Third Grade Curriculum Time, Capacity and Weight Section 2 ...storage.schoolnet.com/cfisd/MATH_3_A_1 MEASURMENT... · Property of Cy-Fair ISD Elem. Math Dept. (3rd Grade) 2014-2015

Property of Cy-Fair ISD Elem. Math Dept. (3rd Grade) 2014-20150 0

Third Grade Curriculum Time, Capacity and Weight

Section 2 of 2 Suggested Number of Days: 9 Days

The suggested number of days includes instruction, practice, and mixed review time. Please

review materials in advance to allocate days based on the resources provided.

Topic Page

Time

(Refer to

Calendar in

Resources)

Part I: Directions on Making Interactive Clock Part II: Telling Time

Part III: Acting Out Scenarios to Determine Direction of Time

Scenario 1

Scenario 1 Icons

Scenario 2 Scenario 2 Icons

Scenario 1 and 2 to Display Blank Timelines

Time Scenario Cards Part IV: Understanding Half of an Hour and Quarter of an Hour

Half of an Hour and Quarter of an Hour IMN Strip Part V: Making an Hour

Making an Hour Game board Part VI: Increments of Time and Converting Minutes to Hours

Scenario 3-5 to Display IMN Strip Scenario 5 (4 per page)

Time and Conversions Activity Cards: Set 1 Part VII: Determine the Solutions to Problems Using the SEE Chart

Guided Practice 1 to Display

Guided Practice 2 to Display Time on a Line Record Sheet

Time and Conversions Activity Cards Set: 2

2 8

10 12

14

15 17

18 19

20 24

26 27

30 31

39 40

41 44

49

50 52

54

Additional Resources: MATH_3_A_0 MEASUREMENT SECTION 2 OF 2 TIME WEIGHT CAPACITY PLANNING CALENDAR 2014_RES MATH_3_A_2 MEASUREMENT SECTION 2 OF 2 TIME WEIGHT CAPACITY MINI 1 2014_RES

MATH_3_A_3 MEASUREMENT SECTION 2 OF 2 TIME WEIGHT CAPACITY MAKE AN HOUR PUZZLE 2014_RES MATH_3_A_4 MEASUREMENT SECTION 2 OF 2 TIME WEIGHT CAPACITY TIME INTERVAL STRIP LABELS 2014_RES MATH_3_A_5 MEASUREMENT SECTION 2 OF 2 TIME WEIGHT CAPACITY MINI 2 2014_RES

MATH_3_A_6 MEASUREMENT SECTION 2 OF 2 TIME WEIGHT CAPACITY MINI 3 2014_RES MATH_3_A_7 MEASUREMENT SECTION 2 OF 2 TIME WEIGHT CAPACITY MIXED PRACTICE 1 2014_RES MATH_3_A_8 MEASUREMENT SECTION 2 OF 2 TIME WEIGHT CAPACITY RACE TO AN HOUR 2014_RES


Topic Page

Capacity

and Weight

Part VIII: Customary Weight Customary Weight IMN Strip (4 per page)

Guided Practice 3 and 4 Student Page Part IX: Customary Capacity vs. Customary Weight

IMN Strip (2 per page)

Guided Practice 5 and 6 Student Page Part X: Measuring Customary Capacity

Customary Capacity IMN Strip (4 per page) ‘Let’s Measure’ Capacity Song

Guided Practice 7 and 8 Student Page Part XI: Metric Capacity

Metric Capacity IMN Strip (4 per page) Guided Practice 9 and 10 Student Page

57 59

64 65

67

71 72

75 76

80 81

84 87

MATH_3_A_9 MEASUREMENT SECTION 2 OF 2 WEIGHT AND CAPACITY CARDS 2014.ppt MATH_3_A_10 MEASUREMENT SECTION 2 OF 2 TIME WEIGHT CAPACITY MINI 4 2014_RES

MATH_3_A_11 MEASUREMENT SECTION 2 OF 2 TIME WEIGHT CAPACITY MINI 5 2014_RES MATH_3_A_12 MEASUREMENT SECTION 2 OF 2 TIME WEIGHT CAPACITY MIXED PRACTICE 2 2014_RES


Time, Weight and Capacity

TEKS: 3.7C determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or

tools such as a 15-minute event plus a 30-minute event equals 45 minutes.

VOCABULARY: minute hand, hour hand, before, earlier, interval,

past, after, quarter hour, half hour, digital, analog, previous, until, STAAR Reference chart

Teacher Background: When telling time, it is important for students to

understand the difference between a.m. and p.m. A.M. refers to ante-meridian or before noon (midday), while p.m. refers to post-meridian or

after noon (midday). It is best to use the vocabulary of noon and midnight

instead of 12:00 p.m. and 12:00 a.m. because these times are not before or after noon (midday) nor are they before or after midnight.

Also, the term o’clock is from ‘of the clock.’ Before people told time regularly using a clock, they used other methods, such as a sun dial. To

distinguish between telling time from a clock instead of a sun dial, they would say 6 of the clock. Around the sixteenth or seventeenth century,

people began to drop off ‘of the’ and started saying o’clock. (http://www.todayifoundout.com/index.php/2014/03/say-oclock/)

Finally, the word ‘interval’ refers to a distinct measure of time.

Students will be learning how many minutes are in ‘half an hour’ and a ‘quarter of an hour.’ Note this is not the same as half past or quarter past

an hour.

Student Background: In second grade students determined time on a

clock to the nearest 5 minutes and learned a.m. and p.m. They also practiced writing time in 4 different ways. This year, students will determine

time to the nearest minute, (using analog and digital clocks) decide if they are moving forward or backward on a time line and convert minutes to

hours.

http://www.todayifoundout.com/index.php/2014/03/say-oclock/


Part I – (Directions on Making the Interactive Clock Prior to Instruction)

Materials:

Duct tape: ‘Dollar Store’ brands work fine, a solid color is

recommended

Number Cards (pg.6-7) printed on tag, laminated, and cut

OR

6 index cards cut in half and labeled as number cards

12 Brads

Permanent Marker

Ruler or yard stick

Masking tape, wasabi tape, or a different color of duct tape (solid color

recommended)

Poster Board to make hour and minute hands

Strips of red poster board for Danger Zone Lesson

Optional:

Velcro or binder clip

1. Step 1: Take sections of duct tape, about 2 feet or so, and fold it in

half horizontally, ‘hotdog’, so that it sticks to itself. Continue making

sections until you have 13 ft. Step 2: These sections can then be

taped together to make one continuous number line.

Step 1 Step 2

Full piece

of tape

Folded

piece of tape

Section 1 Section 2

Tape together both sections with a full piece of tape


2. Using a measuring tool, measure every 12 inches and mark your

number line with a permanent marker.

3. Step 1: Take about a 6 inch length of duct tape and place under the

permanent marker line, center the piece of tape perpendicularly to the

number line. Step 2: Fold the tape back upon itself to make a tab. Cut

the tab to be about 2 ½ inches longer than the width of the number

line. Repeat for all 12 marks. You will not make a tab at the end of the

13th foot.

4. Place the number card on the tab about ¼ to ½ inch below the edge of

the number line. Use a brad to affix the number card to the tab. Push

the brad through the shaded circle on the number card. Complete for

all 12 numbers. (Suggestion: Lay number line on firm carpet to

support the duct tape and number card while pressing brad through

both or pre-make a small hole using a push pin.)

Step 1 Step 2

Brad


5. Step 1: Use masking tape, wasabi tape, or a different color of duct

tape to create a tick mark above the whole number. Step 2: Stick the

duct tape down the back of the tab. Recommendation: Cut tape long

enough to cover the bent legs of the brad to keep them from tangling.

Repeat for each whole number.

6. Use permanent marker, masking tape, wasabi tape, or a different

color of duct tape to make 4 evenly spaced tick marks between the

whole numbers to show the minutes. (Recommendation: Creating the

minute marks with tape will last over time with use. If you choose

permanent marker, it may fade off the duct tape over time.)

