Understanding by Design Unit Template s20

Understanding By Design Unit Template (Revised & adapted)

Title of Unit Time and Measurement Grade Level 3rd Subject Math Time Frame 3/17/14-4/4/14 Developed By Emily D’Agostino and Diana Sukalic

Stage 1 - Identify Desired Results

Narrative about this Unit of Study: (including the Big Idea) Big Idea: Measurement involves a comparison of an attribute of an item or situation with a unit that has the same attribute. Length to units of length, time to units of time, volume to units of volume, and so on. Before anything can be measured meaningfully, it is necessary to understand the attribute to be measured (students need to have personal familiarity with the unit). It is important to understand how measurement instrument work so they can be used correctly and meaningfully.

Narrative: In this unit students will tell and write time to the nearest minute and measure time intervals in minutes. Students will demonstrate their understanding of elapsed time by using a number line. Within the unit, students will use appropriate tools to measure and estimate liquid volumes in liters only, and masses of objects in grams and kilograms. In addition, students will practice in reading the scales on measuring tools since the markings may not always be in intervals of one. They will have opportunities to investigate liquid and mass, for example, pour liquids in different size containers to determine the volume, as well as weighing objects on a balance scale. Learning Outcomes – Identified Primary Standards What relevant goals will this unit address?

3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g. by representing the problem on a number line diagram.

3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), liters (L). Add, subtract, multiply or divide to solve one step word problems involving masses or volumes that are given in the same units. E.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. Understandings Essential Questions What understandings about the big ideas implied in the PLOs are What provocative questions will foster inquiry into the content? desired? Students will understand that...  The duration of an event is called elapsed time and it can be  What does it mean to tell time to the nearest minute? measured.  What strategies can I use to help me tell and write time to the  Mass and volume are important parts of everyday life and nearest minute and measure time intervals in minutes? can be determined a variety of ways.  What connections can I make between a clock and a number  Larger units can be subdivided into equivalent line? units(partition).  How can we determine the amount of time that passes between  The same unit can be repeated to determine the measure, two events?  There is a relationship between the size of a unit and the  Why is it important to know the mass of an object? number of units needed.  In what ways can we determine the mass of an object?  What is the difference between a standard and non-standard unit of measurement?  What units are appropriate to measure mass?  What tools can we use to measure liquid volume? Knowledge: Skills What knowledge will student acquire as a result of this unit? What skills will students acquire as a result of this unit? Students will know... Students will be able to…. Time:  Tell time to the minute  How to solve elapsed time, including word problems.  Solve elapsed time including word problems  How to use clock models and number lines to solve  Use a number line to solve for elapsed time problems.  Reason about the units of mass and volume and demonstrate  How to determine intervals of time on a number line (could basic understanding of the size and weight of a liter, gram and kilogram. also include open number lines where intervals are  Solve one-step word problems about mass and volume that determined by students). include the same units.  How to solve word problems involving addition and  Communicate precisely with others and try to use clear subtraction of time intervals in minutes. mathematical language when discussing their reasoning. Measurement:  Interpret and make meaning of the problem to find a starting  How to use appropriate tools to measure and estimate point. Analyze what is given in order to explain to themselves the liquid volumes in liters only, and masses of objects in meaning of the problem.  Make sense of quantities and their relationships. grams and kilograms.  Reflect on whether the results make sense, possibly  How to weigh objects and fill containers to determine size improving/revising the model. and weight of a liter, gram and kilogram.  Comparison/Estimation/ordering of measurements (length,  How to read a scale weight, volume) Stage 2 – Assessment Evidence

Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?

Brief Written Description of the Performance Task Pre and Post Assessment: PRE and POST Assessment.rtf

*PERFORMANCE TASKS WILL BE ATTACHED TO LESSON RESOURCES*

Student Reflections: Students will be given the opportunity to reflect on their pre and post assessments to recognize their growth -What have you improved on? -What do you understand now that you were unsure of before? Other Evidence Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?

