Math module 2 lesson 3
- 1. Place Value and Problem Solving with Units of Measure Module 2: Lesson 3 Objective: Count by fives and ones on the number line as a strategy to tell time to the nearest minute on the clock.
- 2. Fluency Practice Tell Time on the Clock (3 minutes) Show an Analog Demonstration: We will start at 12 count by 5 minutes on the clock. I’ll show a time on the clock. Write the time on your board. Repeat process, varying the hour and 5-minute interval so that students read and write a variety of times to the nearest 5 minutes.
- 3. Fluency Practice Decompose 60 Minutes (6 minutes) There are 60 minutes in 1 hour. On your boards, draw my number bond and complete the missing part. Repeat the process for 30 minutes, 40 minutes, 45 minutes, and 35 minutes.
- 4. Fluency Practice Minute Counting (3 minutes) (3 minutes) Direct students to count by 5 minutes to 1 hour, and then to the half hour and quarter hours. 6 minutes, counting to 1 hour, and naming half hour and 1 hour intervals as such 3 minutes, counting to 30 minutes, and naming the quarter hour and half hour intervals as such 9 minutes, counting to quarter ’til 1 hour 10 minutes, using the following sequence: 10 minutes, 20 minutes, 1 half hour, 40 minutes, 50 minutes, 1 hour
- 5. 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 42, emphasizing the 35 to 42 transition Eights to 48, emphasizing the 40 to 48 transition Nines to 54, emphasizing the 45 to 54 transition
- 6. Application Problem. (5 minutes) There are 12 tables in the cafeteria. Five students sit at each of the first 11 tables. Three students sit at the last table. How many students are sitting at the 12 tables in the cafeteria?
- 7. Concept Development (30 minutes) Problem 1: Count minutes by fives and ones on a number line. Use your ruler to draw a 12 centimeter line on your personal white board. Start at the 0 mark and make a tick mark at each centimeter up to the number 12. Label the first tick mark 0 and the last tick mark 60. Then count by fives from 0 to 60 to label each interval, like we did yesterday.
- 8. Concept Development (30 minutes) Put your finger on 0. Count by ones from 0 to 5. What numbers did you count between 0 and 5? We could draw tick marks but let’s instead imagine they are there. Can you see them? Put your finger on 5. Count on by ones from 5 to 10. What numbers did you count between 5 and 10? Can you imagine those tick marks, too?
- 9. Concept Development (30 minutes) Let’s find 58 minutes on the number line. Put your finger on 0. Count by fives to 55. Let’s draw the tick marks from 55 to 60. Count with me as I draw the missing tick marks from 55 to 60. Start at 55, which is already there. How many ticks did I draw? Go ahead and draw yours. Count on by ones to find 58 using the tick marks we made in the interval between 55 and 60.
- 10. Concept Development How many fives did we count? How many ones did we count? 11 fives + 3. How can we write that as multiplication? Discuss with your partner. Discuss with a partner how our modeling with the number line relates to the Application Problem Concept Development (30 minutes)
- 11. Concept Development (30 minutes) Problem 2: Count by fives and ones on a number line to tell time to the nearest minute. I arrived at school this morning at 7:37 a.m. Let’s find that time on our number line. Label 7:00 a.m. above the 0 mark and 8:00 a.m. above the 60 mark. Which units should we count by to get to 7:37? How many fives? How many ones? Let's move our fingers over 7 fives and 2 ones on the number line. Give me a multiplication sentence. Plot the point on your number line.
- 12. Concept Development (30minutes) Problem 3: Count by fives and ones on a clock to tell time to the nearest minute. Insert the Clock Template in your personal white board. How is the clock similar to our number line? What do the small tick marks represent on the clock? We can use a clock just like we use a number line to tell time, because a clock is a circular number line. Imagine twisting our number line into a circle. In your mind’s eye, at what number do the ends of your number line connect? The 12 on the clock represents the end of one hour and the beginning of another.
- 13. Concept Development (30minutes) Problem 3: Count by fives and ones on a clock to tell time to the nearest minute. This clock shows what time I woke up this morning. Draw the minute hand on your clock to look like mine. Let’s find the minutes by counting by fives and ones. Put your finger on the 12—the zero—and count by fives with me. How many minutes? (stop at 45) Let’s count on by ones until we get to the minute hand. Move your finger and count on with me. How many minutes? Draw the hour hand. How many hours?
- 14. Concept Development (30minutes) Problem 3: Count by fives and ones on a clock to tell time to the nearest minute. What is the time? Write the time on your personal white boards. Repeat the process of telling time to the nearest minute. Use the following suggested sequence: 12:14 a.m., 2:28 p.m. Can anyone share another strategy they used to tell the time on the clock for 2:28 p.m. other than counting by fives and ones from the 0 minute mark?
- 15. 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. Look at Problem 1. Talk to a partner, how is the number line similar to the analog clock? How is it different? How does the tape diagram that many of us drew to solve the Application Problem relate to the first number line we drew in the Concept Development?
- 16. 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!
- 17. Homework 3-1 Homework Worksheet Is Due Tomorrow!