7. Optional: Add Velcro to the bottom of the section before 1 and Velcro

to the top of the section after 12. This will allow the number line to

overlap and connect when it is wrapped into the clock face. You may

also use a binder clip or paper clip to keep the sections overlapped.

Step 1: Front Step 2: Back

Notice the

legs of the

brad are

completely

covered by the tape.


Directions for using Time Line Clock:

Step 1: To make the time line transition into the clock, take the end with

12 and wrap it down and around back to 1. Overlap the section before 1 and

the section after 12. The numbers should be on the inside of the circle.

Rotate the Number Cards on the tabs to make an accurate clock face. Use

poster board to create hands for the Clock, labeling the longer hand ‘minute’

and the shorter hand ‘hour’.

Step 1:

Wrap 12 down and around back to 1.


1

2

3

4

5

6

Number Cards


7

8

9

1 2

1 1

0 1


Part II – (Telling Time)

Materials: Pre-made clock, Judy clocks

1. Lay the pre-made clock on the floor to represent a number line.

Think about what we have done this year in math. What does this remind you of? (number lines, adding and

subtracting with number lines, rounding, multiplication) Describe how the movement on the number line worked.

(we moved to the right if we were increasing or adding and we moved to the left if we were decreasing or subtracting)

2. Now, take the number line and form a circle. What do you notice? (it looks like a clock)

3. Place the hour and minute hand to show 2:25. (Be sure to move the hour hand as the minute hand moves around the clock.)

Let’s see what time is shown on our floor clock. We want

to determine the minutes first and then the hour. When the minute hand is on the 5, how do we count the

minutes? (by 5’s starting from 12) If we start at 12 and then count by 5 minute increments, how many minutes does

the 5 represent? (25 minutes)

4. Let’s look at the hour hand. What do you notice? (It’s between the 2 and the 3) What do you think that means?

(That it is past 2:00 but before 3:00) What hour does our clock show? (2)

__2__:_25_

15

20

5

10

25

_____:__25_


5. Move the hour and minute hands to show 6:57 on the floor

clock. Let’s tell the time that is on the clock. How can we count this easily? (count by 5’s, then by 1’s) How many

minutes does it show? (57 minutes)

6. What do you notice about the hour hand? (It is almost to the 7) Why do you think that it is not pointing directly to

the 6? (because it’s before 7:00 and after 6:00, it’s almost 7 o’clock)

7. Now, what hour does the clock show? (6)

8. Was that easy to see that the hour was 6 o’clock? (no)

Why? (because it was so close to the 7) 9. Use 2 strips of red poster board to section off the DANGER

ZONE. When the minute hand is between 45 minutes and 59 minutes, we can call this the danger zone. Why do you

think that is? (because it causes the hour hand to be close to the next hour) If in the DANGER ZONE, they should go to the

earlier of the 2 hours it is between.

____:__57_

__6__:__57_

Danger

Zone 57 minutes means you are in the Danger

Zone

6:57


10. Use the floor clock and Judy clocks to practice telling time. You can have students tell time by placing the hour and minute

hands to show the times below. You can also write the times on the board and have students put the time on their Judy clock.

Notice they are telling time to the nearest minute.

2:00 11:45 1:37 4:50 3:27

5:56 1:08

Part III: Acting Out Scenarios to Determine Direction of Time

Materials: picture of eclipse and alarm clock (pg.14), an arrow cut out

of poster board, pictures of karate kid and karate belt (pg. 17)

1. Using the floor clock and Judy clocks, have students place the

hour and minute hands to show 3:00. What do you notice? (the hour hand is on the 3 and the minute hand is on the 12)

What does the 12 mean? (o’clock or 60 minutes) 2. Move your minute hand around to show 3:59 on the clock.

What do you notice? (the hour hand is almost to the 4) What time will it be 1 minute after 3:59? (4:00) Why? (because

we went around 60 minutes back to the 12 and that represents the next hour)

3. Now, take the interactive clock and open up to a horizontal line. Be sure to flip over your hour cards so your hours are easily

read. 4. What do you notice? (it looks like a number line, the numbers

start at 1 and go to 12) 5. Does this look like anything we discussed yesterday?

(number line) Now, we’re going to use it as a timeline to

represent time.


Representing Hours on the Timeline:

6. What do you think the 12 at the end of the timeline represents? (60 minutes or the next hour)

7. Write a 12 on an index card and place in the front of the 1. Why do you think we placed a 12 at the front of the timeline?

Refer back to the previous discussion about starting with an hour and moving 60 minutes to the next hour. (to show a beginning

hour)

Representing Minutes within an Hour on the Timeline:

8. Write 3:00 on an index card and place over the 12 that is in

front of the timeline. Why did we put 3:00 over the 12? (because 12 represents a new hour or 60 minutes)

9. Write 4:00 on an index card. Where do you think we should place 4:00 on the timeline? (on the 12 at the end) Why?

(because we are moving 60 minutes on the timeline to the next 12 which is the next hour)

10. Tell me your thoughts about what it means to move left

or right on the timeline. (moving right gets a later time and moving left gets an earlier time)

11. Now, we’re going to have students practice finding times that

are before and after using the timeline. 12. Have students share what they think numbers represent on the

time line now. (Minutes) 13. Let students help you place the minute cards on the timeline.

4:00 3:00 1 2 3 4 5 6 7 8 9 10 11

3:00 4:00 1 2 3 4 5 6 7 8 9 10 11

10 5

12 1 2 3 4 5 6 7 8 9 10 11 12


14. Discuss the vocabulary before/until and after/past.

15. Place an object on 3:15. Do you think this time is past 3:00 or before 3:00? (past) Why? (because 3:15 is after or later

than 3:00) Place the poster board arrow on the floor above the timeline at 3:00 and have it pointing to the right.

16. Is 3:15 past 4:00 or before 4:00? (before) Why? (because it is not 4 o’clock yet) Place the poster board arrow on the floor

above the timeline at 4:00 and have it pointing to the left.

17. Display scenario 1 (pg. 18):

The total eclipse of the moon happened at 2:30 a.m. Ty and Alexis set their alarms to wake up shortly before the

eclipse. At what time could they have set their alarm clock?

18. We need to change the hours on our floor clock. What hours do you think 2:30 is between? (2:00 and 3:00) Why?

(because it’s after 2:00 but before 3:00) Write 2:00 and 3:00 on index cards and place on the appropriate ends of the timeline.

19. We have a picture of a total eclipse. Where should we

put this on the time line? (2:30) Hand a student the picture of

the eclipse and have them stand at 2:30.

20. What happens next in our story? (Ty and Alexis wake up before the eclipse) What helps them wake up? (the alarm

clock)

2:00 3:00 1 2 3 4 5 6 7 8 9 10 11

40 50 30 25 20 15 5 10 35 45 55

3:00 2:00 1 2 3 4 5 6 7 8 9 10 11

40 50 30 25 20 15 5 10 35 45 55


21. Let’s place an arrow on the timeline to show the

direction we should be looking. Have a student place the arrow on the floor in the direction they think it should go.

22. Why is the arrow going to the left? (because that shows

that we need a time before 2:30) Why? (because you have to wake up earlier to see the eclipse) Let’s share specific times

before 2:30. (2:25, 2:14, etc.) Hand a student the picture of

the alarm clock and have them stand at one of those times. Share with students that any of the times they mentioned that

were before 2:30 are correct.

3:00 2:00 1 2 3 4 5 6 7 8 9 10 11

40 50 30 25 20 15 5 10 35 45 55

3:00 2:00 1 2 3 4 5 6 7 8 9 10 11

40 50 30 25 20 15 5 10 35 45 55




Sheila had her karate test for a new belt color at 12:16 p.m. Once she passes her test, she will earn a green

belt. What could be a time that she could earn a green belt?

24. We need to change the hours on our floor clock. What

hours do you think 12:16 is between? (12:00 and 1:00) Why? (because it is after 12:00 but before 1:00) Write 12:00

and 1:00 on index cards and place on the appropriate ends of the timeline.

25. We have a picture of a karate kid. Where should we put

him on the time line? (12:16) Why? (because she started her test at 12:16) Hand a student the picture of the karate belt and

have them stand at 12:16.

