western canadian teacher guide - sd67 (okanagan...

Western

Unit 1: Sorting and Patterning

Unit 2: Number Relationships

Unit 3: Time, Temperature, and Money

Unit 4: Exploring Addition and Subtraction

Unit 5: Data Management and Probability

Unit 6: 3-D Geometry

Unit 7: Addition and Subtraction to 100

Unit 8: Linear Measurement, Area, and Perimeter

Unit 9: 2-D Geometry and Patterning

Unit 10: Multiplication, Division, and Fractions

Unit 11: Mass and Capacity

Teacher GuideWestern Canadian

Unit 3

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UNIT Time, Temperature,and Money

Time is measured in thesame way that otherattributes are measured:A unit of time is selectedand used to ‘fill’ the timeto be measured.

—John A. Van de Walle,Elementary and Middle SchoolMathematics (4th Ed.), page 341

FOCUS STRAND

Shape and Space(Measurement)

SUPPORTING STRANDS

Number (Concepts)Statistics and Probability

“ Mathematics Background

What Are the Big Ideas?Time� Telling time and measuring time are different skills. Telling time

concerns reading a meter or scale, while measuring time involvesunderstanding the duration of events or of units of time. Manychildren have difficulty telling time; the analog clock is acomplicated instrument to read. In this unit, children approachtime first in contexts with which they are familiar—how longfamiliar activities take. Then children move to the other aspect oftime: learning to write and record time to the quarter-hour on bothan analog and digital clock. To master this difficult subject,children need many opportunities to tell time throughout the year.(These opportunities often appear in the Numbers Every Dayfeature in following units.)

Temperature� Children first understand temperature through comparisons rather

than through the use of standard units. They understand colderand warmer and build on this information, using informalmethods to observe what happens to a thermometer whentemperatures rise or fall.

Money� Children learn the value of a quarter and a dollar coin in this unit.

They build on their understanding of equivalency (one dollar is thesame as four quarters) as they trade coins. They use the skipcounting skills introduced in Unit 2 to count different amounts ofmoney. Because skip counting from different money amounts canbe challenging, they also count on to find the value of a group ofcoins.

Across the StrandsIn this unit, children practise and reinforce number concepts relatedto counting. They skip count and apply the counting-on strategywhen finding the value of money amounts. Children use sortingskills to count money amounts by grouping similar coins andcounting their values. Ordinals, first to thirty-first, are taught inconjunction with the 31 days in a month. Children’s work with timeto the quarter-hour relates to fraction concepts taught formally laterin the year.

”

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Curriculum across the Grades

Unit 3: Time, Temperature, and Money iii

Grade 1

Children estimate andmeasure the passage oftime using nonstandardunits.

Children name coins upto one dollar andrepresent moneyamounts up to 10 cents.

Children comparetemperatures andseasons.

Grade 2

Children estimate andmeasure the passage oftime using standardunits.

Children relate units oftime, including minutes,hours, days, weeks,months, years.

Children count andrecord money amountsto one dollar using thecents symbol.

Children make informalcomparisons oftemperature rise andfall on thermometers.

Grade 3

Children tell and writetime to the nearestminute on digital clocks.

Children read and writemoney amounts up to$100.

Children read andrecord temperature indegrees Celsius.

Preparing Materials

You may wish to copy and laminate the coins from LM 3: Coins and thecards from LM 4: Date and Season Cards.

LM – Line Master

Curriculum across the Grades

LEGEND

Literacy

Real World

Audio CD

Calculator

Computer

TEACHING TIPThis unit provides explicitinstruction in measurement skillsthat need to be reinforced on anongoing basis. For reinforcementactivity suggestions, see the MathRoutines section in the Building aMath Community module of thisTeacher Guide.

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iv Unit 3: Time, Temperature, and Money

Curriculum Overview

Cluster 1: Time and Temperature

General Outcomes• Estimate, measure and

compare, using . . .primarily non-standard unitsfor other measures.

• Recognize and apply wholenumbers . . .

Lesson 1:Passage of Time

Lesson 2:Units of Time

Lesson 3:Telling Time

Lesson 4:Calendar Time

Lesson 5:Temperature

Launch

Specific Outcomes• Estimate and measure the

passage of time related tominutes and hours.

• Select the most appropriatestandard unit to measure agiven period of time.

• Name, in order, the months ofthe year.

• Relate the number days to aweek, months to a year, minutesto an hour, hours to a day.

• Use ordinal numbers to 31.

Cluster 2: Money

General Outcome• Estimate, measure, and

compare, using . . .primarily non-standard unitsfor other measures.

Specific Outcomes• Create equivalent sets of coins,

using pennies, nickels, anddimes, up to $1 in value.

• Estimate, count, and record,using the cents symbol only, thevalue of collections of coins upto $1.

• Recognize and state the value,in cents, of a quarter, a dollar,and bills to $10.

Lesson 6:Making MoneyAmounts

Lesson 7:Strategies Tool Kit

Lesson 8:Show What You Know

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Unit 3: Time, Temperature, and Money v

Activity Bank• Clues: One, Two, Three! • Time to the Quarter-Hour• Bingo Time • Time Cards

Activity Bank• Concentration • Seasonal Sections! • Our Month • Matching Ordinals

Activity Bank• Sorting Money • Grocery Store• Trading • Frozen People Coin Tag

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Planning for Instruction Suggested Unit Time: 2 Weeks

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Planning for Assessment

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On Time(appropriate for use after Lesson 3)Resources and Materials: LM 5;demonstration clock, sets of cards showingtimes on digital clocks � Children choose a card that shows a time to

the quarter-hour on a digital clock. � Children set the demonstration clock to the

digital-clock time shown on the card (or drawthe time on LM 5).

Extension: Have children draw a card and setthe time on the demonstration clock that is 15minutes, 30 minutes, or 1 hour later than thetime indicated on the card.

Visual; Kinesthetic

Unit 3: Time, Temperature, and Money ix

Mathematics Centres

Calculator and a 100-Chart (appropriate for use before Lesson 6)Resources and Materials: LM 6, LM 7;calculators� One child reads aloud the directions on the

pattern card, and the other child presses thecalculator keys according to the directions.

� Children colour the start number on the 100-chart and each numeral that appears inthe display after = has been pressed.

� Children describe the emerging pattern. Youmay need to alter this activity according to thecalculators you have.

Social; Visual

Coupons (appropriate for use after Lesson 6)Resources and Materials: LM 3; coupons(5¢ to a dollar), coins (real or play), paper,glue, crayons or markers � Children choose a coupon and represent the

amount of money using coins. � Children glue the coupon to a sheet of paper. � Children draw or make rubbings of the coins

to represent the coupon’s value in as manyways as possible.

Visual; Kinesthetic

Calendar (appropriate for use after Lesson 4)Materials: different months cut from calendars,paper for making calendar pictures � Children examine the different months cut

from calendars. � Then they order the months and sort them by

season. � Children can also choose a month and look

for the month that comes before and after.� Children can make their own “calendar art”

by illustrating an activity that happens in theirfavourite month and writing a caption. Keeptheir pictures at the Centre for other childrento use as they sort. Consider making a classcalendar using their illustrations.

Visual; Verbal

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Explain that the class will be learning about time and temperature.Show Big Math Book, page 11, and ask children to imagine they will bevisiting the farm. Ask: � Which takes more time, picking an apple or growing an apple

from blossom to fruit?� Which takes more time, riding a bus out to the apple farm or

eating an apple? � Which is colder, an apple on the tree or an apple in the

refrigerator?� Which is a warmer time, summer or spring?

Have children help you make up a story about visiting the farm. Say:“We’re going to visit the apple farm. First, we’ll get on the bus. Thenwhat will we do?” Write ride on the bus to the farm on the board. Aschildren list other things, write them in order. When children finishthe story, point out that the events are in the order in which theyhappen. Then ask children to tell which event will take the shortesttime and which will take the longest. Then expand the discussioninto other areas. Ask:� What season do you think the picture shows? (autumn)� What do you think the temperature might be like then? (chilly)� What other things happen during that season?

