Big Idea Formative Assessment 

     

    The teacher will need to precut strips of construction paper or butcher paper to various lengths. Have students choose a nonstandard measurement tool, measure, and justify their thinking on two or three paper strips  Have students return to the whole group and share their measurements.  Compare the results and discuss as a group.   

    Evidence of Understanding

     

    • Use a variety of tools to measure in a continuous way.
    • Use procedural fluency to measure accurately (lay tool end-to-end, without gaps or overlaps, from beginning to end).
    • Describe how and why there is a difference when measuring with a variety of tools.
    • Describe the length of an object using whole number and units
     

    Big Idea 3: A variety of tools can be used when measuring. 

    OAS-M:  1.GM.2.11.GM.2.21.GM.2.3

    Collaborative Engagement 

     

    1. My Own Personal Foot:  Students will discover what it means to measure using a standard and non-standard foot.   

     

    Key Resources

     

    1.  Before the lesson read aloud the story Inch by Inch by Leo Lionni, make a copy of the inchworm but adjust it to one inch using your copy machine.  Make multiple copies (approx. 10 per student or pair of students) make one copy of the person's legs for each student or pair and one for a demonstration model.  Post the heron picture in your meeting area.  Have students estimate how many inchworms long the legs are. Using a glue stick, demonstrate how to glue the inchworms end to end, along the legs. Stop after gluing three. Use a pencil to label the inchworms, 1, 2, 3. Have students continue the activity at their desks, glue the inchworms along the entirety of the heron's legs. When students have finished, have them share their results.  Remind students to spread the glue on the inchworm, not on the heron paper.  Copy other animals from the book, for students to measure.  Use the inchworms to measure.  Use the inchworms to measure real objects in the room.  Have students estimate how many inchworms long the legs are.  Using a glue stick, demonstrate how to glue the inchworms end to end, along the legs.  Stop after gluing three.  Use a pencil to label the inchworms, 1, 2, 3.  Have students continue the activity at their desks, glue the inchworms along the entirety of the heron's legs. When students have finished, have them share their results.  Remind students to spread the glue on the inchworm, not on the heron paper.  Copy other animals from the book, for students to measure.  Use the inchworms to measure real objects in the room.  

    2. Measuring with a Meter Stick from Illustrative Mathematics. 

     

    Big Idea Formative Assessment

     

    As you model, purposely leave gaps, do not follow the path, overlap tiles, mix the non-standard units, and ask students if this is the correct way to measure. This is a quick assessment so that misconceptions may be addressed at this point. This portion of the mini-lesson will establish the criteria for iteration. List the criteria for measurement—iteration—on the measurement chart as you model it using non-standard units: ● We use the same size units to measure. ● We do not leave spaces or gaps in between our units. ● Our tiles are not on top of each other or overlapping. ● We put our tiles end to end. ● The ends of our tiles touch. ● Our tiles have to follow the objects we are measuring. ● When we measure, we iterate units. Tell students: This is called iteration. When we measure, we leave no gaps or overlap, we follow the path of the object being measured, we place units end to end, and we use the same-sized units to measure. Allow students to measure an item and share the results, this will allow the teacher to do an assessment and remediate as needed.  

    How Long is a Foot? -Give each student a length of yarn or string that is longer than a foot. Have them mark how long they think a foot it is on the string and then measure with a ruler to see if they guessed longer or shorter. Help the students cut their yarn to be one foot long and then give them time to measure items in the classroom and compare whether they are shorter than, longer than, or the same as a foot. They can record their findings in their math journals or on a chart.  The teacher can observe as students measure to check for understanding.

     

    Evidence of Understanding

     

    • Use a variety of tools to measure both standard and nonstandard measurements.

    • Use procedural fluency to measure accurately (lay tool end-to-end, without gaps or overlaps, from beginning to end).

    • Describe how and why there is a difference when measuring with a variety of tools.

    Big Idea 4:  Volume varies by container. 