26. What happens next in our story? (she has to take the karate

test) Tell me more. (after her test, she get a green belt)

1:00 1 2 3 4 5 6 7 8 9 10 11 12:00

40 50 30 25 20 15 5 10 35 45 55

12:00 1 2 3 4 5 6 7 8 9 10 11

40 50 30 25 20 15 5 10 35 45 55

1:00


27. Let’s place an arrow on the timeline to show the

direction we should be looking. Have a student place the arrow in the direction they think it should go on the floor.

28. Why is the arrow going to the right? (because that shows that we need a time after 12:16) Why? (because she will earn

a green belt after she takes her test) Can someone share a

specific time after 12:16? (12:30, 12:48, 12:59, etc.) Hand a student the picture of the green karate belt and have them stand

at one of those times. Share with students that any of the times they mentioned that were after 12:16 are correct.

29. Students will now work in partners to explore a variety of scenarios (pg. 20). Students can use the timeline provided on

pg. 19 and draw pictures of the events on the timeline. Another option would be to place painters tape around the room and

students can label their own floor timeline. They can then draw their pictures on dry erase boards or construction paper.

30. Once each set of partners is finished with their timeline, they will share with the class their scenario and explain why they

placed their pictures where they did.

12:00 1 2 3 4 5 6 7 8 9 10 11

40 50 30 25 20 15 5 10 35 45 55

1:00

12:00 1 2 3 4 5 6 7 8 9 10 11

40 50 30 25 20 15 5 10 35 45 55

1:00



Scenarios 1 and 2 to Display

Scenario 1

The total eclipse of the moon happened at 2:30 a.m. Ty

and Alexis set their alarms to wake up shortly before the eclipse. At what time could they have set their alarm

clock?

Scenario 2

Sheila had her karate test for a new belt color at 12:16 p.m. Once she passes her test, she will earn a green

belt. What could be a time that she could earn a green belt?



Time Scenario Cards

Before/After/Until/Past/Between *Note: A.M. and P.M. will be seen in different size fonts to align with STAAR conventions.

Scenario 1

The movie starts

at 7:15 P.M. When

should Xavier and

Sheila leave their house to get

there?

Scenario 2

Lanie’s mom told

her she had to

wait after eating

to go swimming. If lunch is at

noon, when could

Lanie go

swimming again?

Scenario 3

The seventh inning stretch is

during the

seventh inning of

a baseball game.

If the game starts at 7:00 P.M.,

when is the

seventh inning

stretch?

Scenario 4

Ms. Betty’s hair appointment is at

9:15 A.M. When will

she get home?


Scenario 5

Vera’s school starts at 8:00

A.M. When could

be a time she

might be in

science class?

Scenario 6

The Smith’s eat breakfast at

midnight to celebrate the New

Year. They finished cooking breakfast a

few minutes before midnight. When did

they finish making

breakfast?

Scenario 7

Fredrick could not

eat lunch until he went to his dentist

appointment. If his

appointment was not until 1:45 P.M.,

when could be a

time he could eat lunch?

Scenario 8

Zoe races dirt

bikes. She puts

her helmet on a few minutes

before the race,

which is at 11:45

A.M. When could

she put her helmet on?


Scenario 9

Zane needs to sketch his picture

before painting

class. If Zane’s

painting class is

at 5:30 P.M., when does he need to

sketch?

Scenario 10

The space shuttle blasts off a few

minutes past the

hour. If it is 8:00

A.M., when could

the space shuttle blast off?

Scenario 11

Jeffery starts

walking and stretching a few

minutes until the

race. If the race starts at 9:00 A.M.,

when could be a

time that Jeffery starts exercising?

Scenario 12

The Boy Scout

troop packs their

trailer before they leave for camp.

They leave at

8:20 A.M. What time

could they pack

their trailer?


Scenario 13

Mom warms up the car a few

minutes past 6

o’clock. What

could be a time

she warms up the car?

Scenario 14

Samuel finished the last chapter of

his book just a

few minutes until

his bedtime at

8:30 P.M. What could be a time he

finished his book?

Scenario 15

Casandra and her

family eat dinner

between 5:00 and 5:30 P.M. When

could they eat

dinner?

Scenario 16

Tanya’s parents

let her stay up

past her bedtime of 8:15 P.M. to

finish the last

chapter of her

book. What could

be a time she finishes her book?


Part IV: Understanding Half of an Hour and Quarter of an Hour

Materials: Judy clocks and dry erase markers for each student,

STAAR Reference Chart

1. Pass out Judy clocks and dry erase markers to each student. Have students partner up if you do not have enough Judy clocks

for each student. 2. How many minutes are in 1 hour? (60 min) Have students

refer to their STAAR Reference Chart if necessary. Let’s count by 5 on our clocks to make sure we are correct.

3. Discuss with your neighbor how you could split the clock into 2 equal parts and draw that line on your clock. Note

that there are a variety of ways this can be shown.

4. Take a minute to discuss how many minutes each part

represents. (30 minutes) How do you know? (because we counted by 5’s in each part, 30 minutes is half of 60 minutes)

5. If we go outside to recess for half an hour, how many minutes will we be at recess? (30 minutes) Why do you

think it’s called half an hour? (because it’s half of the clock and half of 60)

5

10

15

20

25 30

5 10 15

20

25

30


6. Now, draw lines on your clock to make 4 equal parts.

7. Work with your partner to determine how many minutes are in each of the 4 parts. (15 minutes)

8. Why do you think each part is 15 minutes? (because 15 + 15 + 15 + 15 is 60 or 4 groups of 15 is 60)

9. If we look at 1 of the 4 parts, what might this remind you of? (fractions) Tell me more. (1 of 4 is the same as one-fourth)

10. How many minutes do you think one-fourth of an hour represents? (15 minutes)

11. When using the term one-fourth of an hour, we can also

call this a quarter of an hour. Talk with your neighbor to see if you can figure out why it’s called a quarter of an

hour. Share with students that one of four equal parts is always called a quarter.

12. Students can now fill out the IMN Strip on pg. 26.

15 5 10

10 5

15 15

5 10

5 10 15

5

5

5

5

10

10

10

10 15

15

15

15


Half an Hour and Quarter of an Hour IMN Strip (3 per page)

Draw lines to show 4 equal

parts on the clock.

Draw a line to show 2

equal parts on the clock.

Half of an hour = _______ minutes Quarter of an hour = _____ minutes

Quarter of an hour = _____ minutes Half of an hour = _______ minutes

Draw a line to show 2

equal parts on the clock. Draw lines to show 4 equal

parts on the clock.

Quarter of an hour = _____ minutes Half of an hour = _______ minutes

Draw a line to show 2 equal parts on the clock.

Draw lines to show 4 equal parts on the clock.


Part V: Making an Hour (Using Fraction Circles)

Note: if you do not have Fraction Circles please use MATH_3_A_3

MEASUREMENT SECTION 2 OF 2 TIME WEIGHT CAPACITY MAKE AN HOUR

PUZZLE 2014_RES

Materials:

‘Make an Hour’ Activity Sheet, copied one per student, partner

group, or table group (pg. 30)

Fraction Circles (only 2 halves, 4 quarters, 6 sixths and 12

twelfths will be needed), 1 set per group. These can be labeled

with dry erase or overhead marker

Dry erase board, scrap paper, IMN, etc. to record variety of ways

to make an hour

45 minute model

o This model can be created by taping 3 one-quarter pieces

together or having pre-cut copies of the model provided on

pg. 29. (printed on tag)


Directions:

1. Discuss how many minutes are in an hour. Refer to STAAR

Reference Chart if needed.

2. Tell students that each one of the fraction pieces represents a

different amount of time. They can determine which fraction

piece represents which amount of time by matching up the piece

to the shaded models on the Activity Sheet.

*Please note: Some time amounts are shown twice with

different labels to help students discover that some

amounts of time have different names, i.e. 30 minutes is

the same as half an hour.

