3 Dot Md Dot 1 More Ideas From Vdw

Ideas Inspired by Teaching Student-Centered Mathematics

One-Handed Clocks Activity (3-5, p. 270): Prepare a page of clock faces
(BLM 38 Links to an external site.) and draw an hour hand on each clock. Include placements that are approximately a quarter to and past the hour, half past the hour, and close to the hour. For each clock face, students write the digital time and draw a minute hand on the clock where they think it should be.

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Elapsed Time Time Lines (3-5, p. 271): For elapsed time problems, students should sketch a time line. When the end times are both known, the time line should stretch from one time to the other. When the elapsed time and one end is known, sketch only the one given time and a line in the direction of the other end time. It is important not to be overly prescriptive in telling students how to use the time line. As with mental computation, there are various alternatives.

Using a Judy Clock review how to read an analog clock. If student clocks are available, give each child a clock and ask them to show you times to the nearest minute.


Give each child an index card. Throughout the day or math class, stop at various times, ask students to look at the class analog clock and record the time. If possible, do this throughout the day.


http://www.visnos.com/demos/clockProblems

  • What are things that you or your family do that take about an hour? (half-hour, fifteen minutes)
  • You are flying from Baltimore to Atlanta. The flight leaves at 10:30 a.m. and arrives at 1:00 p.m. How long was the flight? (Elapsed time is 2 and 1/2 hours).
  • You are riding in a bike-a-thon. You start riding at 1:30. You rode for 1 and 1/2 hours. What time did you finish? (End time is 3:00)


Writing in math
Is twelve after five the same time as five after twelve. Explain your thinking. Estimation: Name three things that take about a minute to do or complete. Name three things that you could do in an hour.

 

 

 

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