    OAS-M:  1.GM.2.5

    Collaborative Engagement 

     

    Goldilocks and the Three Bears- The story provides a chance to compare different sized containers. This lesson can be spread over several days if needed.  Show the students three different sized bowls and ask them to think which one belongs to Father Bear. In our classroom story, the bears are going to eat rice instead of porridge. Which bowl do you think has the most rice in it?  Why do you think that one?  Could we find out which bowl holds the most rice?  Let a volunteer demonstrate their idea for determining which bowl hold the most rice. Discuss. Ask if anyone has another way of working out which bowl belongs to Father Bear. (Pouring from one bowl to another is the likely approach although it is also possible to pack the smaller bowl inside the larger one to demonstrate the difference.) Show the class a collection of plastic glasses and cups. Explain that these are for the bears' drinks. In pairs, the students are to find 3 cups for the bears and put them in order for Father Bear, Mother Bear, and Baby Bear. (Use water to compare the volumes of the cups) As the students work ask questions that focus on their thinking:  Which cup do you think has the most drink in it?  Why do you think that one? How could you check? Ask the students to record what they have done, drawing the cups for each bear and explaining which holds the most. In the following days, we are going to continue to compare and order volumes of containers that might belong to the Three Bears. Each day question them about what they are doing.  How are you going to work out which holds the most?  How do you know that one holds more? Which container do you think will hold the most? Why? 

    The bears' water bottles. Today the bears are going for a walk and need to take water with them. Find out which bottle belongs to which bear.

     

    Key Resources 

     

    1. Measuring Capacity: Fill one small bowl with beans. Ask students to pick up a handful of beans and see how many they can hold in their right hand without dropping any. Have students empty the beans into the empty bowl and count them to find out their hand's capacity, or how many beans they can hold. Try it again with another small object such as pom poms, paperclips, etc. Record the information on a recording sheet. 
    2. Tall and Short Containers:  Use two identical pieces of construction paper to make cylinders—one tall and skinny, the other short and stout. Tape each cylinder together by lining up the seams so they do not overlap. Ask students which cylinder holds more. Place the tall, skinny cylinder inside the short, stout cylinder. Fill the tall cylinder to the top with dry ingredients such as rice, popcorn or Styrofoam peanuts. Lift the tall cylinder, letting the dry ingredients fill the short cylinder. Children will see that the short cylinder still has room for more, and thus has a larger capacity.”
    3.  Fill Up and Compare:  Students predict, fill, and compare the capacity of two different containers.  
    4. Measuring Volume Activity:  Use the same size cup in each group for consistency.  bowls or large containers sand or water tray to put the bowl or large container on – easier clean up  Use a large container, such as a dishpan or bucket, to hold the sand/water, if not, use a tray to hold the materials. Place the students in groups of four so they may explore together. Facilitate a discussion while children are busy exploring with the containers provided. Ask children the following questions:  Which is larger, the bowl or the cup?  Which would hold more sand? Why?  How far do we need to fill the cup before pouring it? Show me.  How many cups of sand does it take to fill the bowl? (Call an estimation)  When do we need to stop pouring sand in the bowl? How do we know when the cup or bowl is full? Have the students predict the number of cups of sand/water needed to fill the bowl. Ask each child to take turns with the cup. Have the students take turns pouring a full cup of sand/water into the bowl. Remind them to fill the cup to the top. As the students take turns filling and pouring, have the remaining students count the number of cups used to fill the bowl. Compare the estimates to the actual count. (Possibly use this as an extension) During the next few days, provide different size cups and different size bowls/containers for the students to use when experimenting. Use different substances for filling, such as water, rice or beans. Scaffold the student’s understanding of volume measurement and build vocabulary through probing questions and conversations during their explorations. Reinforce the concepts and use of terms such as full, empty, how many. Encourage students who understand the concepts to compare the number of cups needed to fill two same size large containers with different substances, such as rice compared to beans. 

     

    Big Idea Formative Assessment

     

    • In small groups, allow students to compare and order three containers. Discuss in small groups to determine if students understand or need remediation. 

     

     

    Evidence of Understanding

     

    • Use a variety of tools to measure.

    • Sort and compare containers that hold more, less, or the same amount.

    • Understand that shape doesn’t change the volume. 

     

     

    Unit Closure

    1 Week (includes time for probes, re-engagement, and assessment) 

     

     

    OKMath Framework Introduction

    1st Grade Introduction

     

     

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