3. Have students find different time combinations that are the same

as 1 hour. Students can discover these combinations by laying

the pieces on the clock to see if the combinations equal 60

minutes. As students are working, use the following questioning

to facilitate learning:

a. Which time increment takes exactly 2 parts to make

a whole hour? (30 minutes) If we used 1 of the 2

parts, what fraction of an hour would we use? (1

2) 30

minutes is exactly half of an hour. Show students how

the 30 minute increment can be positioned anywhere upon

the clock face.


4. Which time increment takes exactly 4 parts to make a

whole hour? (15 minutes) If we used 1 of the 4 parts, what

fraction of an hour would we use? (1

4) Is that more or less

than an hour? (less) Is it more or less than half an hour?

(less) How much less is it? (15 minutes is half of 30 minutes)

Show students how the 15 minute increment can be positioned

anywhere upon the clock face.

5. If we took three 15 minute increments and put them

together, how much time would we have? (45 minutes) Is

that more or less than an hour? (less) Is it more or less

than half an hour? (more) Show how the 45 minute time

increment is more than 30 minutes, but less than an hour.

6. Have students record their combinations that equal 1 hour in

their IMN or recording material.

7. Have students practice finding the previous hour or the next

hour given certain times using a Judy clock. For example, 11:15

is the previous hour to 12:15 and next hour from 12:15 is 1:15.

8. Each day have students continue to practice hours before and

after specific times.


45 Minute Models:


One Quarter Hour

10 minutes

5 minutes

30 minutes

45 minutes Half an Hour

15 minutes


Part VI: Increments of Time and Converting Minutes to Hours

Materials:

Time Interval Strips (1 set per partner group) o Created by placing labels provided (file name) on the

front or back of fraction towers. (Avery template 5267

or Avery 18167. Also compatible with ½ inch by 1 ¾ inch

labels)

dry erase boards markers


Time and Conversions Activity Cards: Set 1 (pg. 41)

1. Have students place the time interval strips as shown below.

2. What do you see or notice? (1 hour, 30 minutes, looks like

fractions, 15 minutes is the same as a quarter of an hour, etc.) 3. Today we are going to use time interval strips to help us

determine if we have an hour, more than an hour or less than an hour. Once we find that out, we’re going to use

that information to solve a puzzle.


Yesterday I drove 15 minutes to take my daughter to gymnastics. After I dropped her off, I drove 20

minutes to pick up my other daughter. I thought I was driving at least an hour.


5. Let’s use our time interval strips to help us decide if I was

in the car more than an hour or less than an hour. Place your hour strip horizontally on the table.

6. What is the first piece of information in our story? (drove

15 minutes) Which time interval strip can we use to show this? (15 minute or quarter of an hour) Place the 15 minute

strip below the hour strip.

7. What is the next piece of information that we need? (drove

20 minutes) Which time interval strip can we use next? (20 minute) Where do you think we should place the 20 minute

interval strip if we are trying to decide if we are equal to an hour, have more than an hour, or less than an hour?

(next to the 15 minutes under the hour strip)

8. Do we have any other important information? (no) 9. By looking at our time interval strips, does it look like I

drove more than an hour or less than an hour? (less) 10. What do you think we could do with 15 minutes and 20

minutes to see how many minutes I was in the car? (add or put together 15 minutes and 20 minutes)

11. Have students add up 15 and 20 on their dry erase boards. What was the total number of minutes I was in the car?

(35 minutes)


12. Is 35 minutes more, less or equal to an hour? (less)

Why? (because 1 hour is 60 minutes and 35 is less than 60) 13. Did I drive at least an hour? (No) Why? (because 35

minutes is less than 60 minutes which equals an hour)


I was talking to (P.E. teacher’s name) about how long it took (or will take) to prepare for field day.

He/She said that it took half an hour to mark off the area for the 50 yard dash and relay races. It took 15

minutes to set up the cones for the obstacle course and 25 minutes to bring all of the equipment to each

station. Do you think it took him/her over an hour to set up for field day? How can we figure it out?

15. What are some differences between this story and the first story we discussed? (more than 2 events, half an hour,

etc.) 16. Let’s use our time interval strips to see if it took an hour,

more than an hour or less than an hour to set up for field day. Have students place the 60 minute interval strip

horizontally on the table.

17. What is the first piece of information we need? (half an hour) How many minutes is in half an hour? (30 minutes)

Why? (because 30 is half of 60 minutes and 60 minutes equals

1 hour) 18. Which time interval strip could we use? (30 minute or half

hour) In order for us to see if we will have an hour, more than an hour, or less than an hour, where should we place

our 30 minute strip? (under the hour strip)

19. What is the next piece of important information? (15 minutes) Which time interval strip should we use now? (15

minutes or quarter of an hour) Where should we place the


strip if we are trying to decide if we have an hour, more

than hour, or less than an hour? (next to the 30 minute strip)

20. Is there any other information that is important? (25

minutes) What time interval strip can we use? (We don’t have a 25 minute strip) Let’s look at what we do have. Do

we have anything that can be used to make 25 minutes?

(20 and 5) Note: other combinations are possible, the notes are written using 20 and 5. Where should we place the 2 strips

to see if we have an hour, less than an hour, or more than an hour? (next to the 15 minute strip)

21. By looking at our time interval strips, did it take an hour, less than an hour or more than an hour to set up for field

day? (more) How could we determine how long it took to set up for field day? (add up the times) What times are we

going to add? (30 + 15 + 25) Let students know that we are going to add the times given in the story. Note that it is ok for

students to add 30 + 15 + 20 + 5.

22. How many total minutes did it take to set up for field

day? (70 minutes) Is that equal to, more than, or less than an hour? (more) Why? (because an hour is 60 minutes and 70

is greater than 60)

25 min


23. Let’s look at our interval strips that we have placed on

the table.

24. What does an hour represent? (60 minutes) If we know we have more than 60 minutes, can we say that we have

an hour and then some more minutes? (yes) Why?

(because we can see with our time interval strips that we have an hour and some more minutes) Yes, because 60 minutes

equals an hour, we can change how we say it or convert the 60 minutes to 1 hour.

25. What do you think we could do to see how many more minutes we have than 60 minutes or 1 hour? (Subtract 60

minutes from the total number of minutes) What was the total number of minutes it took to set up for field day? (70

minutes) So, what are we subtracting? (60 from 70) Why? (because we changed our 60 minutes to 1 hour and need to take

that out of the total number of minutes) Have students subtract 60 from 70.

26. How many more minutes do we have than an hour? (10 minutes) Write the following statement on the board: 1 hour

and 10 minutes is the same amount of time as 70

minutes. Is this a true statement? (yes) Why? (because an hour equals 60 minutes plus the 10 minutes more is 70 minutes)

25 min


27. Display scenario 5 (pg. 39) and give students the IMN strip

(pg. 40):

Logan went to Main Event for a birthday party. He played video

games for a quarter of an hour and he bowled for 35 minutes. He decided to order some pizza and eat it before he left Main

Event. It took him half an hour to eat. How long was Logan at Main Event?

28. Now, we are going to use what we know and draw a picture to help us determine if we have an hour, more

than an hour or less than an hour. Note: we want students to eventually be able to solve these types of problems without

using a picture. They should be able to add the given number of minutes and if more than 60 minutes, convert to hours and

minutes by subtracting 60 minutes from the total number of minutes found.

29. Let’s draw our time interval strips to see if we have an

hour, more than an hour or less than an hour. Have students draw the 60 minute interval strip horizontally on the

table.

30. What is the first important piece of information we

need? (a quarter of an hour) How many minutes is that? (15 minutes) Why? (because 15 minutes is ¼ of an hour, it takes 4

groups of 15 minutes to equal 60 minutes) In order for us to see if we will have an hour, more than an hour or less

than an hour, where should we draw our 15 minute

picture? (under the hour picture) Discuss with students the size of the 15 minute strip they are drawing.

