Session #5
Focus: Measurement
3.MDA.1 Use analog and digital clocks to determine and record time to the nearest minute, using a.m. and p.m.; measure time intervals in minutes; and solve problems involving addition and subtraction of time intervals within 60 minutes.
4.MDA.1 Convert measurements within a single system of measurement, customary (i.e., in., ft., yd., oz., lb., sec., min., hr.) or metric (i.e., cm, m, km, g, kg, mL, L) from a larger to a smaller unit.
5.MDA.1 Convert measurements within a single system of measurement: customary (i.e., in., ft., yd., oz., lb., sec., min., hr.) or metric (i.e., mm, cm, m, km, g, kg, mL, L) from a larger to a smaller unit and a smaller to a larger unit.
K - 5 Teaching Resources for 3rd Grade lesson
Grade 3 Slide Deck for True or False Hold-ups Telling Time
Grade 3 Slide Deck Elapsed Time
Grades 4 and 5 Slide Deck Measurement Conversions
Grade 5 Slide Deck for True or False Hold-ups Measurement Conversions (sample)
Video: Measure Conversion Using a Bar Model
Article: Measurement of Length: How can we teach it better?
Fluency Carousel:
Debriefing
Webber: In Grade 3 we focused on calculating elapsed time. We used a chart and a game to help students determine if something was a start time, elapsed time or end time. Teachers had a chance to experience a part of the follow-up lesson where we used a chart to help students determine start time, elapsed time and end time. We noted the strategies that students were using in the classroom. We also skip counted by time.
In Grades 4 and 5 we worked on making conversions with Metric measures of length. We first did a Fluency Carousel to gather formative assessment data and to help the students determine what they needed to work on. The teachers had a chance to use a ratio table and bar models to compare and convert measurements. It was expressed that these models can be used consistently across all systems of conversion to determine equivalence.
Next Steps: Grade 3: Continue to skip count by time on a daily basis. Use the strategies outlined to teach students how to calculate elapsed time. Use the chart the support students in determining what information they need to find.
Grade 4 and 5: Use the Fluency Carousel to gather data from students. Continue to include them in the planning process. Use the structure of concrete exploration with all units of measures.
Bradley: In Grade 3 we focused on calculating elapsed time. We used a chart and a game to help students determine if something was a start time, elapsed time or end time. Teachers had a chance to experience a part of the follow-up lesson where we used a chart to help students determine start time, elapsed time and end time. We also outlined models (number line, table, counting around the clock, and making a list) that could be used as strategies for calculating elapsed time. We created an anticipation/monitoring sheet to note and observe what students were doing when solving the initial problem. We also skip counted by time.
In Grades 4 and 5 we worked on making conversions with Metric measures of length. We first did a Fluency Carousel to gather formative assessment data and to help the students determine what they needed to work on. The teachers had a chance to use a ratio table and bar models to compare and convert measurements. It was expressed that these models can be used consistently across all systems of conversion to determine equivalence.
Next Steps: Grade 3: Continue to skip count by time on a daily basis. Use the strategies outlined to teach students how to calculate elapsed time. Use the chart the support students in determining what information they need to find.
Grade 4 and 5: Use the Fluency Carousel to gather data from students. Continue to include them in the planning process. Use the structure of concrete exploration with all units of measures.
J.P. Thomas: In Grade 3 we focused on telling time on the analogue clock and introducing calculating elapsed time using ‘True or False Hold-ups’. This activity was adapted by the teachers during our planning session. We used a scaffold of a print out of an analogue clock with the minutes and hours on them. Students worked in partnerships to determine and justify what was true and false. Teachers had a chance to experience a part of the follow-up lesson where we used a chart to help students determine start time, elapsed time and end time. We also outlined models (number line, table, counting around the clock, and making a list) that could be used as strategies for calculating elapsed time.
In Grades 4 we worked on making conversions with Metric measures of length. We first did a Fluency Carousel to gather formative assessment data and to help the students determine what they needed to work on. The teachers had a chance to use a ratio table and bar models to compare and convert measurements. It was expressed that these models can be used consistently across all systems of conversion to determine equivalence.
In Grade 5 we focused on building content knowledge related to line plots, equivalent fractions and measurement conversions. We discussed how the process of collecting data to organizing and recording data on the line plot. We also looked and doing ‘True or False Hold-ups’ with line plots. Dr. Manning-White shared some examples that she had and they have been incorporated in to the slide deck.
Next Steps: Grade 3: Continue to create and use ‘True or False Hold-ups’ to get student discussing and justifying their ideas. Do the follow-up lesson with the students. Skip count by time with the students. Use the strategies outlined to teach students how to calculate elapsed time.
Grade 4: Use the Fluency Carousel to gather data from students. Continue to include them in the planning process. Use the structure of concrete exploration with all units of measures.
Grade 5: Outline a plan of study to deepen content knowledge. Follow-up with Dr. Manning-White or Christine King, CKingEduction to support with the deepening of content knowledge.
E..E. Taylor: For Grade 3 I met with the teacher and we focused on telling time on the analogue clock and introducing calculating elapsed time using ‘True or False Hold-ups’. I share the resources and walked the teacher through the activities. We had a 3rd grade student on hand to try out some of the activities. We also outlined models (number line, table, counting around the clock, and making a list) that could be used as strategies for calculating elapsed time.
In Grades 4 and 5 we worked on making conversions with Metric measures of length. We first did a Fluency Carousel to gather formative assessment data and to help the students determine what they needed to work on. The teachers had a chance to use a ratio table and bar models to compare and convert measurements. It was expressed that these models can be used consistently across all systems of conversion to determine equivalence.
Next Steps: Grade 3: Assess students ability to tell time on the analog clock prior to the implementation of the unit. Do the lessons with the students and continue to skip count by time on a daily basis. Use the strategies outlined to teach students how to calculate elapsed time.
Grade 4 and 5: Use the Fluency Carousel to gather data from students. Continue to include them in the planning process. Use the structure of concrete exploration with all units of measures.