Have each child complete Student page 55, by writing a number inthe square in each corner of each picture to show the order in whichthings happen, from first to last. Then children write a story aboutthe pictures on the page.

5

DIAGNOSTICASSESSMENTChildren who have difficultydealing with duration andsequence of events will benefitfrom practice that is linked totheir daily activities. Forexample, take a series ofphotographs or illustrations of a class activity and havechildren put them in order andretell the event. Ask: What part took longest? Did it takemore time to … or to …? Youcan also use sentence strips for this activity. To guide yourobservations use AssessmentMaster 1: Diagnostic Checklist.

HOME CONNECTIONSend home Student pages 53 and 54 to introduce the LearningGoals for this unit to family members. Alternatively, use LM 1 andLM 2 to create a letter home.

FOCUS

Demonstrate prior knowledge

PROGRAM RESOURCES

Big Math Book, page 11: The Apple Farm

Student page 53: Time, Temperature, and Money

Student page 54: Dear FamilyStudent page 55: Mixed-Up Apple Times

LM 1: Time, Temperature, and Money

LM 2: Dear Family

UNIT Launch

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1LESSON

BEFORE Get Started

Have children explore the length of time that certain tasks take. Ask:� Which would take a longer time: lining up for recess or recess

itself? (recess)� Which would take a shorter time: eating lunch or walking to the

door? (walking to the door)� Which would take less time: walking across the room or singing

“Happy Birthday to You”? How could we find out? (start both atthe same time and see which one finished first; look at a clock)

Suggest that children can make their own instrument for measuringtime. Demonstrate how to create a pendulum timer. Have a childtake a pre-cut length of string and a washer and tie the washer onone end of the string. Have a volunteer stand holding the instrumentout front. The volunteer should hold one end of the string betweenone thumb and forefinger and the washer between the other thumband forefinger. The string should be stretched straight between.When another child says “begin,” the first child releases the washerand counts the number of complete swings (out and back) thependulum makes.

Have children use their timers to determine which takes less time:walking across the room or singing “Happy Birthday to You.”

DURING Explore

Have pairs of children explore the lengthof time it takes for different tasks usingthe pendulum.

Problem Prompt How can you use a pendulum timer to measure how long it takes to do tasks?

Children can take turns starting the pendulum, counting, andwriting the number of complete swings on Student page 56. Askchildren to think of three other things they can time and add them tothe page.

Show and ShareTalk about the results children got with their pendulum timers. Ask: “How did you use the pendulums to measure time?” (countedthe swings)

Passage of Time

TEACHING TIP25-cm lengths ofstring will consistentlyprovide pendulumsthat measure 1-s timeintervals for each full swing.

CURRICULUM FOCUS

Estimate, measure, andcompare lengths of timeSS9

MATH WORD WALL

estimatelongershorter

MATERIALS

washers, string (cut in 25-cmlengths)

PROGRAM RESOURCES

Student page 56: Counting Time

Student page 57: About Time

CURRICULUM NOTEWith young children,some work with non-standard units is a goodprecursor to standardmeasurement. This isparticularly true with time,where children cannot“see” the attribute theyare measuring. This lessonprovides foreshadowingfor the outcome SS9.

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What to Look For What to Do

Evidence that children� can compare the duration of relatively short events� estimate and measure the passage of time in non-

standard units (pendulum swings)� use appropriate terms to talk about time (how

long, longer/shorter time, measure)

Provide opportunities for children to improve theirunderstanding of the duration of time by� including simple time activities and questions

throughout the day. (“How long will it be untilrecess?” “How many games can we play by lunchtime?”)

� incorporating the language of time and duration intostories you read and tell (And then he took a longnap, longer than it takes to drive to …, even longerthan it takes it to drive to … and eat dinner.)

� encouraging children to add “time” language totheir own stories

� challenging children to complete activities within agiven time (“Can you put away all the SnapCubes before this song is over?”)

Assessment for Learning

To guide observations and facilitate reporting, useAssessment Master 3.1: Ongoing ObservationsChecklist.

AFTER Connect and Reflect

Discuss how children measured time in this lesson. Ask:� What did you measure with your pendulum? (the number of swings

it took to do different activities) � How else could you measure the time it takes to do those things?

(compare to another activity)

Practice

Reinforcement Read the directions with children and have them use their pendulumtimers to complete Student page 57.

Extra Support: ConceptsChildren having difficulty comparing short lengths of time may needopportunities to use their pendulums in measuring activities wherethe comparison is more pronounced, such as the time it takes to clap5 times and the time it takes to tie a shoe. Whenever possible, allowchildren to choose the events they will compare so that they connectto things that are important or interesting to them.

Extension Encourage children to conduct experiments to find and list activitiesthat take about 10 pendulum swings.



2LESSON

BEFORE Get Started

Show a large demonstration clock. Ask volunteers to tell what thethree hands show (seconds, minutes, hours). Show how the handmovements affect each other, for example, one complete turn of theminute hand moves the hour hand from one numeral to the next.Ask:� How many minutes in an hour? (60) How can you tell? (I can count

the number of spaces around the edge of the clock. I can count by 5s foreach numeral.)

Discuss the idea that the hour hand travels around the clock twice ineach day. Ask: “How many hours in a day? How do you know?” (24;the hour hand goes around twice each day, marking 12 hours each time; 12+ 12 is 24)

DURING Explore

Have pairs take turns timing 1 minute and counting the number oftimes they can repeat a task. Children record their results on Studentpage 58.

Problem Prompt How long is a minute?

Show and ShareBring the children together to talk about their results. Ask:� About how long is a minute? (long enough to write my name 9 times;

long enough to tie my shoes)


Confirm that children have been exploring units of time. Ask:� What are some event we might measure in minutes? (a snack, a

game, our recess)� If something took 60 minutes, what is another way to say how

long it took? (1 hour)� What are some events we might measure in hours? (sleeping over at

Nan’s; watching a hockey game)

Units of Time

CURRICULUM FOCUS

Relate minutes, hours, anddaysSS9, SS10, SS12

MATH WORD WALL

secondminutehour

MATERIALS

large demonstration clock,analog clocks for pairs orvisible to entire room, minuteor egg timers, loud timer

PROGRAM RESOURCES

Student page 58: How Long Is a Minute?

Student page 59: Just a Minute

Student page 60: Hours, Minutes, Seconds, Days?




Evidence that children� understand and use the terms hour, minute, second� can explain the relationship between minutes and

hours� estimate time in minutes

Support children by� conducting a variety of experiments to make a list

of things that take one minute (hopping __ times,making __ happy faces, putting away the blocks)

� challenging children to predict how many minutesvarious activities will take throughout the day(clean-up; putting on outdoor clothing; walking tothe gym; singing a favourite song; listening to astory)

� having children sit quietly with their eyes closedand asking them to hold up their hands when theythink it is nearly 1 minute. Ring a bell at 1 minuteso they can check.

� cutting out or drawing pictures for a class orgroup collage of things that take less than aminute/more than a minute



Practice

Reinforcement Have children complete Student page 59 by using minute timers or bywatching the class clock as the second hand sweeps through onecomplete turn. Then have children complete Student page 60, makingsure they understand that they are to choose the most appropriatetime measurement for each activity.

Extra Support: ESLLearning to recognize and talk about time can help ESL learners gaina sense of confidence and control over their day, as well as supportdevelopment of concepts related to time. Build in redundancies tosupport these learners. For example, preview the day by identifyingthe main events or activities orally and in a chart. Include pictures ofa clock on the chart so children are able to predict when an activity isabout to end or change. Tell them about how long activities will takein hours and minutes. (“We are going to read. We will read for 5 minutes. In 5 minutes, we can read 3 pages in this book. … Fiveminutes are up.”)

ExtensionChallenge children to find the number of hours in 2, 3, and 5 days.Encourage them to use their knowledge of number patterns to help them.


3LESSON

BEFORE Get Started

Set the hands on the demonstration clock to show 3 o’clock. (Ifapplicable, place the hand showing seconds on 12, as well.) Ask:� Which hand shows the hour? Which shows the minutes?� What time does the clock show? (3 o’clock) � How do you know it is that time? (look where the minute hand is; look

at the hour hand)

Ask the time as you move the hour hand to several other numbers.Continue until you are confident children remember how to tell timeto the hour.