1 hour = 60 minutes

1 hour = 60 minutes

15 min


31. What is the next piece of information we need? (35 minutes) What size picture should we draw? (One that is a

little larger than 30 minutes or about twice the size of 15 minutes) Where should we draw the picture to see if we

have an hour, less than an hour, or more than an hour? (next to the 15 minute picture)

32. Is there any other information that is important in our

story? (half an hour) How many minutes is that? (30 minutes) In order for us to see if we will have an hour,

more than an hour, or less than an hour, where should we draw our 30 minute picture? (next to the 35 minute picture)

33. By looking at our picture, was Logan at Main Event for an hour, less than an hour, or more than an hour? (more)

How could we determine how long he was at Main Event? (add up the times) What times are we going to add? (15 +

35 + 30) 34. How many total minutes was Logan at Main Event? (80

minutes) Is that equal to, more than, or less than an hour? (more) Why? (because an hour is 60 minutes and 80 is greater

than 60)

1 hour = 60 minutes

15 min

35 min

1 hour = 60 minutes

15 min

35 min

30 min


35. What does an hour represent? (60 minutes) If we know

we have more than 60 minutes, can we say that we have an hour and then some more minutes? (yes) Why?

(because we can see with our picture that we have an hour and some more minutes) Yes, because 60 minutes equals an

hour, we can change it or convert the 60 minutes to 1 hour.

36. What do you think we could do to see how many more minutes we have than 60 minutes or 1 hour? (Subtract 60

minutes from the total number of minutes) What was the total number of minutes it took to set up for field day? (80

minutes) So, what are we subtracting? (60 from 80) Have students subtract 60 from 80.

37. How many more minutes do we have than an hour? (20 minutes) Write the following statement on the board: 1 hour

and 20 minutes is the same amount of time as 80

minutes. Is this a true statement? (yes) Why? (because an hour equals 60 minutes plus the 20 minutes more is 80 minutes)


Scenario 3, 4 and 5 to Display

Scenario 3

Yesterday I drove 15 minutes to take my daughter to

gymnastics. After I dropped her off, I drove 20

minutes to pick up my other daughter. I thought I was driving at least an hour.

Scenario 4

I was talking to (P.E. teacher’s name) about how long it took (or will take) to prepare for field day.

He/She said that it took half an hour to mark off the area for the 50 yard dash and relay races. It took 15

minutes to set up the cones for the obstacle course and 25 minutes to bring all of the equipment to each

station. Do you think it took him/her over an hour to set up for field day? How can we figure it out?

Scenario 5

Logan went to Main Event for a birthday party. He played video games for a quarter of an hour and he

bowled for 35 minutes. He decided to order some pizza and eat it before he left Main Event. It took him half an

hour to eat. How long was Logan at Main Event?


Scenario 5 IMN Strip (4 per page)







Logan went to Main Event for a birthday party. He played video games for a quarter of an hour and he bowled for 35 minutes.

He decided to order some pizza and eat it before he left Main Event. It took him half an hour to eat. How long was Logan at

Main Event?



Event. It took him half an hour to eat. How long was Logan at

Main Event?


Time and Conversions Activity Cards:

Set 1

Copy Page 41 and 42, front to back. Cut out Activity cards.

Each student group gets a set of cards and an answer sheet.

Set 1:

Mrs. Stark has errands to run

after work. It took 30 minutes to

go to the bank, 15 minutes to

mail a letter, 10 minutes to drop

off the cleaning and 20 minutes

to stop at the grocery store. How

long did it take Mrs. Stark to

complete her errands?

Set 1:

One Saturday, Sean played a

video game for 10 minutes, rode

his bike for 15 minutes, and

played tag with his friends for

half an hour. How long did it take

Sean to do all of his activities?

Set 1:

After school, Fae snacks for 10

minutes, does homework for 40

minutes and watches cartoons for

a half-hour. How long does it

take Fae to complete her tasks?

Set 1:

The Astros lift weights for 20

minutes, then stretch for one

quarter of an hour right before

they have batting practice for 30

minutes. By the end of batting

practice, how long have the

Astros been working out?



Activity Card Answer Sheet

Set 1

Convert to hours if necessary.

Put each card on top of correct answer.

When all answers are covered, flip cards to check answer.

Set 1:

1 hour 15 minutes

Set 1:

55 minutes

Set 1

1 hour 20 minutes

Set 1:

1 hour 5 minutes


Part VII: Determine the Solutions to Problems Using the SEE chart

Note: In the previous section, we used time interval strips as one way to show time. In this section, we are now going to move away from using the

strips to drawing a similar picture on our paper using ‘mountains’ for the hour increments and ‘hills’ for the smaller increments. Remind students how we opened the clock to a timeline to represent time on a line.

Materials: ‘Time on a Line’ record sheet (pg.52), scratch paper, time

interval strips for Guided Practice 1 only.

Guided Practice 1

1. Display the following problem:

Oscar was going to help his dad build a dog house. They arrive at Home Depot at 11:25 a.m. They shopped for

materials for 45 minutes. Then they spent 25 minutes eating lunch and it took a quarter of an hour for them to

drive home. What time did Oscar and his dad get home?

2. What is the main idea? (time Oscar and his dad got home) 3. Pass out the ‘Time on a Line’ record sheet (pg. 52).

4. What do you see or notice about the record sheet? (Start, Elapsed, End, timeline, Order of the events box and a compute

and convert box) 5. Talk with your students about each part of the recording sheet.

Notice that it represents the parts of the 4-step process.

6. Discuss with students that the start time is the time an activity begins, elapsed time is how long the activity or activities take

and the end time is the time an activity is over. 7. Have students highlight the ‘S’ in start, ‘E’ in elapsed, and ‘E’ in

end. Ask students what these letters spell if we create a word. Let them know this is a SEE chart that can help us organize our

thoughts when working with time on a line. 8. Let’s think about our details. We are going to record this

in the ‘Details/Known’ section of the 4-step process. Let’s think about these problems like a story, as we have

been doing so it will help us order the events. 9. What do we know? (went to Home Depot at 11:25) Do we

know if that is the start or end time yet? (No) What else do we know? (they shopped for 45 minutes) Do you think

that they shopped after they left for Home Depot or

before they left? (after) Why? (because they have to be at Home Depot before they can go shopping) Let’s record what


we know in our ‘Details/Known’ section of the 4-step

process. (See pg. 48) 10. Did they do anything else? (yes, they had lunch for 25

minutes) Record this in your ‘Order of Events/Details’ box. Does this go before or after they went shopping? (after)

11. Have we written down all of the events that occurred? (no, they drove home for a quarter of an hour) What does a

quarter of an hour mean? (15 minutes) Have students refer back to their IMN strip if necessary.

12. Looking at the order of our events, do you think we are given a start time or an end time? (start time) Why?

(because everything happens after they get to Home Depot at 11:25) Let’s write 11:25 on our SEE chart in the start box

on our recording sheet. 13. Do you think the rest of our details go in our elapsed time

box or the end box? (elapsed time) Why? (because it gives

an amount of time for each activity) Let’s record this on our SEE chart in the elapsed time box.

14. What time are we trying to find? (end time) Let’s place a ‘?’ on our SEE chart in the end box on our recording sheet.

15. What do you notice on our recording sheet? (lots of events with minutes, we are going to move to the right to find the end

time) Let’s draw an arrow to show the direction we are going to move on our time line to find our end time.

16. In looking at our details, how can we determine how many hours and minutes we need? (add them up and

convert/change them to hours and minutes)

17. How many hours and minutes are equal to 85 minutes?

(1 hour and 25 minutes) Note that some students will recognize that 45 min and 15 minutes equals 1 hour.

Compute and Convert/Strategy 45 70

+25 +15 70 85 min 85

- 60 25

60 + _25_ = 85 1 hour + 25 min = 85 min


18. Today we are going to take the time we converted and

move down the timeline so we can see what time Oscar and his dad got home. Look at the timeline on your

record sheet. Where do you think we can place 11:25 on our timeline? (in the front) Why? (because it is our start time,

it’s when they got to Home Depot) **Note: students can turn their paper sideways to write the time on a line vertically so they

have more room. See pg. 53. 19. What was our elapsed time in hours and minutes? (1 hour

and 25 minutes) Have students take out the time interval strip that represents an hour and lay it above the timeline. Please

note that this is not drawn to scale.