Vocabulary:  Liquid volume  Mass  Kilogram (kg)  Liter (L)  Grams (g)  Minute  Nonstandard Unit  Standard Unit  Time Intervals  Elapsed Time  Volume  Decompose  Metric  Measure  Estimate

Objective(s) Listed Aim or Learning Intention Assessment Resources Related to knowledge, skills or both? of Each Lesson.

*Resources throughout the unit will consist of: Measuring up live Schoolnet Investigations http://www.k-5mathteachingresources.com/3rd-grade-measurement-and-data.html What is elapsed time? -Students will be able to use a -How did you determine a *Find the elapsed time from How to solve elapsed time using a number line to solve for elapsed start time when the end time 2:16p.m. to 4:31p.m. number line? time. and duration were given?  Start with an open number -Students will determine the line intervals and size of jumps on -How did you determine the  Add the starting time their number lines as well as pre- end time, when the start  Then count up to the ending determined number lines. time and duration were time using jumps that make given? sense. elapsedtimerulersample.pdf

elapsedtimewordproblems.pdf

Elapsed Time -Students will be able to use a -How did you determine a Investigations Unit 7 number line to solve for elapsed start time when the end time Ten Minute Math Section-Elapsed time. and duration were given? Time questions -Students will determine the Session 1.5 intervals and size of jumps on -How did you determine the Session 1.6 their number lines as well as pre- end time, when the start Session 3.1 determined number lines. time and duration were Session 3.2 given? Session 3.3 Session 3.4 Elapsed Time Activity.docx

Interactive Website

FIND THE STARTING TIME.docx

Elapsed Time Activity 2.docx Performance Task for Elapsed Time.docx What is mass? -Students will be able to -What is mass? Definition of mass understand the meaning of mass. frayer cards template (dragged).pdf -Students will use the Frayer Model to support concept Volume_Frayer_5th_Grade_Exampl development (this should be e.doc continually added to throughout the focus on mass). http://www.brainpopjr.com/math/ measurement/gramsandkilograms/

http://www.brainpopjr.com/math/ measurement/gramsandkilograms/ draganddrop/

http://learnzillion.com/lessons/127 3-understand-mass-and-how-mass- is-measured

Mass Picture.docx How is mass measured? -Students will be able to -What are some ways we can http://learnzillion.com/lessons/127 understand which tools measure measure the amount of mass 3-understand-mass-and-how-mass- mass. in an object? is-measured

http://www.brainpopjr.com/math/ measurement/gramsandkilograms/ draganddrop/ Mass Word Problems -Students will be able to solve Word Problems on Mass.docx word problems that include concepts of mass. Performance Task Performance Task for Mass.docx What is volume? -Students will be able to What does volume mean? Liquid Volume Definition.docx understand the meaning of volume. frayer_cards_template.pdf

-Students will use the Frayer Volume_Frayer_Example.doc Model to support concept development.

How is Volume measured? -Students will be able to What are some tools we can http://learnzillion.com/lessons/127 understand which tools measure use to measure volume? 2-measure-volume-in-liters volume. 10 Minute Math/Ongoing Activity: Questions can be used from the attached link Volume Activities.jpg Volume Activities 2.jpg Volume Word Problems -Students will be able to solve Volume Word Problems.docx and understand word problems Performance Task that relate to volume. Z:\Curriculum Planning 2013-2014 (under Construction)\Grade 3\Math\Math Unit 5\Volume Performance Task.docx http://www.mathworksheetsland.c om/4/24largerunits/lesson.pdf

Universal Design for Learning

REPRESENTATION ACTION & EXPRESSION ENGAGEMENT The ‘what’ of teaching & learning.. The ‘how’ of teaching & learning… The ‘why’ of teaching and learning…  Collaborative learning  Small group instructions  Small group instructions  Question and questioning techniques Visual Representation  Graphic organizers  Modeling  video clips How do I support students to understand  Listening centers  Brain Pop Jr and interact with knowledge and skills and  Smart board activities  Vocabulary then demonstrate what they know and  Explicit teaching-pre-teaching understand in a range of ways? through content area texts  Question and questioning  Content word walls  Multimedia  Smart board lessons  Explicit teaching  Modeling From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)