Lauren Smith, Kylee Bywater

Topic: time
Standard: 3.MD.A.1
ABCD Objective/s: Students will be able to show and tell time to the nearest minute using analog
and digital clocks.
Assessment plan for each objective: Student will use clock to tell what time it is right now.
Students will uses boards to show answers.
Key Vocabulary: minutes, seconds, hours, digital, analog, and clocks
Materials: 12 clocks (in classroom) whiteboards (in classroom)
Management decisions: Set expectations. Be clear and concise in directions. Use positive
reinforcement among students.
Fast finisher: Will work with their partners and write the time that the other partner shows. If the
whole lesson finishes early we will have the students play time bingo.

Lesson Sequence

I do: Student will be watch the teachers clock

 Start by using the big clock and count each number and answering question posed by the
by 5 and explain that there are 5 minutes between teacher.
each number. Also that there are 60 minutes in an
hour. Explain that there are 60 second in a minute
and are 60 minutes in an hour.
 Ask students how many minutes there are between
every two consecutive numbers on the clock face.
Show 2:19 on a clock face. Model how to show the
time on the clock face, first counting by 5s and then
counting by 1s.
 So 3 more examples such as 3:36, 6:58, 12:07.

We do: Students will be working in partners and

 Pair students. Have partner 1 show the time on his use a clock to quiz each other by saying
or her clock face. Have partner 2 tell two ways to two different ways to say time.
say the time on the clock, for example “2:19” and
“19 past 2” have student switch roles and repeat the
activity with a different time.

I do: Student will say their thought process out

 Cindy has a party to go to at 6:00 pm. . She will
take 30 minutes to get ready for the party, and 45
minutes to make cookies to take to the party. What
time does she need to start getting ready?
 Max watched a movie on friday that was 60
minutes long. He then watched a movie on sunday
which was 45 minutes long. How much longer was
the movie on friday?
loud of how they think they could solve
this problem. We will then solve the
problem problem together.
Students will say their thought process
out loud of how they think they could
solve this problem. We will solve the
problem together.

We do: Students will solve the problem on their

  Now you try:
 Bob is planning on going on a picnic today with his
friends at noon. He needs to make sandwiches
which will take 10 minutes. He also needs to buy
chips and drinks at the store which will take 20
minutes. The drive to the picnic area will take
another 10 minutes. What time does he need to start
getting ready for the picnic so that he gets there at
noon?
own and write their answer on their
whiteboards. They will then be selected
at random to explain how they got their
answer. This way we can assess and
understand their thought process behind
their answer.

We do:
 Now you try:
 Tina performed in a concert on Friday night which
was 2 hours and 45 minutes long. She performed
another concert on Saturday which was 2 hours and
10 minutes long. How much longer was her concert
on Friday than on Saturday?
Students will solve the problem on their Commented [LS1]: Added a few more of these
own and write their answer on their problems because there were still some students
whiteboards. They will then be selected struggling with this concept.
at random to explain how they got their
answer. This way we can assess and
understand their thought process behind
their answer.

Fast finisher: Students will play time bingo. They will

 Time Bingo identify the time that we say on their
 The students will have boards that have different board and then mark it with skittles.
clocks with different times on them. The teacher
will say different times and the students will place
a skittle on the corresponding clocks. This will be
used to review and check for understanding among
the students.

Lauren Smith, Kylee Bywater

Topic: Measurement
Standard: 3.MD.A
ABCD Objective/s: Students will be able to identify correct units of measurement for different
objects and use them accordingly.
Assessment plan for each objective: student will uses whiteboards to show their answers.
Key Vocabulary: Milliliters, teaspoons, tablespoons, cups
Materials: measuring cups (will provide) rice (will provide)
Management decisions: Set expectations. Be clear and concise in directions. Use positive
reinforcement among students.
Fast finisher: If the whole lesson finishes early we will have the students play time bingo.