20. Since an hour is a big unit of time, we are going to

represent it with, a ‘mountain’. This will represent the 1 hour after 11:25. Have students draw the ‘mountain’ over the

time interval strip. What will be the time 1 hour after 11:25? (12:25) Students may need their Judy clocks to help them

determine this. Show students how to label the timeline with the ‘mountain’ and time. Notice the times are written vertically,

this keeps the times from being too crowded.

11:2

5

12:2

5

11:2

5


21. What do you think we should record on our timeline

now? (the 25 minutes) Have students find the time interval strips that make 25 minutes. Note there are a variety of

choices. For the sake of the notes, we will be using 10 + 10 + 5. Now, have students connect the time interval strips on the

timeline to the hour strip.

22. To show smaller units of time (minutes), we are going to

use ‘hills.’ Show students how to label their timeline with ‘hills.’

Remind students to think of their place values when they count. Please note that this is not the only way to break apart 25

minutes. Students can use their knowledge of decomposing numbers and addition that works best for them in order to count

time. Some students may need to count by 5’s after 1 hour.

23. What time did Oscar and his dad get home? (12:50)

24. Explain to your neighbor how we solved this problem and why we moved to the right on our timeline. (ordered

events, decided which way to move on timeline, changed minutes into hours and minutes, used ‘mountains’ for 1 hour and

‘hills’ for minutes) Note that it is suggested that students verbally justify their strategies.

11:2

5

12:2

5

11:2

5

12:2

5

12:3

5

12:4

5

12:5

0


Start ___11:25___

Elapsed Time

45 min 25 min 15 min

End ___?___

Compute and Convert/Strategy

45 70 85 +25 +15 -60

70 85 min 25

60 + _25_ = 85 1 hour + 25 min = 85 min

15

Main Idea

time Oscar and his dad got

home 11:2

5

12:2

5

12:3

5

12:4

5

12:5

0

Details/Known

Arrived Home Depot 11:25

Shopped 45 min

Lunch 25 min

Drive home quarter of an hour = 15 min


Display Problem

Guided Practice 1

Oscar was going to help his dad build a dog house. They

arrive at Home Depot at 11:25 a.m. They shopped for materials for 45 minutes. Then they spent 25 minutes

eating lunch and it took a quarter of an hour for them to drive home. What time did Oscar and his dad get home?


Guided Practice 2

Use the questioning from the previous problem (steps 2-22) to

complete Guided Practice 2. A completed example follows on page 51.

Brooke had to go to a birthday party that started at 5:30

P.M. It takes half an hour to drive to the birthday party and 35 minutes to get ready for the party. What time

should Brooke begin getting ready for the party?


Start ___?___

Elapsed Time

35 min 30 min

End ___5:30___

Order the Events/Details:

Get ready 35 min

Drive ½ hour = 30 min

Birthday party starts 5:30


30 65

+35 -60 65 5

60 + _5__ = 65 1 hour + 5 min = 65 min

Main Idea

Time Brooke get ready for party 30

5:3

0

4:3

0

4:2

5

1 hr 5 min


Start ______

Elapsed Time

End ______

Order the Events/Details:


Main Idea


Interventions

11:25 1 h

r

12:25

5

mi

10

mi

12:30

12:40

12:50

10

mi

:00

:05 :10

:15 :20

:25 :30

:35 :40

:45 :50

:55

Students can do their time line vertically if it is easier for

them to write their times instead of rotating their paper.

Time Line Helper Note: For students that have difficulty counting backwards by

5 or 10 min increments, have them make a list of counting forward by 5 minute increments starting with :00 (o’clock).


Time and Conversions Activity Cards:

Set 2

Set 2

Ms. Brice’s class did 9 different experiments on National Science Day.

Each experiment took 5 minutes to complete. If they start after lunch, at

12:30 pm, at what time will they complete their experiments?

Set 2

The soccer team played in the tournament on Saturday for 35

minutes. It started to rain so they took a half hour break. They then

played for 20 minutes before they had to cancel the match because of

the storm. How long did the soccer team actually get to play soccer?

Set 2

Levi needs to finish his chores before he goes to his friend’s birthday party.

It takes a half hour to clean and vacuum his room, 15 minutes to dust

the living room, and 5 minutes to take out the trash. What is the latest

time Levi can start his chores so that he finishes them before the party at

10:00 am?

Set 2

Douglas drives a truck for a living. His trip takes 1 hour and 15 minutes

and he stops for 10 additional minutes to purchase lunch. What

time should he leave his house, if he has to arrive with his truck at 2:00

pm?

Set 2

To make her grandmother’s sugar cookies, Eliana has to mix the dough

for 5 minutes, chill the dough for a quarter of an hour, cut and bake the

cookies for 10 minutes. She then has to cool them for 35 minutes before

you can put icing on them. How long will it take before Eliana can decorate

her cookies?

Set 2

Last night, the Johnson family ate dinner for 25 minutes, cleaned the

kitchen for 15 minutes, and played a board game for 40 minutes. How long

did the Johnson’s spend time together last night?

Copy page 54 and 55 front to back. Cut out Activity Cards.

Each student group gets a set of cards and an answer sheet.



Activity Card Answer Sheet

Set 2

Convert to hours if necessary.

Put each card on top of correct answer.

When all answers are covered, flip cards over to check answers.

1:15 pm

55 minutes

9:10 am

12:35 pm

1 hour 5 minutes

1 hour 20 minutes


Part VIII: Customary Weight

TEKS 3.7E: The student is expected to determine liquid volume

(capacity) or weight using appropriate units and tools.

Vocabulary: ounce, pound, ton, weight, scale

Materials: STAAR Reference Chart, 1 oz. small bag of chips, 1 pound box of baking soda or bag of beans or package of spaghetti, picture of

an elephant for 1 ton, guided practice problems, kitchen scale

1. Place the small bag of chips, the box of baking soda, and a picture or small figurine of an elephant on the ledge of the

teacher chalkboard or teacher dry erase board.

2. Explain to the students that you will be talking about weight and

using objects will make it easier to understand this type of measurement.

3. Ask students to think about what the word weight means to

them. Have them share.

4. Explain that weight is a measure of how heavy an object is.

5. If a scale is available, weigh the bag of chips and box of baking soda. Discuss ounces and pounds and have students hold and

examine each of the available benchmarks.

6. Draw the chart below on the board. Students should draw or glue the chart in their IMN.

Unit of Weight Benchmark Example

Ounce (oz) Small bag of chips

Pound (lb) Box of baking soda

Ton (T) An elephant


Ounce Pound Ton

7. Have students work in table groups or partners.

8. For 3 minutes, have students try to find items in the classroom that are about 1 ounce or 1 pound and list them in the

appropriate column on the chart in their IMN. They can

brainstorm items that would be about 1 ton.

9. Have students bring the ounce and pound items to the floor or table.

10. Ask students to share the items they found and pass them

around so all students can examine.

11. If a student has an item in the wrong column, have them hold the benchmark examples again to determine the correct column.

12. Now, have students take a look at their STAAR Reference Chart.

Direct students to the Weight section of the chart. Point out the units under customary weight. Also note that the units are listed

in order from the largest unit to smallest unit.


Customary Weight INM Strip (4 per page)

Ounce Pound Ton

Ounce Pound Ton

Ounce Pound Ton

Ounce Pound Ton


Guided Practice 3 - Show the following problem.

Begin the 4-step process.

Main Idea: weighed in pounds

Details or Known: pounds (box of baking soda) - weight

Strategy: Students can pass around the box of baking soda to remind them how heavy it feels. Next to each answer choice,

have students write the unit of measurement that each answer choice would be best measured in.

A. dog pounds

B. cracker ounces

C. truck tons

D. 8 pack of crayons ounces

Ask, “Is there an answer that absolutely could not be weighed in pounds and why?” Have students pair share their thoughts with

a neighbor, and discuss as a class. (cracker and box of crayons, because they are both too light to weigh in pounds) If needed,

have students hold the box of baking soda in one hand and a box of crayons or cracker in the other. They can feel that the

box of baking soda is heavier than the box of crayons or cracker.

