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rd Math 3 Grade Lesson 1: Hockey Time Concept/Topic to Teach: Students will tell, write, and calculate elapsed time. Standards Addressed: Standard 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. General Goal(s) – Expected Outcome: Students will be able to measure time in minutes and be able to solve problems that involve adding and subtracting time in intervals of minutes and or seconds. Specific Objectives: Students will use hockey situations to solve problems adding time intervals. Students will use hockey situations to solve problems subtracting time intervals. Students will tell time on a digital clock. Introduction: Pass out 5-minute math task. Introduce concept of game time. Show a scoreboard clock counting down, perhaps a video highlight of the end of an exciting game. Draw attention to the game clock and discuss how it is different from a classroom clock? Ask Whole Group Problems: 1. In hockey, players come on and off the ice a lot. In last night’s Bruins game, Zdeno Chara played more than any other Bruin. During the first period, he played 9 minutes and 30 seconds. During the second period, he played 10 min. and 10 seconds, and during the 3rd period, he played 11 minutes and 47 seconds. How much total time did he spend on the ice? 2. The Canadians scored with 7:43 left on the clock in the 3rd period to tie the game. The Bruins then scored the game-winning goal with 2:54 left on the game clock. How much time passed between the goals? Share solutions and discuss after each problem. Problems are designed to be easy and give an introduction to the skill. Have the students work in small group on problem set #1 and then share the solutions with the group. Math 3rd Grade Independent Practice: Have the students work in small group on problem set #1 and then share the solutions with the group. Have the students individual work on problem set #2. Circulate, assist and monitor. Collect papers at end of time. Pass out Exit Ticket. Differentiated Instruction: Adaptations (For Students with Learning Disabilities) Adjust the problems to remove borrowing and regrouping. Offer the chance to use a calculator so they can focus on procedure. Extensions (For Gifted Students) Adjust the problems to utilize more borrowing and regrouping. Offer the chance to use a sheet of statistics to create and solve their own problem. Math 3rd Grade 5 minute Warm-Up The Scoreboard at the TD Garden reads 2:11. How much time is left in the period? There are 20 minutes in each period of a Bruins game. If the clock reads 5:00 left in the 1st period, how much time have they been playing? Solve each, show your work: 47 + 56 = 58-27= Show your work here. Math 3rd Grade Problem Set #1– Small Group Work – Addition and Subtraction of Time 1. What is 3:25 + 2:15 ? 2. What is 7:55 - 5:45 ? 3. What is 12:33 + 14:44 ? 4. What is 8:15 - 1:05 ? 5. Take a moment and explain what you did with the answers that were more than 60 minutes? Math 3rd Grade Problem Set #2– Individual Work – Addition and Subtraction of Time 1. What is 7:18 + 5:29 ? 2. What is 4:17 - 1:05 ? 3. What is 15:40 + 14:55 ? 4. What is 8:42 - 1:25 ? 5. Torey Krug put in a lot of time working out to get in shape after an injury. Part of what he did last week is below. a. He road the exercise bike for 3 hours and 45 min. b. He ran on the tread mill for 2 hours and 30 min. c. He lifted weights for 4 hours and 30 min. How much time did he spend exercising? **Take a moment and explain what you should do if the hours in your solution go above 24? Math 3rd Grade Exit ticket: Lesson 1: Time Show your work. Ryan Spooner spent 2 hours and 10 minutes on the bike and 3:50 minutes on the tread mill. How much time did he spend exercising? What is 10:30 – 5:15? rd MATH 3 Grade Lesson 2: How Good Are the Bruins? Concept/Topic to Teach: Graphing and Problem Solving Standards Addressed: 3.MD.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-step and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets General Goal(s) – Expected Outcome Students will create picture graphs based on collected data. Specific Objectives: x Students will collect data. x Students will graph data on a picture graph. x Students will round numbers to the nearest 10. Procedure: 1. Pass out 5 minute math task. 2. Motivator/ Introduction a. Arrange with the PE teacher to play floor hockey in the gymnasium or outside on pavement. Have students keep track of goals scored and who scored them. Purposely arrange the game so that many goals are scored. 