Show 5:30 on the clock. Encourage children to skip count by 5s withyou as you move the minute hand by 5s until you reach the half hour.Set the clock to 8:30, 3:30, and 1:30, and ask volunteers to tell thetime. Switch between half and whole hours. Show children time tothe hour on a digital clock, asking volunteers to write the time on theboard for each movement of the clock. � What are ways to say this time? (ten-thirty, half-past ten) � Why do we say ten-thirty? (It is thirty minutes after the hour.)� Why do we say half past ten? (The minute hand is halfway to the next hour.)

DURING Explore

Provide paper plates and fasteners and have children make their ownclocks. Children can cut out the face and hands on LM 5 and pastethe clock face to the back of the paper plate. Help children insert thefastener through the hands and the centre of the clock face.

Problem Prompt How can you show time in 15-minute “steps” on a clock?

Have children show 5:00 and 5:30. Then show 5:15 on the demonstrationclock. Ask: “What time is this? How can we tell?” (5:15; skip count by5s to 15) Repeat with 5:45. Have children complete Student page 61.

Show and ShareHave children share how they decided where to place the hands ontheir clocks for time in 15-minute increments. Volunteers can showtheir answers on the demonstration clock.

Telling Time

CURRICULUM FOCUS

Read, write, and tell time tothe hour, half-hour, andquarter-hourSS10, SS12

MATH WORD WALL

hand half-hourquarter-hour quarter pastquarter to digitalhalf-past thirtyo’clock

MATERIALS

paper plate and fastener foreach child, glue

PROGRAM RESOURCES

Student page 61: Time by 15Student page 62: Telling TimeStudent page 63: 15 Minutes Later

LM 5: Large Clock Face

CURRICULUM NOTEAlthough your curriculumdoes not specifically call forchildren to tell time, theintroduction to this lesson isuseful in building theunderlying concepts behindSS10 and SS12.





Evidence that children� use appropriate language to talk about telling

time (o’clock, quarter-hour, quarter to, quarterafter, fifteen minutes past the hour)

� read and demonstrate time to the quarter-hour onan analog and a digital clock

� read and write time to the quarter-hour (4:45, 5:15)

If children are having difficulty reading and representingtime, provide repeated opportunities, such as:� Show and tell “15-stories.” Tell simple stories including

a “__:15” for each event. Have children move thehands on their clocks to show the time of each event.(“My story starts at 7:15 in the morning. At 7:15, Jessiegot out of bed. By 7:30, she was sitting at the tablefor breakfast.”) From time to time, pause and ask:“What would you be doing at __:15 on most days?”

� When children are reading or listening to a story,pause and ask:” What time do you think it is now inthe story?” Have children retell favourite storiesusing story boxes for beginning-middle-end; includea clock in each box so they can show the time.


To guide observations and facilitate reporting, useAssessment Master 3.1: Ongoing ObservationsChecklist. To gather information about children whoare having difficulty, use Assessment Master 2:Diagnostic Conference for Selected Children.


Discuss children’s expanding knowledge of telling time. Ask: � What did you learn about telling time in this lesson? (how to tell

time when the clock shows 15 minutes or 45 minutes past the hour)� Why is it helpful to tell time that is 15 or 45 minutes past the hour?

(You can measure time more accurately this way.)� What are some things that take about 15 minutes? (eating breakfast,

getting ready for bed, listening to a story)

Practice

Reinforcement Read directions with children and have them complete Student pages62 and 63.

Extra Support: ProceduresSupport children who are having difficulty telling time in 15-minuteincrements. Have them count aloud to 15, 30, and 45, skip countingby 5s, as you move the minute hand on the demonstration clock andpause at each 15-minute increment to ask the time and have childrensay and write it.

Children can practise and apply their skills at telling time at theMathematics Centres (see On Time, page ix.)

ExtensionChildren can create a timeline of time from when they arrive homefrom school until dinner, using 15-minute blocks of time.



LITERACY LINKSResources and Materials: Amy Axelrod, Pigs on a Blanket (Sagebrush,1996), demonstration clock, clock-face stamp, paper, crayons or colouredpencils

Read the story, Pigs on a Blanket, stopping at intervals when directedin the text. Represent each time on the demonstration clock and askchildren to describe the events in the story that correspond to thattime. Have children work together in pairs or small groups. Each pairchooses a time, represents it using a clock-face stamp and draws apicture of an event that occurred at that time in the book. Fasten thepages in order creating a book that retells the main events of the story.

NUMBERS EVERY DAYWrite a schedule for the day on the board, using hours, half-hours, and quarter-hours. Ask children to tell you when theclock shows the time for the activity scheduled on the board.

CROSS-CURRICULAR CONNECTIONSScience Materials: different-sized containers of ice or snow, cards for labels,markers, analog clock

Show children a container of ice or snow and ask: “How long do youthink it will take this to melt: more than an hour or less than an hour?More than a half-hour or less than a half-hour?” Display severalcontainers of ice or snow of different sizes and shapes. Place thecontainers on a shelf or table, and have children make a “start” labelcard for each showing the current time to the nearest quarter-hour.Have children observe the containers at regular intervals (everyquarter-hour or half-hour) to see how much has melted. Record thetime at which each container is fully melted. Ask: “Why did somemelt faster than others? Which one melted fastest? Why?”

Social Studies Materials: map

Have children locate their community and others they have beenstudying on a map. Ask them to predict how long it would take to flyfrom their community to another (Toronto to England is 7 hours.).Have them collect data, by interviewing family members, to create a“How long does it take?” list using different forms of transportation(fly, drive, bike, walk, skate).

FROM THE LIBRARY

Eric Carle, The GrouchyLadybug (HarperCollins,1986)

Jill Creighton, 8 O’Cluck(Scholastic, 1997)

Colin and Jacqui Hawkins,What’s The Time, Mr. Wolf?(Egmont Books, 2004)

Pat Hutchins, Clocks andMore Clocks (Simon &Schuster, 1994)

Peter Seymour, What Time IsGrandma Coming? (Putnam,1984)

Arnold Shapiro, Mr. Cuckoo’sClock Shop (Putnam, 1980)

Teddy Slater, Just A Minute(Sagebrush, 1996)


Activity Bank

Bingo Time Materials: card for each child divided into 9squares, each square containing a digital time tothe quarter-hour, counters, large demonstrationclock� Pass out counters and cards to children.� Explain that when they see a time on the clock

that is the same as one on their cards, they areto cover the time with a counter. When theycover a row, they should say “Bingo!”

� Change the time on the clock, giving childrentime to cover matching squares, until a childsays “Bingo!”

Logical; Visual

Small Group; Whole Class

Time to the Quarter-Hour Materials: bell or timer set to go off every 15 minutes, paper� Have children fold a piece of paper into four

sections. � Explain to them that over the course of the

next hour, a bell will ring 4 times (on thehour, 15 minutes past the hour, at half-past,and at 45 minutes past the hour). Whenchildren hear the bell or timer, they look atthe class clock and record the time on onesection of the paper and write a sentenceabout what they were doing (I was reading.).

� Children share their completed pages withthe class.

Verbal; Visual

Whole Class

Clues: One, Two, Three! Materials: demonstration clock, paper � Have children work in pairs to create riddles

about time.� Each pair secretly sets their clock to an hour,

half-hour, or quarter-hour and writes the timeon one side of the paper.

� On the other side, they write two clues aboutwhat the clock face looks like, and one clueabout what could be happening (the hourhand is between 3 and 4; the minute hand ison 5; it is after school but before dinner).

� Children exchange clues. They check theiranswers by looking on the back.

� Option: have children record their answers bycompleting a clock face.

Social; Verbal

Partners

Time Cards Materials: set of cards with analog and digitalclocks showing a variety of times to the quarter-hour� Each child tells the time on his or her card

and compares it with the time on the otherchild’s card.

� In this game, the time that is later takes bothcards (for 1:15 and 5:45, the child holdingthe 5:45 card takes both cards).

The game ends when one player has all thecards or at a specific time. (You might want tohave children play for 15 minutes, for example.)

