First Grade Love
All Things First Grade Math!
Unit 3 and 12 Unit Overviews
Unit 3
This unit bundles student expectations that address telling time to the hour using analog and digital clocks.
Prior to this unit, students have had NO experience with telling time according to the Kindergarten standards.
During this unit, students are introduced to the measurement attribute of time and determine time to the hour using both analog and digital clocks. Students explore the parts of an analog clock, including the hour hand, the minute hand, the speed of the hands, the face of the clock as a circular number line, and what the minute hand means when pointing “exactly” to the 12. Students explore the parts of a digital clock, including the number to the left of the colon, the number right of the colon, and the purpose of the colon. Students experience reading, writing, and stating time in words as “o’clock” as well as reading and writing time numerically as “:00”. Students examine the relationship
between time displayed on an analog clock and the same time displayed on a digital clock.
After this unit, in Unit 12, students will revisit telling time to the hour and examine time to the half-hour on both analog and digital clocks. Students will explore the relationship
between fractions and time to the half hour, including associating the fractional language of time such as “one-thirty is half past one.”
Unit 12
This unit bundles student expectations that address partitioning two-dimensional figures into halves and fourths, identifying examples and non-examples of halves and
fourths, and telling time to the hour and half hour.
Prior to this unit, in Unit 03, students were introduced to the measurement attribute of time and used both analog and digital clocks to determine time to the hour. According
to the Kindergarten standards, students have had no experience with partitioning figures or naming fractional parts.
During this unit, students extend their exploration of two-dimensional figures and utilize spatial visualization skills (mental representations of shapes) as they partition
shapes into two or four parts and describe the resulting parts using words rather than fraction notation. Students identify shapes partitioned into two or four equal parts as
examples of halves and fourths and figures partitioned into two or four unequal parts as non-examples of halves and fourths. In this unit, students tell time to the half hour by
making connections between one-half of a circle and one-half of the face of an analog clock. Students study digital clocks learning that the number(s) to the left of the colon
represents the hour and the numbers to the right of the colon represents the minutes. Students begin to associate the relationship of half of 60 on a number line to half of an
hour on a digit clock. Students relate the fractional language of time such as “one-thirty
is half past one” as they become proficient with telling time to the half hour on both
analog and digital clocks. Students read and state time as o’clock and read and write time numerically as :00.
After this unit, in Grade 2, students will further their understanding of fractions to include partitioning objects into two, four, or eight parts. Students will explain the
relationship between the number of fractional parts used to make a whole and the size of the parts. Using concrete models, students will recognize how many parts it takes
to equal one whole, and use this understanding to count fractional parts beyond one whole. Also in Grade 2, students will read and write time to the nearest one-minute
increment and distinguish between a.m. and p.m.
This is a GREAT lesson for introducing time!
Knock Off the Clock Fact Fluency Game- Kristin Hilty
Concrete Progression
Due to unit and state testing, we often rush students to the abstract form of understanding before they are ready. Students have to learn by doing and that means using manipulatives 50% of daily instructional time. And smart boards, apps and the book are not manipulatives...they are tools! Now, I am not saying you cannot use these great resources, I am just reminding you that a manipulative is something the kids are handling and learning from. Think of \knowledge in these stages
Using-This is the time when there is no algorithm-just the materials (counters, beans, cubes) Looks like-lots of questioning that leads to student discovery. Kids are talking and “playing”.
Modeling-In this stage, the students have the materials and the teacher is modeling the procedure while using manipulatives. The students are still not writing the procedures/algorithm. Instead they are seeing patterns and predicting.
Materials & Procedures-Here students are copying procedures you are modeling and beginning to try problems on their own. They still have materials and you are watching to see who is using them for necessity vs. comfort or out of habit.
No Materials-This is where students understand the concept and can generalize their problem solving. They may not get to this during the unit-remember mastery may not come until the end of the year. “But on a test…?”-If you have truly covered the concept concretely, students will know they can draw a picture to solve. That is why it is important to transition from concrete to pictorial throughout the unit! In one lesson I may fluctuate between concrete materials and pictorial representations. Another day I may try to go from pictorial to abstract and back to concrete in small groups.
Jacque Prater
Email: jacque.prater@wylieisd.net
Phone: 972-429-3071
Facebook: https://www.facebook.com/jacque.cope
Twitter: @jkprater13