3. Which of the following would most likely be weighed in pounds?

A. dog

B. cracker

C. truck

D. 8 pack of crayons


Now, ask students to think about the remaining two choices and which one may be a reasonable answer and why?

Again, have students pair share their answers and then discuss

as a class.

Students should determine that a dog would best be measured in pounds because the truck is too heavy to be weighed in

pounds.

How or Justify: Labeled the unit of measurement for each answer choice and found the answer best measured in pounds.



Amy was playing with her iPad. Which of the following tools would NOT be used to measure the weight of her iPad?

A.

B.

C.

D.



Main Idea: tool NOT measure weight of iPad

Details or Known: tool NOT measure weight, how heavy something

is

Strategy: Next to each answer choice, students should write the type of measurement each tool is used to measure.

A. weight

B. length

C. weight

D. weight

Ask students to share with their partner which answer choice

could absolutely not be used to measure the weight of the iPad. (the ruler, because it is used to measure length)

Students should determine that a ruler would not be used to

measure the weight of the iPad, because the ruler is used to measure length.


How or Justify: Labeled the type of measurement each tool is

used to measure, and found tool that would not measure weight.

Guided Practice 3 and 4 Student Page

3. Which of the following would most likely be weighed in pounds?

A. dog

B. cracker

C. truck

D. 8 pack of crayons

4. Amy was playing with her iPad. Which of the following tools would

NOT be used to measure the weight of her iPad?

A.

B.

C.

D.


Part IX: Customary Capacity vs. Customary Weight

TEKS: 3.7 D The student is expected to determine when it is

appropriate to use measurements of liquid volume (capacity) or weight.

Vocabulary: capacity, weight, heavy, amount, hold

Materials: bucket, bottle of soap

1. Place an empty bucket and bottle of soap on a table.

2. Share with students that you are going to fill this bucket with water to wash your car. The directions for the soap says to add

1 fluid ounce per gallon of water. Tell them that you need to know how much soap to add to the bucket?

3. Ask them to discuss with their neighbor, “Which would you need

to measure to make sure you add enough soap in the bucket: the weight of the bucket or the amount of water in the bucket?

4. Have students share their thoughts.

5. Discuss that measuring the weight of the bucket will tell how heavy the bucket of water is, and measuring the capacity of the

bucket will tell how much water the bucket holds.

6. Explain that the 1 fluid ounce of soap is added per gallon of water. Therefore, we need to measure how much water the

bucket holds, or the capacity of the bucket, to determine the amount of car soap to add to the bucket.

7. Explain again that capacity is the amount of liquid a container

can hold.


8. Draw the charts below on the board. Students should draw or

glue the charts in their IMN.

9. In the first chart, have students write the definition of capacity and list situations in which they would need to measure capacity.

10. In the second chart, have students write the definition of weight

and list situations in which they would need to measure weight.

11. Ask students to share their ideas with the class. If a student has an item in the wrong column, review the definitions again to

determine the correct column.

12. Ask students, “What are you measuring when you measure capacity? What are you measuring when you measure weight?”

Capacity

Weight


Customary Weight vs. Customary Capacity IMN Strip

(2 per page)

Capacity

Weight

Capacity

Weight




Main Idea: determine amount of water in tub?

Details or Known: water in tub – capacity, amount of liquid

Strategy: Have students define the type of measurement next

to each answer choice.

A. The length of the bathtub how long

B. The weight of the bathtub how heavy

C. The weight of the water how heavy

D. The capacity of the bathtub amount container holds

Ask students, “Is there an answer choice that absolutely could

not determine the amount of water in the tub and why?” Have students pair share their thoughts with their neighbor, then

share with the class. (weight of bathtub and weight of water, because they measure weight not capacity)

Now, ask students to think about the remaining two choices and

which one may be a reasonable answer and why.

Again, have students pair share their answers and then discuss with the class.

5. Sally filled her bathtub with water. Which of the following does

Sally need to know to determine the amount of water in the tub?

A. The length of the bathtub

B. The weight of the bathtub

C. The weight of the water

D. The capacity of the bathtub


Students should determine that the capacity of the bathtub, not

the length, would be needed in order to determine the amount of water in the bathtub.

How or Justify: Defined the type of measurement for each

answer choice and found answer that would determine amount of water in bathtub.



Main Idea: statement true?

Details or Known: haul 1,500 pounds of soil - weight

Strategy: In the strategy section, students need to define the type of

measurement next to each answer choice.

A. The weight of the soil is 1,500 pounds. how heavy

B. The length of the soil is 1,500 pounds. how long

C. The capacity of the soil is 1,500 pounds. amount container holds

D. The weight of the truck is 1,500 pounds. how heavy

Ask students, “Is there an answer that absolutely could not be

true and why?” Have students pair share their thoughts with their neighbor, then share with the class. (length and capacity,

because neither measure weight)

6. Dion’s dad can haul 1,500 pounds of soil in his pickup truck. Which statement is true?

A. The weight of the soil is 1,500 pounds.

B. The length of the soil is 1,500 pounds.

C. The capacity of the soil is 1,500 pounds.

D. The weight of the truck is 1,500 pounds.


Students should determine that the weight of the soil, not the weight of the truck, is 1,500 pounds.

How or Justify: Labeled the measurement for each answer

choice and found true statement.



5. Sally filled her bathtub with water. Which of the following does

Sally need to know to determine the amount of water in the tub?

A. The length of the bathtub

B. The weight of the bathtub

C. The weight of the water

D. The capacity of the bathtub

6. Dion’s dad can haul 1,500 pounds of soil in his pickup truck. Which statement is true?

A. The weight of the soil is 1,500 pounds.

B. The length of the soil is 1,500 pounds.

C. The capacity of the soil is 1,500 pounds.

D. The weight of the truck is 1,500 pounds.


Part X: Measuring Customary Capacity

TEKS 3.7E: The student is expected to determine liquid volume (capacity) or weight using appropriate units and tools.

Vocabulary: capacity, liquid volume, fluid ounce, cup, pint, quart,

gallon, measuring cup, measuring spoon

Materials: STAAR Reference Chart, 1 fl. oz. medicine cup, 8 oz. small

coke can for a cup or a mini water bottle, 1 pint small bottle of water (full) or flavored water, 1 quart Gatorade or Powerade, gallon milk

jug, guided practice problems, water, measuring cups, measuring

spoons, magazines or newspapers

1. Place the medicine cup, small coke can, small bottle of water,

Gatorade, and milk jug on a table.

2. Share with students that you are very cold and you would like some tea or coffee to warm up.

3. Ask them to discuss with their neighbor, “In which size container

would you put your tea or coffee?”

4. Have students share their thoughts.

5. Discuss that the capacity of the small coke can would be the best

size to put your coffee or tea in. “Why?” (because it holds 1 cup, which is a reasonable amount to drink)

6. Explain that they will be learning about customary capacity and

that these objects will help make it easier to understand this type of measurement.

7. Ask students to think about what they know about capacity and

what it measures. If needed, review Weight vs. Capacity IMN activity.

8. Have them share their thoughts.

9. Remind students that capacity is the amount of liquid an object

can hold.

10. Discuss the 5 customary units for capacity. Have the students

look at each of the benchmark examples. Be sure to emphasize that a fluid ounce measures capacity and an ounce measures

weight.


11. Place the measuring containers on an absorbent surface. Using the measuring spoons, have students pour water into the

medicine cup to measure 1 fluid ounce. Using the water bottle, have students pour water into the measuring cup to measure 1

cup.



14. For 5 minutes, have students try to find items in a magazine or

newspaper that would be about 1 fluid ounce, 1 cup, 1 pint, 1 quart and 1 gallon.

Fluid

Ounce

Cup Pint Quart Gallon

Units of Capacity Benchmark Example Fluid Ounce (fl. oz) Medicine Cup

Cup (c) Small Coke Can or Mini bottle of

water

Pint (pt) Small bottle of water or flavored water

Quart (qt) Gatorade bottle or Powerade

Gallon (gal) Milk or Water Jug


15. Have students quickly cut out and glue the objects in the appropriate column in their IMN. Instead of cutting, students

could list the objects they find in their IMN.