Visual; Social

Partners




4LESSON

BEFORE Get Started

Display a calendar for the current month. Ask:� What does a calendar show? (days of the week, numerals, months)� What month are we in?� What season are we in?� What day is it now?

Point to each day by turn in the calendar and have children tell youthe ordinal corresponding to the day. Then point to days randomlyand have volunteers say the ordinal. Next, have children form smallgroups, and bring out a year-long calendar for each group toexamine. Volunteers can take turns reviewing the months in orderand writing the names on the board. Then ask:� What is the second month of the year? (February)� Name a month with 30 days (September, April, June, or November).� How many days are there in a week? (7)

DURING Explore

Display Big Math Book, page 12. Write thename of the current month at the top. Write a1 in the appropriate day, and have volunteerscome up and continue numbering days untilthe month is complete. Have volunteers markthe appropriate answers on the page with amarker. Say:� Circle the first Tuesday of the month. � Put an ✗ on the 22nd of the month.� Circle the last Saturday of the month.� Put an ✗ on the day a week from today.� Circle the last day of the month.

Problem Prompt What can a calendar tell you about days, weeks, and months?

Have children turn to Student page 64. Have children write the daysof the week and the numerals on the calendar. Explain you will betelling a story about October, and when they hear a certain daymentioned, they are to circle it. Share a story with the class thatrelates to activities going on in your school or larger community.

Calendar Time

CURRICULUM FOCUS

Identify ordinals, order monthsof the year, and understandhow to read a calendarSS11, SS12, SS13, N9

MATH WORD WALL

January August February SeptemberMarch OctoberApril November May DecemberJune ordinals (first July to thirty-first)

MATERIALS

year calendars for small groups

PROGRAM RESOURCES

Big Math Book, page 12: A Month

Student page 64: The Month of October

Student page 65: CalendarsLM 4: Date and Season CardsLM 8: MonthLM 9: Ordinal Cards

TEACHING TIPYou may wish torefer to the Buildinga Math Communitymodule for routinesthat practise timeand calendar skills.



Show and ShareBring the children together and ask: � Why are calendars useful? (They help to show or plan events. They

show the 12 months in the year, and when the days fall in each month.)


Display a year-long calendar. Then link what children know aboutcalendars and time. Ask:� How many hours in a day? (24)� How many days are in a month? (28 to 31)• How many months are in a year? (12) � What does this calendar show? (a year)� How long is a week-long vacation? (7 days) � How does knowing about hours, months, days, and years help us?

(know when to go to school or work, know when special days are, knowwhen it is time to leave for school or go home from school)

Practice

Reinforcement Read directions with children and have them complete Student page 65.

Extra Support: Procedures/CommunicationChildren who need further experience with the months of the yearwill benefit from participating in a survey of birthday months. Workwith them to create a chart with the months in the left-hand column,and space where children can write their names in the right-handcolumn. Children write their names beside their birth months. Talkabout which months have most birthdays, whose birthday is next,and so on. Frequently refer to the birthday calendar.

Children can practise working with and talking about calendars atthe Mathematics Centres (see Calendar, page ix).

ExtensionHave children write riddles about calendars for a partner to solve (I am a winter month. I am not the first month. Sometimes my number ofdays changes. What month am I?).




Evidence that children� name and order months of the year� recognize and use ordinal numbers to 31 correctly� can read the date on a calendar

Children who are having trouble understandingcalendars can benefit from � a variety of modalities (kinesthetic, verbal, rhythmic,

musical) that will help to internalize the order of themonths (30 days has September, April, June, andNovember. All the rest have 31 except February,which has but 28, until leap year gives it 29.)

� saying the days of the month in order on a regularbasis

� daily work with calendars; each day can beginwith questions about the day, the month, the daythat just passed, and so on

� making their own individual birthday calendars,with the months listed on one side in order; theyask various friends and family members to printtheir names beside their birthday months (considerincluding the date to practise ordinals)





LITERACY LINKSMaterials: pieces of paper

Children can make a booklet for the 12 months of the year. Beforechildren begin, discuss the changes that occur from season to season(e.g., temperature, amount of sunlight, kinds of clothing worn). Havechildren discuss the activities they like to do in each season.

Ask children to fold three pieces of paper into four sections. Havethem record a month of the year in each section and draw a favouriteseasonal activity. When they have completed their booklets, askchildren to share them with the class.

NUMBERS EVERY DAYPrint the names of the months on the sections of an egg carton. Ask children to vote for their favourite month by placing a toothpickin one of the 12 labelled sections. Have the class count the number ofvotes for each month and record the results in a picture or bar graph.

CROSS-CURRICULAR CONNECTIONSScience Materials: paper, markers

Have children choose an animal. Ask them to draw or write aboutwhat the animal looks like or is doing during each season of the year.

Social Studies Materials: large class calendar

On the first day of every month, discuss with children the specialevents that will be occurring at school, at home, and in theircommunity (Remembrance Day, Thanksgiving Day, Diwali,community celebrations, family events, guests, school trips) andrecord these on the calendar. Enlist families’ assistance to identifysome of the special days. As each event draws near, ask questionsabout the date, such as:� How many days are there before our trip to the farm?� What day of the week comes before Thanksgiving?

FROM THE LIBRARY

Eric Carle, Today Is Monday(Putnam, 1997)

Eric Carle, The Very HungryCaterpillar (Putnam, 2003)

Sara Coleridge, JanuaryBrings the Snow (Dial Books,1986)

Crescent Dragonwagon,Alligators and Others AllYear Long (Macmillan, 1993)

Gail Gibbons, The Reasonsfor the Seasons (HolidayHouse, 1996)

Stuart J. Murphy, Pepper’sJournal: A Kitten’s First Year(HarperCollins, 2000)

Marisabina Russon, Only SixMore Days (Puffin, 1992)

Maurice Sendak, ChickenSoup With Rice: A Book ofMonths (HarperCollins,1991)

Cindy Ward and TomieDePaola, Cookie’s Week(Putnam, 1988)


Activity Bank

Our Month Resources: LM 8Children record the days of the week and thenumerals for the current month. Ask them to use the calendar to record classroomevents, such as when they have school assembliesand physical education classes.

Logical; Visual

Individual

Seasonal Sections! Materials: paper, glue, old magazines orcalendar pages from several different months � Have children choose their favourite season

to illustrate in a poster. Each poster should bedivided into 4 sections:

The ____ months are:The best thing about ____ is:The worst thing about _____ is:My ______ collage:

� Children should write the names of theseason’s months in one quadrant, write ordraw the best and worst things about thatseason, and then cut pictures and glue themin the last section to make a seasonal collage.

Visual; Intrapersonal

Individual; Partners

Concentration Resources: LM 4� Place the cards face down in front of two to

three players. � Have children take turns turning over 2 cards

at a time. � If the season on the card and the name of the

season match, the player keeps the pair andturns over another set of 2 cards.

� If no match is made, the player returns thecards and another player takes a turn.

Social; Visual

Partners/Small Group

Matching Ordinals Materials: LM 9� Give a group of 10 children the first to tenth

cards and another group of 10 children the1st to 10th cards.

� Have children find their matching cards andstand in order in front of the class.

� Repeat with the remaining cards.

Kinesthetic; Logical

Whole Class




5LESSON

BEFORE Get Started

Bring out Big Math Book, page 13. Ask: � What does this picture show? (the four seasons) � What season is it now? Point to the season in the picture.

In the space for the season, have a volunteer draw a picture ofclothing appropriate to the season. Then explore other seasons. Askwhat the weather is like, and have volunteers draw on the pageclothing they would wear in that season.

Discuss how the weather changes from season to season. Ask:� What is the warmest season? (summer) The coldest? (winter)� How can you tell if the temperature is warmer or colder? (how the

air feels, what clothing we need to wear)

Bring out a thermometer and ask if children have used one before.Ask a volunteer to tell what a thermometer measures (temperature).

DURING Explore

Help children set up mugs, water, and thermometers, making surethey use caution around the hot water. Then have groups follow thedirections on Student page 66.

Problem Prompt What happens to a thermometer when it is placed in hot andthen cold water?

