line diagram, drawing a pictorial representation on a clock face, etc. In second grade, students learned to tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Essential Questions: What does it mean to tell time to the nearest minute? What strategies can I use to help me tell and write time to the nearest minute and measure time intervals in minutes? What connections can I make between a clock and a number line? How can I use what I know about number lines to help me figure out how much time has passed between two events? How can we determine the amount of time that passes between two events? What part does elapsed time play in our daily life? How can I demonstrate my understanding of the measurement of time? number line. Students could use pre-determined number lines (intervals every 5 or 15 minutes) or open number lines (intervals determined by students). Example: Tonya wakes up at 6:45 a.m. It takes her 5 minutes to shower, 15 minutes to get dressed, and 15 minutes to eat breakfast. What time will she be ready for school? Vocabulary: Time Time intervals Number line Minute Hour Elapsed time Complete ALL sections BRAINPOP: “Elapsed Time” (flipchart) Elapsed Time Powerpoint Telling Time to the Nearest Minute Elapsed Time Ruler Elapsed Time Word Problems Let’s Talk About Time pg. 13 Time to Get Clean pg. 17 Daily Schedule pg. 22 (Poster printable) (Practice) (Unit Packet, do not use calendar section) Differentiation Activities Hands On Standards: Telling Time Elapsed Time Add of Time Finding Times After Finding Times Before game) (2nd Grade Lesson) Differentiation for: Time To the Minute AM and PM Measuring Time Using Time CCGPS Example/Vocabulary System Resources MCC3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word MCC3.MD.2 This standard asks for students to reason about the units of mass and volume. Students need multiple opportunities weighing classroom objects and filling containers to help them develop a basic understanding MCC3.MD.2 : directions for yearly spiral Whole Group Eureka (NY Module) 2 Complete ALL sections
b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. This is new learning. Essential Questions: What is a square unit? Why is area measured in square units? MCC3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). This is new learning. Essential Questions: How can I use unit squares to help me find the area of an object? Vocabulary: Area Unit square Square unit Plane figure Gap Overlap Square cm Square m Square in Square ft MCC3.MD.6 Students should be counting the square units to find the area. This could be done in metric, customary, or non-standard square units. Using different sized graph paper, students can explore the areas measured in square centimeters and square inches. Complete ALL sections BRAINPOP JR: “Area” Exploring Area pg. 24 pg. 34 Rectangle w/ Color Tiles - cards for comparing rectangles Differentiation Activities (simple activities using the blank hundred grid for MD.5 and MD.6) Hands On Standards: Finding Area Area of Irregular Figures Area of Squares Area of Rectangles Cover and Count Rectangular Area Cards Directions Actual Area Cards Differentiation for Measuring Area (higher level performance task) CCGPS Example/Vocabulary System Resources MCC3.MD.7 Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. MCC3.MD.7.a Students should tile rectangle then multiply the side lengths to show it is the same. MCC3.MD.7a : directions for yearly spiral Whole Group Eureka (NY Module) 4 Complete ALL sections Complete ALL sections
b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. This is new learning. Essential Questions: How are tiling to find area and multiplying side lengths to find area similar? How can I use multiplication to help me find area in a real world position? MCC3.MD.7.b Students should solve real world and mathematical problems. Example: Drew wants to tile the bathroom floor using 1 foot tiles. How many square foot tiles will he need? MCC3.MD.7.c This standard extends students’ work with the distributive property. For example, in the picture below the area of a 7 x 6 figure can be determined by finding the area of a 5 x 6 and 2 x 6 and adding the two sums. Formula for Area of Rectangles Rainbow Rectangles (AIMS) pg. 37 Area Word Problems pg. 74 Pg. 57 Differentiation Activities BBY: Dots Hands On Standards: Building Area Differentiation for Area pg. 43 Differentiation for Problem Solving Distributive Property Area Tile and Multiply