3. Whole Group Activity: a. Introduce picto-graphs by showing the simple picto-graph representing goals scored by popular Bruins players. 4. Small Group Work. a. Post the results from the class hockey game on the board so that students can graph the data. Ask students to work in pairs to create picto-graphs with simple pictures that represent the goals, a title, and a key. 5. Share solutions with group. Discuss the graphs. 6. Pass out Exit Ticket. Differentiated Instruction: Extensions Increase the expectations to include more details and a more polished presentation. Adaptations Offer a scaffolded graph that already has the axis and lines for the titles. 8 rd MATH 3 Grade 5-minute warm-up Add the following numbers. 10, 10, 10, 10, 10, 10, 10, 10 What is the total? ____________________ If each puck stands for 5 goals, how many goals did Milan Lucic score? __________ How many did Zdeno Chara score?________________ Zdeno Chara - Milan Lucic - 9 MATH 3rd Grade 5 Minute Warm-Up Solve each, show your work: 392 + 29 = 154-46= Show your work here. 10 rd MATH 3 Grade Picto-Graph Best Seasons in Bruins History of Goals Scored Phil Esposito ’71 Phil Esposito ’74 Phil Esposito ’72 Phil Esposito ’75 Phil Esposito ’73 Cam Neely ’90 Johnny Bucyk ’71 = 4 goals = 2 goals = 1 goal 11 rd MATH 3 Grade Exit Ticket: Lesson 2 : Graphing Answer the questions about the graph. Patrice Bergeron David Krejci Zdeno Chara = 2 goals = 1 goal 1. How many goals did each player score? a. Bergeron _______________ b. Krejci _____________ C. Chara ______________ 2. How many more goals did Bergeron score than Krejci? 12 Math 3rd Grade Lesson 3: Bruins Attendance Concept/Topic to Teach: Rounding to 10 and 100 Standards Addressed: Standard 3:NBT:1: Use place value understanding to round whole numbers to the nearest 10 or 100. General Goal(s) – Expected Outcome: Students will round large numbers in the thousands and ten thousands to the tens and hundreds place. Specific Objectives: Students will identify and read numbers up to 25,000. Students will round real attendance figures to the tens place. Students will round real attendance figures to the hundreds place. Students will round for the purposes of estimation. Introduction: Pass out 5 Minute Math task. Watch video clips of large crowds, preferably hockey or Bruins games in the TD Garden. Ask the children to guess at the attendance. Check out pictures or videos of large stadiums from different sports (Most clips can be found on YouTube). Examples, Michigan Stadium, University of Michigan, Gillette Stadium, Foxboro, MA, Fenway Park, Boston, MA, and TD Garden, Boston. Talk about capacity and the size of the numbers being discussed and how it would be hard to add and subtract them. Introduce Rounding by rounding some real figures to the nearest hundred and adding them to see how much easier it is. To the whole class, ask the following two questions: 1. During 5 Bruins games in 2011, the home attendance figures were 24,359, 24,452, 24,189, 23,987, and 24,657. Round each number to the hundreds place. Add the new numbers together. What is an estimate for the attendance over those 5 games? Share strategies and solutions together. 2. The Bruins players work very hard in practice in order to be in shape for games. They put in lots of time each week in the exercise gym. Look at the list of 4 Bruins players. It shows how many minutes they spent exercising in a week. How many minutes did they spend in the gym altogether? Round the numbers to the tens place before adding in order to get a quicker estimate of the time that they played. In pairs or trios students will complete the sheet titled, ‘Rounding Problems’. Share some solutions with the group. Pass out Exit Ticket. Math 3rd Grade Differentiated Instruction: Adaptations (For Students with Learning Disabilities) Pre-round some numbers, making it easier. Leave only one or two to do out of each set. Offer the chance to use a calculator for the adding so they can focus on rounding. Extensions (For Gifted Students) Ask them to round to different places.
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