When groups have finished the sheet, ask:� What did you notice about the thermometer as you put it in hot

and then cold water? (In hot water, it went up, and in cold water, itwent down.)

Show and ShareBring the children together to talk about the changes they noticed inthe thermometer when it was moved from hot to cold. Ask: “Whendid the thermometer change most? Why do you think that is?” (Thethermometer changes the most when the difference between temperatures isthe greatest.)

Temperature

CURRICULUM FOCUS

Relate temperature change topersonal experienceSS14

MATH WORD WALL

temperaturethermometer

MATERIALS

thermometers, 2 mugs, water

PROGRAM RESOURCES

Big Math Book, page13: TheSeasons

Student page 66: Hot or Cold?



Evidence that children� relate changes in temperature to their own lives

(activities, clothing)� can determine whether temperature is rising or

falling by observing a thermometer� use appropriate language to describe temperature

Children who are having trouble understandingtemperature can benefit from � making an immediate connection between

physically experiencing a rise or fall in temperatureand seeing what happens to a thermometer

� oral activities where they make comparisons andlist words that describe various temperatures(warm as a kitten; warm as my fuzzy mittens;cold; icy; freezing; frozen)

� choosing one temperature expression and makingan illustration




Have children discuss how knowing temperature and using athermometer might be useful in everyday life. Ask:� Can you think of a time when you need to know the temperature?

(to know what to wear outside, to know when the ice rink is ready forskating)

� How could a thermometer help you do those things? (by telling mewhether the temperature outside is hot or cold)

Practice

Reinforcement Provide additional opportunities for children to test changes intemperature. Bring children together to share their knowledge oftemperature.

Extra Support: Procedures Demonstrate the difference in water temperature using two differenttemperatures. Make available a mug of warm water and a mug of coldwater. Have a child dip his or her finger in warm water, and thenimmediately place a thermometer in the water so the child can watch itchange. Do the same thing for the cold water. Then ask the child whatchanged on the thermometer and why. Repeat, asking the child topredict whether the thermometer will go up or down.

ExtensionPlace a thermometer on the outside window of the classroom. Askchildren to note the temperature at the beginning of the day, at noon,and later in the afternoon. Have them speculate from day to daywhen the temperature will rise and when it will fall.




6LESSON

BEFORE Get Started

Give small groups a handful of different coins to examine. Then havevolunteers write the characteristics of the coins on Big Math Book, page 14.

Hold up a dime and a nickel. Skip count by 5s and record the valueon the board, introducing the cent sign (¢) as a symbol for cents.Continue for other money amounts up to one dollar, introducing thedollar sign ($) as the symbol to use for dollar amounts.

Show children a group of coins, such as 3 dimes, 2 nickels, and 5pennies. Ask: “How can I figure out how much money I have?”Accept children’s suggestions, and then show them how to separatelike coins and count them as a group, skip counting nickels and dimesby 5s or 10s to determine the amount of money. Have a volunteerclose his or her eyes and choose 5 coins from the pile. Have childrenfind ways to count the money. Distribute LM 7 and show childrenhow to use the chart to skip count amounts of money.

Move to combining coins. Have groups show ways to make 10 cents.When groups are comfortable, have them find ways to show 25 cents.Suggest using the 100-chart as an aid, if it has not already been suggested.

DURING Explore

Problem Prompt How can you count money to buy things?

Keep children in their small groups with pilesof coins. Set up a number of items with pricetags as a “store.” Have groups use strategies tocount their money so they bring up the exactamount to “buy” items. Groups can continue“buying” items until they run out of money.

Hold up a dollar coin and ask how many pennies make up $1.00.Then hold up $10 and ask how many dollar coins it contains. Tellchildren that these units of money will be useful when they havesomething more expensive to buy.

Show and ShareBring the children together to discuss their strategies for countingmoney. Ask:� How did you decide how much money you needed to buy an

item? (counted on)� What are some other ways to find out how much money you need?

Making Money Amounts

CURRICULUM FOCUS

Make money amounts up to$1.00SS15, SS16, SS17

MATH WORD WALL

penny quarternickel dollar coindime cent

MATERIALS

handfuls of coins of differentdenominations, small items fora school “store” (pencils, toycars, figures), cards withamounts from 10¢ to 99¢ asprice tags

PROGRAM RESOURCES

Big Math Book, page 14: About Coins

Student page 67: For SaleStudent page 68: What Can I Buy?

LM 3: CoinsLM 7: 100-Chart

TEACHING TIPChildren will workwith money againlater in the yearwhen they work with addition andsubtraction andapply the operationsto money.


(skip count, use the 100-chart) � Why is it helpful to group coins before counting? (They are easier to

count because you can skip count.)


Discuss why being able to count money is useful. Ask:� When can you use what you have learned about money in your

daily life? (to buy things, to see if I have enough money)� What ways can you count money at a store? (counting on, skip counting)� How does trading help when showing more than one way of

making a money amount? (You can add the money more easily withlarger amounts.)

Record children’s responses in the class co-operative journal.

Practice

Reinforcement Read the directions on Student pages 67 and 68 with children, thenhave them complete the pages.

Extra Support: Concepts/Problem SolvingWhenever possible, connect the concepts and procedures thatchildren are learning to real-life problems involving money.Children can practise working, thinking, and talking about moneythrough story telling (“tell me a story about $1.00; tell me a storyabout two friends who have some money”); acting out (“pretendyou and your friend have these coins to spend at any store you like;or: pretend you are the storekeeper. What will you sell? How muchwill it cost? What coins will people need to pay you?”).

Children can practise and apply their skills making andrepresenting money amounts at the Mathematics Centres (seeCoupons, page ix).

ExtensionGive children a limit of 5 minutes and have them find as many waysas possible to make $1.00 from coins. Ask children how their resultswould change if there were no nickels in the world.





Evidence that children� understand the values of different coins� create equivalent sets of coins � estimate and count money amounts to $1.00

Children who have difficulty with this lesson maybenefit from� representing a given value in more than one way

(10 pennies for a dime)� using a ten-frame; when it is complete with

pennies, you can “trade” for a dime� solving simpler problems with like coins (a 15¢

object with 3 nickels and 15 pennies shown asalternative solutions)

� playing “Name that Coin!” where children giveeach other clues (I have an animal head on oneside; I am bigger than a nickel.)

� using a 100-chart to count coins (start with aquarter; then count on or use patterns to adddimes, nickels, or pennies—for children who needhelp, use only 1 kind of coin)

� counting off 1–2–3–4–NICKEL–6–7–8–9–NICKEL,when they line up or sit in a circle

� examining coins and speculating about why thedesigns were chosen. Ask: “Which design is yourfavourite? If you designed a coin, what would youput on it?”





LITERACY LINKSResources and Materials: Amy Axelrod, Pigs Will Be Pigs, (Simon &Schuster, 1992)

Read and discuss the story Pigs Will Be Pigs. With the children’s helpkeep a record of the amounts of money the pigs find, and then findthe total. Have the children look at the menu from the “EnchantedEnchilada” and decide what they might order from the menu usingthe money the pigs found.

NUMBERS EVERY DAYMaterials: ten-frame, counters, overhead projector (optional)

Show a ten-frame card with 5 counters pictured. Ask children to counton by 1s as a counter is added each time. Continue with 2 ten-frameswith 10 counters pictured and have children count on from 10.

CROSS-CURRICULAR CONNECTIONSocial Studies Materials: coins or bills from other cultures children have been studying

Collect some coins from cultures children have been studying, orfrom countries where families in your community may haveoriginated. Provide opportunities for children to examine the coinsand compare them to Canadian coins. Make a class chart showinghow they are the same and different.

