Math module 2 lesson 1
- 1. Place Value and Problem Solving with Units of Measure Module 2: Lesson 1 Explore time as a continuous measurement using a stopwatch.
- 2. Fluency Practice Tell Time on the Clock (3 minutes) *Analog Demonstration Clock* Start at 12 and count by 5 minutes on the clock. I’ll show a time on the clock. Write the time on your board.
- 3. Fluency Practice Minute Counting (6 minutes)
- 4. Fluency Practice Group Counting (3 minutes) Direct students to count forward and backward using the following suggested sequences, occasionally changing the direction of the count: Sevens to 28 Eights to 32 Nines to 36
- 5. Application Problem. (5 minutes) Ms. Bower helps her kindergartners tie their shoes. It takes her 5 seconds to tie 1 shoe. How many seconds does it take Ms. Bower to tie 8 shoes?
- 6. Concept Development (33 minutes) Part 1: Explore seconds as a unit of time. It takes Ms. Bower 5 seconds to tie one shoe. Does it take a very long time to tie a shoe? Let’s see how long a second is. (Let the stopwatch tick off a second.)It’s a short amount of time! Let’s see how long 5 seconds is so we know how long it takes Ms. Bower to tie 1 shoe. (Let the stopwatch go for 5 seconds.) Let’s see how long 40 seconds lasts. That’s the amount of time it takes Ms. Bower to tie 8 shoes. (Let the stopwatch go for 40 seconds.) Tell the count at each 5 seconds.
- 7. Concept Development (33 minutes) Seconds are a unit of time. They’re smaller than minutes so we can use them to measure short amounts of time. What are other things we might measure using seconds? (Students discuss.) Turn and tell your partner how many seconds you estimate it takes us to walk from the carpet to sit in our seats. Let’s use the stopwatch to measure. Go! It took us ___ seconds. Use mental math to compare your estimate with the real time. How close were you?
- 8. Concept Development (Display stopwatch.) The tool I’m using to measure seconds is called a stopwatch. We can start it and stop it to measure how much time passes by. It has two buttons. The button on the right is the start button, and the one on the left is the stop/reset button. When we stopped the stopwatch, did time stop, or did we just stop measuring?
- 9. Concept Development (33 minutes) Time is continuous. Continuous means time does not stop but is always moving forward. We just use stopwatches and clocks to measure its movement. Partner 1, measure and write how long it takes Partner 2 to draw a 2 by 5 array on her personal board.
- 10. Concept Development (33 minutes) Part 2: Students explore minutes as a unit of time. I look at the clock and notice that ___ minutes have passed since we walked from our tables to the carpet. Minutes are longer than seconds. Let’s find out what the length of a minute feels like. Sit quietly and measure a minute with your stopwatch. Go! What does a minute feel like? Now I’ll time 1 minute. You turn and talk to your partner about your favorite game. Let’s see if the length of 1 minute feels the same. (Time students talking.) T: Did 1 minute feel faster or slower than when you were just watching the clock?
- 11. Concept Development (33 minutes) How long a minute feels can change depending on what we’re doing, but the measurement always stays the same. What are some other things we might use minutes to measure? Student pairs take turns using a stopwatch to measure how long it takes them to do the following: Touch their toes and raise their hands over their heads 30 times. Draw 1 by 1, 2 by 2, 3 by 3, 4 by 4, and 5 by 5 arrays.
- 12. Concept Development 33 minutes Part 3: Explore time as a continuous measurement. We can use the stopwatch to start measuring how many minutes it takes to get dark outside. Will it take a long time? (Start stopwatch) Should I keep measuring? (Stop stopwatch.) Imagine that I measure how long it takes for all the students in this class to turn 10 years old. Is a stopwatch a good tool for measuring such a long amount of time?
- 13. Concept Development 33 minutes Time keeps going and going, and a stopwatch just captures a few seconds or minutes of it along the way.
- 14. Problem Set (10 minutes) You have 10 minutes to complete the problem set pages. Debrief (10 minutes) Let’s review your solutions for the problem set. Why do we use a stopwatch?
- 15. Exit Ticket (3 minutes) This is where you are going to show us that you understand what we learned today! We will learn if you are ready for the next lesson!
- 16. Homework 3-1 Homework Worksheet Is Due Tomorrow!