I do: Student will observe and answer Commented [LS2]: We put the students into two
 Start the lesson by showing that we have 700 question as we model the word groups and each of us taught a concept about
milliliters of water and that we drink some of it. Ask problem. measurement and than switched.
 the students how many milliliters do we have left?
Ask students check for understanding questions.
How do we know how much she has left? Have
them explain their thought process.
 Use a large measuring cup and a measuring cup set.
Use rice to explain to students that when I need to
convert my measurement to the amount I need I
multiply the amount by quantity. Model it and give
a few examples.

We do: Students will solve these problems

 Put students into groups and give each group a set on their own and explain their
up measuring cups and a big bowl of uncooked rice. thought processing skills. They Commented [LS3]: Still had the students in two groups
Have the students show certain amounts. will demonstrate their and let each student have the opportunity to measure the
 1. 2 and 1/2 cups understanding by measuring the rice.
 2. 1 and ¼ cups rice themselves in their groups.
 3.Show me 2 cups of rice. We just found out that we
have a lot more people coming to dinner so we need
to double the recipe. How much rice do we need?
Show using the cups.
 4. Your recipe calls for 3 and a ½ cups of rice. You
find out not everyone is coming to dinner so you
need less rice. Show how much rice you would have
if you take away 1 cup of rice.

I do: Student will answer question on Commented [LS4]: Put students back into a big group
 Give each student a whiteboard. Explain to children their whiteboards and will explain and had them hold up their whiteboards with the
that you are going to make cookies. Ask student why they put that answer. answers of the conversion of the recipes
what measuring utensil would you use to measure
the sugar for your cookies? Have student write their
answers on their boards and then hold it up. Ask
student to explain their reasoning. Then ask what
they would uses for the vanilla, flour, chocolate
chips, and what is bigger than a cup.

We do: Students will convert a recipe

 Give students a recipe and have them convert the
measurements if they were to triple the recipe. 2 cups of sugar
4 eggs
3 teaspoons vanilla
3 cups flour
2 teaspoons baking soda
3 cups chocolate chips
2 cups butter.

Fast finishers:
 We will play clock bingo with students if there is
extra time as a review over time.
 Say times in different ways rather than just the time
just on the clock.
Student mark the time that we say Commented [LS5]: Instead of just saying exact times
on their board with markers. we would say “two hours before noon” or “15 minutes
before 3” .
Lauren Smith, Kylee Bywater
Topic: Measurement
Standard: 3.MD.A
ABCD Objective/s: Students will be able to identify correct units of measurement for different
objects and use them accordingly.
Assessment plan for each objective:
Key Vocabulary: units, tons, ounces, pounds, and milliliters, grams, kilograms
Materials: images of objects (will provide) scale, pitcher, paperclip, apple, shoe, and a milliliter
cup, scale, ruler, clock, liter of lemonade, eye drops.
Management decisions: Set expectations. Be clear and concise in directions. Use positive
reinforcement among students.
Fast finisher: If the whole lesson finishes early we will have the students play time bingo.

I do: Students will identify what unit of measurement Commented [LS6]: Had the students split into two
We will show several different pictures of objects will be used for each object. groups and taught about measurement and then
and have the students differentiate which units of switched the acivities
measurement should be used for which object.
1. Paperclip- grams or kilograms?
2. One liter bottle- grams or kilograms?
3. Elephant- tons or ounces?
4. Human- ounces or pounds?

We do: Students will use whiteboards to identify what unit

 1. Shoe of measurement we use for each item. They will
 2. Paper clip write the answer on their boards and show their
 3. Eye drops answers as the teachers check for understanding.
 4. Liter of lemonade
 5. Pencil

We do: Students will use their whiteboards to identify Commented [LS7]: Let the students after the direct
 Put a scale, ruler, clock, and measuring which measurement tool we will use to measure instruction use the scale to measure items around the
cup in the middle of the table. Ask the each object. classroom and the items we brought to the class.
students which unit of measurement they
would use to measure what.
1. How tall Mrs. Bywater is
2. What time you need to wake up
3. The weight of a bag of apples
4. How much milk we need for our
brownies

Review: Student mark the time that we say on their board

 We will play a new version of clock with skittles.
bingo where time is written in different
ways.