FROM THE LIBRARY

Linda Ekblad, Money Counts,Addison Wesley MathematicsLittle Books, Early Level(Addison Wesley, 2002)

Caren Holtzman, QuarterFrom the Tooth Fairy(Scholastic, 1995)

Elspeth Leacock, How Do WeUse Money? Addison WesleyMathematics Little Books, EarlyLevel (Addison Wesley, 2002)

Elspeth Leacock, SpendingDimes One at a Time,Addison Wesley MathematicsLittle Books, Early Level(Addison Wesley, 2002)

Bruce McMillan, Jelly Beansfor Sale (Scholastic, 1996)

Stuart J. Murphy, The PennyPot: Counting Coins(HarperCollins, 1998)

Stuart J. Murphy, Slugger’s CarWash (HarperCollins, 2002)

Joanne Rocklin, The Case ofthe Shrunken Allowance(Scholastic, 1998)

Judith Viorst, Alexander, WhoUsed To Be Rich Last Sunday(Simon & Schuster, 1980)

Rosemary Wells, BunnyMoney (Puffin, 2000)


Activity Bank

Trading Resources and Materials: LM 3; play orreal coins, number cube � The object of the game is to reach 50¢. � Players take turns rolling a number cube. � The first player rolls the cube and represents

the number using pennies.� When a child collects 5 pennies he or she

trades them for a nickel.� When a child collects 5 pennies and a nickel,

he or she trades them for a dime.� When a child has 4 nickels and 5 pennies, he

or she trades them for a quarter.� The game is over when the first player reaches

50¢. The object of the game can also bechanged to reach $1.00.

Social; Logical

Small Group

Grocery Store Materials: coins (pennies, nickels, dimes,quarters), grocery items from home (emptyboxes, cans)� Children set up a grocery store, including

prices on items (under $1), and take turnsacting as cashiers and shoppers.

� Shoppers select an item, then take it to thecashier who checks the child’s total bywatching as he or she skip counts or countson to find the total. The shopper gives thecashier that amount.

Kinesthetic; Social

Small Group; Whole Class

Sorting Money Materials: coins (pennies, nickels, dimes, quarters) � Offer to count the money for a school function

(hot lunch day, class book order, field trip)� Children take a handful of coins and sort them

according to their value. � Children then begin with the quarters and add

on to arrive at the total value.� Children report the total of their coins. Ask:

“How should we find the total for the class?”Accept their suggestions.

� Try reorganizing the coins and counting themin another way as a group (sort by type ofcoin). Use calculators if necessary.

Logical; Visual

Independent

Frozen People Coin TagMaterials: labels or masking tape, marker, chalk(for playground, weather permitting)� Label each child with a coin amount, either

1¢, 5¢, 10¢, or 25¢.� In the gym or playground, set out a large

playing area and divide it into 4 regions. � Have children run around the playing area,

passing from one region to another freely. Ata signal, children freeze, and then gathertogether with the others in that region.

� Children work together to find the total valuerepresented by the coin labels in their regionand call out their total value.

� Try keeping score by having someone recordthe values each time the groups stop. Ask:“What was the largest total? What was the smallest?”

Kinesthetic; Social

Whole Class




7LESSON

BEFORE Understand the Problem

Tell children that their understanding of money can help them tosolve problems. Pose the follow problem.

Problem PromptI have 6 coins in my pocket. They equal 90¢. What coins do I havein my pocket?

Discuss the problem with children. Ask:� What is the problem you have to solve? (What 6 coins equal 90¢?)� What do we already know? (We can use different kinds of coins to

show the same amount of money. We know there is 90¢ altogether. Thereare exactly 6 coins.)

What do you think you will need to get started? (coins of differenttypes).

DURING Make a Plan

Invite children to suggest ways to solve the problem, such asmodelling amounts of money with real or play coins. Ask:� How can modelling the amount of money help you find the

6 coins? (If I see I have more or fewer than 6 coins, I can remove somecoins and try other ones. I need to count the money amount to check if Ihave 90¢.)

� How will you know when you have found the answer to theproblem? (If I have 6 coins that add to 90¢, I have found the answer.)

Carry Out the PlanGive children Student page 69. Children can use it to draw pictures ofthe coins as they solve the problem.

AFTER Look Back

Bring the children together to share their answers on Big Math Book,page 15. Ask volunteers to come to the book to show the solution (2 quarters, 4 dimes). Other children can verify whether the solutionis right or offer their own representation. Ask: “Why do you thinkthis solution works?” (The coins add to 90¢, and there are 6 of them.)

Strategies Tool Kit

CURRICULUM FOCUS

Solve a problem usingobjects

MATERIALS

coins of differentdenominations

PROGRAM RESOURCES

Big Math Book, page 15: A Pocket Full of Coins

Student page 69: Counting Coins

Student page 70: What Coins Would You Use?

STRATEGIES TOOL KIT

Look for a patternMake a modelAct it outUse objectsGuess and checkMake a chartDraw a pictureChoose a strategy




Evidence that children� are able to rephrase the problem in their own

words� understand how to use the strategy of drawing a

picture� use the strategy to solve the problem� justify their solution

For children who have difficulty with problem-solvingactivities, provide modelling, exploration, andreinforcement:� Show the process of rephrasing: “Another way of

saying that is . . .”� Model using the strategy (“I know 3 quarters

would go into 90¢, so I will start by using 3quarters.”).

� Prompt children to explain how they approacheda problem using the strategy.

� Ask: “How did you solve the problem? Do youthink that way worked well to solve the problem?Why?”


To guide observations and facilitate reporting, useGAM 2: Inquiry Process Rubric or GAM 3: InquiryProcess Checklist.

Practice

Reinforcement Have children complete Student page 70 for more practice using thisstrategy or another strategy of their choice.

Extra Support: Problem SolvingChildren who have difficulty will benefit from working with andlistening to other problem solvers. Children often provide bettermodels for each other than do teachers, because they share a morecommon perspective and way of expressing themselves. Childrenmay also need practice solving simpler problems (I have 4 coins inmy pocket. They equal 50 cents. What could they be?).

Some children may find making a sheet that shows what each coin isworth helpful in preparation for this activity (10 pennies equal 1dime or 2 nickels).

ExtensionChildren can work a variation of this problem, finding out how manypossible combinations of coins make 90¢.



8LESSON

BEFORE Get Started

Review with children the different objects and materials they used totell time, measure temperature, and make money amounts (self-made clocks, analog and digital clocks, calendars, thermometers, real and play coins) and ask:� How did we use the clocks? Thermometers? Coins? Calendars?� What did we learn using them?

Explain to children that they are going to show some of the thingsthey learned.

DURING Explore

You may choose to do this three-part activity in one or two sessions.The activity can be done as a whole class, but if you wish to observethe strategies children use, you can have them work in small groups.

Part 1Tell children this story about a group of children finding somemoney. “Chris, Jan, and Tonia walk to school together every morningat 8:30. One day on the way to school they found 50¢ on thesidewalk. They took the money to the school office and the principalsaid, ‘Thank you for thinking about the person who lost the money. Iwill put it in a safe place until the end of the day, and to see if we canfind out whose money it is. If the owner does not claim the moneyby the end of the day, it will be yours.’ At 12:00, the principal visitedthe classroom for 5 minutes to report to the children. Nobody at theschool was in the office that morning to ask about money they lost.At 3:15, the principal called Chris, Jan, and Tonia to the office, gavethem the 50¢, and said, ‘No one has claimed the money and so nowyou can have the 50¢.’”

Ask: “How can the 3 children share the 50¢?” Allow children to askquestions for clarification, but encourage them to discuss strategieswithin their group. Provide each group with coins as they workthrough the problem. Children will naturally look for a way to sharethe money evenly, but they may come up with some creativesolutions for dealing with the “leftover” 2¢. Have children recordtheir solutions on Student page 71.

Part 2Have children record on Student page 72 while you read the storyfrom Part 1 again. Have demonstration clocks available for childrento work with as they record times on the page.

Show What You Know

FOCUS

Demonstrate what has beenlearned about time,temperature, and money

MATERIALS

coins (real or play),demonstration clocks

PROGRAM RESOURCES

Student page 71: Sharing Money

Student page 72: On TimeStudent page 73: Hotter, Colder

Student page 74: My Journal



Part 3Tell children that the story took place on a sunny autumn day. It wascold in the morning. At noon, it was much warmer. In the lateafternoon, it was cooler, but not as cold as in the morning. Havechildren use this information to show the relative temperatures onStudent page 73.

