Subject:           Math                                                               Grade: 3rd

 

Standard: Measurement

 

Key Concept:  Time is a form of measurement.

 

Generalization: Time can be measured in various increments.  It can be measured accurately or estimated.

 

Background:

Introduce the topic by engaging the students with a picture book by Pat Hutchins, Clocks and More Clocks.  Depending upon the assigned tier, students will have opportunities at their ability level to experience time concepts.  After groups meet and complete their tiered products, all students will share their observations in a whole-group discussion.

 

Tiered in content

 

Tiered according to readiness          

 

Tier I:  

For students not yet at grade level, each student will work with a partner to identify time at half-hour intervals. Each group of two will be given a clock to manipulate.  One student will set a clock to the hour or half-hour.  They will then state the time to their partner, and then write the time on a lined piece of paper.  Next, the partner will set the clock 30 minutes later, say the time, and write it on the next line of the paper.  This process will be repeated at least 8 times. 

 

The partners will then discuss the patterns that they observed during the process.  Together they will describe in their math journal the steps that they took. 

 

During the sharing part of the mathematics lesson with the entire class, the students will share their observations. 

 

To extend and enrich this activity after the students feel comfortable identifying time to the nearest half-hour, the pairs can try the activity at 15-minute intervals.

 

Tier II:

This tier consists of students at grade level.  This group of students understands the concepts of a.m. and p.m., and they can tell time at 15-minute intervals.  Students in this tiered group will begin working independently.  Each student will be given 8 index cards.  The student will draw a picture on each card to show something that he/she does during the day or the night.  After completing each picture, the student will write the approximate time in which he/she does this activity daily.  Next, he/she will write his/her name on the back of each card. 

 

Students will then shuffle their cards, exchange them with other members of the group, and then put the cards in the proper order.  After several students have had the opportunity to sort the cards in chronological order, students will collect and tape their cards in order to a piece of yarn, which will later be shared in the whole-group discussion. 

 

Students in this group will then work with a partner to find and list on a lined piece of paper, the amount of time between each activity.  

 

To extend and enrich this activity, students could be encouraged to compare and contrast the time differences with other members in their tiered group.

 

Tier III:

This tier is suited for students who have an above average grasp of time measurement.  These students will begin estimating time.  They will work with partners.  They will select an activity from a time chart.  This chart has three columns: Activity, My Estimate, and Actual Time.  Under the activity column are the following activities:  Tie your shoe; Write your whole name, Sing “Happy Birthday”, Count backwards from 50 to 0; Touch your toes 20 times; Do 10 sit-ups; Write the alphabet; Say the Pledge of Allegiance.  They will then estimate how long it will take in seconds or minutes to complete the activity.  They will write their estimates in the second column. 

 

Next, their partners will time how long it takes them to actually complete the activities by using a stopwatch.  They will write the actual times in the third column.  This process will be repeated 4 times for each partner. 

 

Students will share the results of their estimated and actual times with the entire class at the end of the tiered-grouping session. 

 

To extend and enrich this activity, students will be encouraged to find other activities to time.  All activities should have an estimated time frame of 2 minutes or less.  Students will add these activities to their list.

 

Assessment:

Assessment for each tiered group will be a combination of informal and formal assessment.  As each group works in small groups, the instructor will circulate and write notes about her/his observations for each student.  The worksheet from each activity will be 50 per cent of the grade.

 

The group will present to the class the activity, experiences, and end product.  The students will refer to the group presentation rubric prior to their presentations.  Students will be critiqued on their eye contact, voice, professional behavior, and ability to communicate their information.  This will be 20 per cent of their grade.

 

Each student will evaluate the cooperation, and participation of each member of their group, which will be 30 per cent of their grade. This should provide an incentive for all students to participate regardless of the physical proximity of the teacher.