16. Ask students to share the items they found.

17. If a student has an item in the wrong column, have them examine the benchmarks again to determine the correct column.

18. Have students take a look at their STAAR Reference Chart.

Direct students to the Volume and Capacity section of the chart. Point out the units under customary capacity. Also note that the

units are listed in order from largest unit to smallest unit.

19. Now, sing ‘Let’s Measure Capacity’ (pg. 76) to help students

remember the units for customary capacity in order from smallest to largest.


Customary Capacity IMN Strip (4 per page)

Fluid Ounce


Fluid

Ounce


Fluid Ounce


Fluid

Ounce



Let’s Measure Capacity

(Sing to the tune of “London Bridge is Falling Down”)

Fluid ounce, cups, pints, quarts and gallons, quarts

and gallons, quarts and gallons

Fluid ounce, cups, pints, quarts and gallons

Let’s measure capacity.




All measure capacity.

Let’s Measure Capacity

(Sing to the tune of “London Bridge is Falling Down”)




Let’s measure capacity.




All measure capacity.




Main Idea: measured in gallons

Details or Known: gallons (milk jug) - capacity

Strategy: Have students look at the benchmarks to remind them of how much liquid each unit holds. Students should write

the unit of measurement next to each answer choice.

A. bathtub of water gallons

B. bottle of shampoo pint

C. small can of soup cup

D. cup of hot chocolate cup

Ask students, “Is there an answer that absolutely could not be

measured in gallons and why?” Have students pair share their thoughts with their neighbor. (small can of soup, cup of hot

chocolate and bottle of shampoo, because the soup and hot chocolate are best measured in cups, and the shampoo is best

measured in pints)

Discuss student thoughts as a class.

Students should determine that a bathtub of water would best

be measured in gallons.

How or Justify: Labeled the unit for each answer choice and found the answer best measured in gallons.

7. Which one of the following would most likely be measured in gallons?

A. bathtub of water

B. bottle of shampoo

C. small can of soup

D. cup of hot chocolate



Which of the following tools would most likely be used to measure the amount of glue in a student’s bottle of glue?

A.

B.

C.

D.


Main Idea: tool measure amount of glue in bottle

Details or Known: amount of glue in bottle – capacity- amount

of liquid a container can hold

http://www.enasco.com/



Strategy: Students need to write the type of measurement for

each answer choice.

A. length

B. weight

C. capacity

D. weight

Ask students, “Is there an answer that absolutely could not be true and why?” Have students pair share their thoughts with

their neighbor, then share with the class. (the ruler, scale and pan balance, because they measure length and weight, not

capacity)

Discuss student thoughts as a class.

Students should determine that the amount of glue in a bottle would be best measured with a measuring cup.

How or Justify: Labeled the type of measurement for each

answer choice and found the answer that measured capacity.





7. Which one of the following would most likely be measured in gallons?

A. bathtub of water

B. bottle of shampoo

C. small can of soup

D. cup of hot chocolate

8. Which of the following tools would most likely be used to measure the amount of glue in a student’s bottle of glue?

A.

B.

C.

D.




Part XI: Metric Capacity

TEKS 3.7E: The student is expected to determine liquid volume (capacity) or weight using appropriate units and tools.

Vocabulary: milliliter, liter, capacity, graduated cylinders, beaker,

eye dropper, meniscus

Materials: empty tote tray (or large bowl), filled eye droppers, filled large

water bottle (1 Liter), small graduated cylinders, large graduated cylinders, magazines, newspaper, manila paper, guided practice problems

1. Place the empty tote tray, eye dropper and bottle of water on a table.

2. Tell the students that you would like to fill the tote tray with

water.

3. Have students think about the eye dropper and large bottle and

decide which would be best to use to fill up the tote tray with water. Why?

4. Students should pair share their thoughts with their neighbor.

5. Discuss as a class how the large bottle would be the best way to

fill up the tote tray because it holds more water and will fill up the tote tray faster.

6. Share with the students that they will be learning about metric

capacity and that these objects will help make it easier to understand this type of measurement.

7. Ask students to pair share about what they already know about capacity.

8. Have them share their ideas.

9. Remind them that capacity is the amount of liquid a container

can hold.


12. Place the measuring tools and containers into the tote tray.

Using the eye dropper, have students drop water into the small graduated cylinder to measure a milliliter. Remind students to

determine the scale on the graduated cylinder and to read the bottom of the meniscus when measuring capacity. Using the

large water bottle, have students pour water into the larger graduated cylinder or beaker to measure a liter. Again, remind

students to determine the scale on the graduated cylinder and to read the bottom of the meniscus when measuring capacity.

13. Discuss the 2 metric units for capacity and have the students

look at each of the benchmark examples.


Units of Capacity Benchmark Example Milliliter (mL) Eye Dropper

Liter (L) Large bottle of Water

Milliliter Liter



16. For 5 minutes, have students try to find items in magazines or

the newspaper that would be measured in milliliters and liters.

17. Have students quickly cut out and glue the objects in the appropriate column in their IMN. Instead of cutting, students

could list the objects they find in their IMN.

18. Ask students to share the items they found.

19. If a student has an item in the wrong column, have them hold the benchmarks again to determine the correct column.

20. Have students take a look at their STAAR Reference Chart. Direct students to the Volume and Capacity section of the chart.

Point out the units under metric capacity. Also note that the units are listed in order from largest unit to smallest unit.


Metric Capacity IMN Strip (4 per page)

Milliliter Liter

Milliliter Liter

Milliliter Liter

Milliliter Liter




Main Idea: measured in milliliters

Details or Known: milliliters (eye dropper) - capacity

Strategy: Have students look at the benchmarks to remind

them of how much liquid each unit holds. Next to each answer choice, have students write the unit of measurement each

answer choice is best measured in.

A. a large pitcher of lemonade liter

B. a jug of milk liter

C. spoonful of cough syrup milliliter

D. kitchen sink of water liter

Ask students, “Is there an answer that absolutely could not be measured in milliliters and why?” (kitchen sink of water, large

pitcher of lemonade and jug of milk, because they would be best measured in liters)

Have students pair share their thoughts with their neighbor.

Discuss their thoughts as a class.

Students should determine that cough syrup would best be measured in milliliters.

How or Justify: Labeled the unit of measurement for each

answer choice and found the answer best measured in milliliters.

9. Which one of the following would most likely be measured in

milliliters?

A. a large pitcher of lemonade

B. a jug of milk

C. spoonful of cough syrup

D. kitchen sink of water




Main Idea: measure a pitcher of Kool-aid

Details or Known: measure pitcher of Kool-aid - capacity

Strategy: Next to each answer choice, students should write the type

of measurement each answer choice is used to measure.

A. pound weight

B. milliliter capacity

C. fluid ounce weight

D. liter capacity

Ask students to share with their partner which answer choices could absolutely not be the correct answer and why? (pound

and ounce, because they both measure weight not capacity)

Students should determine that a pitcher of Kool-aid would best

be measured in liters, because a milliliter would be too small. If needed, have students look at an eye dropper and the large

bottle of water to determine which would best be used to measure the Kool-aid.

How or Justify: Labeled the type of measurement each answer

choice is used to measure, and found the answer best used measure the capacity of the Kool-aid.

10. Which of the following would most likely be used to measure a pitcher of Kool-aid?

A. pound

B. milliliter

C. fluid ounce

D. Liter



9. Which of the following would most likely be measured in milliliters?

A. a large pitcher of lemonade

B. a jug of milk

C. a spoonful of cough syrup

D. kitchen sink of water

10. Which of the following would most likely be used to measure a pitcher

of Kool-aid?

A. pound

B. milliliter

C. fluid ounce

D. liter

Documents

Third Grade Curriculum Time, Capacity and Weight Section 2 ...storage.schoolnet.com/cfisd/MATH_3_A_1 MEASURMENT... · Property of Cy-Fair ISD Elem. Math Dept. (3rd Grade) 2014-2015