Show and ShareBring children together to share their work. Ask:� How did you decide to share the money? (We had 3 groups of 16¢

and 2¢ left over, so we gave 16¢ to each child and donated 2¢ to theschool; We knew we couldn’t share 50¢ evenly so we decided the childrencould buy a snack for 50¢ and share the snack.)

� How did you show your thinking?

Review with children what they learned about time, temperature,and money in this unit. Have them record their ideas in pictures orwords on Student page 74.

Take it FurtherHave the class think of a way that 4 children could share 75¢. Theycan record their solutions using pictures, numbers, or words.

Assessment Check

Look for evidence that children:

❏ Solve the problem of how to create equivalent sets (to share themoney)

❏ Compare analog and digital clocks

❏ Count coins accurately

❏ Record time on digital and analog clocks

❏ Determine whether temperature is rising or falling (on thermometer)

❏ Use appropriate measurement and comparative language

�

Refer to Assessment Master 4: Performance Task Rubric and AssessmentMaster 6: Unit Summary.

INVESTIGATION 2

Refer to Investigation 2 in themodule, Assessment Support.This provides an opportunityfor children to demonstratetheir conceptual developmentand key learning from Units 1 to 3. See also Studentpages 75 to 82.

MATH AT HOME 1

Send home Student pages 87to 90 for math activities thatchildren and adult familymembers can do together.



Evaluating Student Learning:Preparing to Report

This unit provides an opportunity to report on the Shape and Space(Measurement) strand. Assessment Master 6: Unit Summary providesa comprehensive format for recording and summarizing evidenceteachers may have already collected. In completing the Unit Summary,teachers may choose to record a grade/numeric rating and/or acomment, according to local reporting requirements.

Here is one example of a completed summary chart for this unit:

Strand: SHAPE ANDSPACE (MEASUREMENT)

Ongoing observations

Portfolio or work samples; conferences

Performance task (Lesson 8)

Works confidently with money,making change, creating equivalentsets, estimating, counting. Clearlyunderstands value of money, conceptsof time, and temperature.

Applies procedures thoughtfully andaccurately; able to explain processesand share thinking. Works easily withminutes, hours, days, weeks, months,years.

Completed all aspects of the taskeffectively; offered to help others.Asked some interesting questionsabout strategies for sharing money.Volunteered to design another“problem.”

Achievement Level for reporting on thisstrand

MostConsistentLevel ofAchievement*

*Use locally or provincially approved levels, symbols, or numeric ratings as appropriate.

Notes

Excellent

Excellent

Excellent

Exceeds gradelevelexpectations



Ongoingobservations

Performance onproblem-solvingtasks

Portfolio or work samples;conferences

Performance task

Children’s self-assessment

Teachers who have used AM 3.1 and AM 3.2:Ongoing Observations Checklist can determine themost consistent level of performance.

Teachers who used GAM 2: Inquiry Process Rubric orGAM 3: Inquiry Process Checklist with Strategies ToolKit (Lesson 7) can transfer the results to the summaryform.

Use AM 5: Time, Temperature, and Money Rubric tomake decisions about achievement. Children’s worktowards the end of this unit should be weighted moreheavily than that from earlier in the unit. Conferencesor brief interviews where children explain or showtheir thinking are often necessary in order tounderstand their work samples.

Because this occurs at the end of the unit (Lesson 8),it can offer a useful snapshot of children’sachievement. Use AM 4: Performance Task Rubric.

Opportunities to quote a child’s oral or written wordsabout his or her own progress may come fromconferences, in-class discussions, journals, or otherwritten reflections. For example: “I can tell every kindof time there is!”

Recording How to Report

Learning Skills

Ongoing throughout a reportingperiod, rather than being brokendown by units or strands. Use GAM 6:Attitudes and Dispositions:Observation Record and GAM 7:Attitudes and Dispositions Checklist.

Ongoing Records

Record evaluations of children’sachievement over several clusters, areporting period, or a school year.Use GAM 14: Summary ClassRecord: Strands; GAM 15: SummaryClass Record: AchievementCategories; and GAM 16: SummaryRecord: Individual.



Copyright © 2005 Pearson Education Canada Inc. The right to reproduce this page is restricted to the purchasing school. 28

Date:

Diagnostic Checklist During Launch activities, use this form to note observations about children who appear to have difficulty.

Name Compares the duration of events (which takes longer?)

Relates temperature to daily environment

Sequences events

Uses measurement terms (more/less; longer/shorter; colder/warmer)

Assessment Master 1



Name: Date:

Diagnostic Conference for Selected Children

This outline is intended for use with children whose progress is a concern at the midway point of the unit (Lesson 3). It can be used with an individual child or a small group of children who appear to be having difficulty with basic concepts and procedures.

CATEGORIES OBSERVATIONS AND COMMENTS

Choose a story that has a clear sequence of events. Have available demonstration clocks (analog and digital.) Reasoning and applying concepts Show the child the title and cover illustration and invite him or her to predict what the story will be about. Read the story aloud, one event at a time. After each event, ask: • Tell me what happened. • Do you think it took more or less than an hour? A half-hour? 15 minutes?

A minute? Tell me about your thinking. • About what time do you think this happened? • Show me the time it was on one of the clocks. • Can you show the same time on the other clock? How is it the same?

What’s different? • How could we write that down? Continue with the next event, posing similar questions. If the story is suitable, include questions about seasons and months. Notice the child’s confidence and ability to • Estimate duration of time (minutes, hours)

Make a reasonable choice of a time of day

Problem-solving strategies As children consider options and make estimates, notice the strategies they use to • Estimate duration of time • Use clues to determine time of day

Accuracy of procedures As the child works with the clocks and recording time, notice how accurately he or she • Shows time on both digital and analog clocks • Reads and writes time

Communication Say: “Thank you for your hard work and thinking! Let’s make a list together of everything we did and what we found out.” (Allow student to retell the activities freely; prompt if stuck.) Notice the child’s confidence and ability to • use appropriate comparative and measurement language

Assessment Master 2



Date:

Ongoing Observations Checklist

Lesson 1 Lesson 2 Lesson 3

Name compares duration of events

estimates and measures passage of time

uses language of time

uses terms hour, minute, second

relates hours and minutes

estimates time in minutes

tells and shows time to quarter-hour

reads and writes time to quarter- hour

uses appropriate language

Assessment Master 3.1



Date:

Ongoing Observations Checklist

Lesson 4 Lesson 5 Lesson 6

Name names and orders months of the year

recognizes and uses ordinals to 31

reads the date on a calendar

relates tem-perature to own lives

uses thermometer to detect change in temper-ature

uses appro-priate language to describe temper-ature

under-stands value of all coins

creates equi-valent sets of coins

estimates and counts money amounts (to $1)

Assessment Master 3.2



Name: Date:

Performance Task Rubric

Knowledge/Skills Not Yet Adequate (needs assistance)

Adequate (limited assistance)

Proficient Excellent

Reasoning and applying concepts • shows understanding

of concepts related to money by creating equivalent sets of coins

shows very limited understanding of money; needs one-to-one assistance to create equivalent sets of coins

shows some understanding of money; with prompting and support, able to create equivalent sets of coins

shows basic understanding of money; able to create equivalent sets of coins

shows in-depth understanding of money; independently able to create equivalent sets of coins

Accuracy of procedures • counts coins

accurately • records time on

digital and analog clocks

• records temperature on a thermometer

needs one-to-one help; makes frequent errors in – counting coins – recording time – recording

temperature

partially accurate; makes some errors in – counting coins – recording time – recording

temperature

generally accurate; may make a few minor errors in – counting coins – recording time – recording

temperature

accurate; very few or no errors in – counting coins – recording time – recording temperature

Problem-solving strategies • uses appropriate

strategies (e.g., use objects, draw a picture, guess and check, act it out) to find a way for 3 children to share 50 cents in coins

needs one-to-one, step-by-step assistance to solve the problem (sharing money)

needs help to choose a strategy; able to solve the problem (sharing money) with some assistance

chooses and uses appropriate strategies to solve the problem (sharing money)

chooses and uses effective strategies to solve the problem (sharing money); may provide more than one solution

Communication • explains his or her

reasoning and procedures clearly, using appropriate terms

unable to explain his or her reasoning and procedures

partially explains his or her reasoning and procedures

explains his or her reasoning and procedures clearly

explains his or her reasoning and procedures clearly, confidently, and with some precision

Assessment Master 4



Name: Date:

Time, Temperature, and Money Rubric

This rubric can be used to assess and summarize children’s achievement of unit expectations.

Knowledge/Skills Not Yet Adequate (needs assistance)

Adequate (limited assistance)

Proficient Excellent

Reasoning and applying concepts • shows understanding of

measurement concepts by – estimating passage of

time in minutes and hours

– choosing most appropriate standard unit to measure time

– relating units of time (minute to hour; hour to day; day to week; month to year)

– creating equivalent sets of coins using pennies, nickels, dimes (up to $1 in value)

– estimating value of coin collections

with assistance, shows very limited understanding of concepts of time, temperature, and money; may be unable to – estimate passage of

time (minutes, hours) – choose most

appropriate standard unit to measure time

– relate units of time – create equivalent sets

of coins using pennies, nickels, dime to $1

– estimate value of coin collections

shows some understanding of concepts of time, temperature, and money; able to do some of the following: – estimate passage of






shows basic understanding of concepts of time, temperature, and money; able to do most of the following: – estimate passage of






shows in-depth understanding of time, temperature, and money; able to do most of the following consistently, and in a variety of contexts: – estimate passage of






Accuracy of procedures • uses ordinal numbers

(to 31) • names months in order • reads date on calendar • measures passage of

time (minutes, hours) • uses a thermometer to

tell if temperature is rising/falling

• names and states value of quarter, dollar, and bills to $10

• counts and records money amounts to $1 using cent sign

needs ongoing assistance; little accuracy; major errors/ omissions in – using ordinal numbers – naming months in order – reading calendar date – measuring time in

minutes and hours – using thermometer to

tell if temperature is rising or falling

– naming and stating value of quarter, $1 coin, $5 and $10 bills

– counting and recording money amounts

somewhat accurate; minor errors/omissions in – using ordinal numbers – naming months in

order – reading calendar date – measuring time in





generally accurate; few errors/ omissions in – using ordinal numbers – naming months in






accurate; very few or no errors/omissions in – using ordinal numbers – naming months in






Problem-solving strategies • uses a range of strategies

(e.g., estimation, concrete objects, pictures, calculators) to solve and create problems involving time, temperature, and money

needs assistance to choose and carry out appropriate strategies to create and solve problems

with limited assistance, chooses and carries out some appropriate strategies to create and solve simple problems in familiar contexts

chooses and carries out appropriate strategies to create and solve problems in familiar contexts

chooses and carries out appropriate and effective strategies to create and solve increasingly complex problems in a variety of contexts; may be innovative

Communication • explains his or her

reasoning and procedures clearly, including appropriate measurement terms

unable to explain his or her reasoning and procedures

partially explains his or her reasoning and procedures

explains his or her reasoning and procedures clearly

explains his or her reasoning and procedures clearly, confidently, and with some precision

Assessment Master 5



Name: Date:

Unit Summary Review assessment records to determine the most consistent achievement level achieved for each of the following during this unit. Notes can be included as needed.

Strand: SHAPE AND SPACE (MEASUREMENT)

Notes Most Consistent Level of Achievement*

Ongoing observations

Portfolio or work samples; conferences

Performance task (Lesson 8)

Achievement Level for reporting on this strand

*Use locally or provincially approved levels, symbols, or numeric ratings as appropriate.

Self-assessment:

Strengths:

Needs:

Next steps:

Assessment Master 6


Name: __________________________ Date: _________________________

Line Master 1 Time, Temperature, and Money


Unit 1: Sorting

and Patterning

Unit 2: Number

Relationships

Unit 3: Time, Temperature,

and Money

Unit 4: Exploring Addition

and Subtraction

Unit 5: Data Management

and Probability

Unit 6: 3-D Geometry

Unit 7: Addition and

Subtraction to 100

Unit 8: Linear Measurement,

Area, and Perimeter

Unit 9: 2-D Geometry and

Patterning

Unit 10: Multiplication, Division,

and Fractions

Unit 11: Mass and Capacity

We are learning

to tell time to the

quarter-hour.

We are

learning the months

of the year.

We are

learning to make

money amounts

to $1.00.

We are

learning about

temperature.

Gr2 Unit 3 LM WCP.qxd 02/03/2005 8:35 AM Page 35

Name: __________________________ Date: _________________________


Line Master 2 Dear FamilyYour child is learning about time, temperature, and money. Your

child can practise these concepts at home by doing the following

activities.

36 Copyright © 2005 Pearson Education Canada Inc. The right to reproduce this page is restricted to the purchasing school.

If you have an outsidethermometer at home,direct your child’sattention to where themercury is in themorning and thenagain at night. Ask himor her if the mercuryhas risen or fallen.

Discuss with your

child the special

events your family

celebrates during

the year. Have

your child help

record these dates

on a calendar.

When shopping with your

child, point out food

products (up to a dollar)

and have your child read

the amounts.



Name: __________________________ Date: _________________________

Line Master 3 Coins




Name: __________________________ Date: _________________________

Line Master 4 Date and Season Cards


January February March April

May June July August

September October November December

Winter Winter Winter Spring

Spring Spring Summer Summer

Summer Autumn Autumn Autumn

✃



Name: __________________________ Date: _________________________

Line Master 5 Large Clock Face




Name: __________________________ Date: _________________________

Line Master 6 Calculator Pattern Cards


ON/C 5 + 5 = = = = =

ON/C 10 + 10 = = =

ON/C 5 + 1 = = = =

ON/C 10 + 1 + 1 = = =

ON/C 1 + 10 + 10 = = =

ON/C 10 + 5 + 5 = = =

ON/C 25 + 25 = = =

ON/C 25 + 5 + 5 = = =

✃



Name: __________________________ Date: _________________________

Line Master 7 100-Chart


1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100



Name: __________________________ Date: _________________________

Line Master 8 Month




Name: __________________________ Date: _________________________

Line Master 9 Ordinal Cards


✃

1st 2nd 3rd 4th 5th

6th 7th 8th 9th 10th



21st 22nd 23rd 24th 25th


31st



Name: __________________________ Date: _________________________

Line Master 10 Ordinal Cards


✃

first second third fourth fifth

sixth seventh eighth ninth tenth

eleventh twelfth thirteenth fourteenth fifteenth

sixteenth seventeenth eighteenth nineteenth twentieth

twenty-first twenty-second twenty-third twenty-fourth twenty-fifth

twenty-sixth twenty-seventh twenty-eighth twenty-ninth thirtieth

thirty-first


Carole Saundry

Sharon Jeroski

Heather Spencer

Michelle Jackson

Maureen Dockendorf

Sandra Ball

Maggie Martin Connell

Jill Norman

Linden Gray

Susan Green

Craig FeatherstoneMaggie Martin ConnellTrevor Brown

Assessment ConsultantSharon Jeroski

Primary Mathematics and Literacy ConsultantPat Dickinson

Elementary Mathematics Adviser John A. Van de Walle

British Columbia Early Numeracy Adviser Carole Saundry

Ontario Early Math Strategy Adviser Ruth Dawson

Copyright © 2005 Pearson Education Canada Inc.

All Rights Reserved. This publication is protected bycopyright, and permission should be obtained fromthe publisher prior to any prohibited reproduction,storage in a retrieval system, or transmission in anyform or by any means, electronic, mechanical,photocopying, recording, or likewise. Forinformation regarding permission, write to thePermissions Department.

The information and activities presented in thisbook have been carefully edited and reviewed.However, the publisher shall not be liable for anydamages resulting, in whole or in part, from thereader’s use of this material.

Brand names that appear in photographs ofproducts in this textbook are intended to providestudents with a sense of the real-world applicationsof mathematics and are in no way intended toendorse specific products.

Complete Teacher Guide ISBN 0-321-12094-9

Printed and bound in Canada

1 2 3 4 5 WC 09 08 07 06 05

Program Consultants

Program Authors

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