If you've got the

TIME

I've got the

MONEY

Especially if the

TEMPERATURE

is right!



Eileen Danylczuk

St. Angela Merici School

Regina, SK.


_________________________________

If you've got the

TIME,

I've got the

MONEY,

Especially if the

TEMPERATURE

is right!

_________________________________

* Table of Contents

1. Introduction and Overview

2. Evaluation

3. Suggested Lessons: Time

4. Suggest Lessons: Money

5. Suggested Lessons: Temperature

6. Instructional Methods for Teaching

7. Manipulatives/Resources

8. Curriculum: Scope and Sequence

9. Common Essential Learnings and Foundational Objectives

10. Bibliography


1. Introduction and Overview

This document seeks to provide user-friendly suggestions for primary teachers of mathematics. Three sub-topics of the measurement strand of the new elementary mathematics curriculum guide are covered. Parts of this document have been adapted freely from "Mathematics: A Curriculum Guide for the Elementary Level".

Each sub-topic (Time, Money, Temperature) has several lessons. Teachers are invited to peruse the list of suggestions and select appropriate lessons for their particular classrooms.

The measurement strand makes up only 15% of the entire mathematics curriculum, and each sub-topic is only a small portion of the entire strand. Consequently, teachers are reminded that the content of these three sub-topics is frequently taught, not as a complete unit in itself, but all through the year, every year, for many years. Thus, the content, while sequential in nature, is taught incidentally and directly, and requires continual review and re-teaching.


2. Evaluation

Evaluation, for purposes of this unit, is to determine what has been taught - and the natural corollary is to improve instruction, monitor student progress, and show areas where re-teaching may be required.

Since mainstreaming is an educational reality in today's classrooms, evaluation and assessment often need to be individually adapted. As well, measuring student progress requires a variety of techniques.

In the primary grades, evaluation and assessment is an on-going, continuous, often informal, process. Data may be gathered through anecdotal records and by checklists. The assessments may be taken prior to formal teaching, during and after; for comparison purposes. Assessment stations are used more often today as the idea of learning centres becomes prevalent.

Formal testing may also be employed and includes such techniques as pencil and paper quizzes, and oral assessment. Performance tests can be particularly useful since the emphasis of the new curriculum is activity-based and manipulative.


3. Time - Suggested Lesson Ideas

[Duration: Approximately one week]
From the following list, choose lessons that best suit your learning objectives and the individual needs of your students. Realize and appreciate the fact that the teaching of time goes on incidentally all year, for several years.

Today is ____________.

Yesterday was _________________.

Tomorrow will be _________________.

* Return to Table of Contents


4. Money - Suggested Lesson Ideas

[Duration: Approximately one week]
From the following list, choose lessons that best suit your learning objectives and the individual needs of your students.

* Back to Table of Contents


5. Temperature - Suggested Lesson Ideas

[Duration: Approximately one week]
From the following list, choose lessons that best suit your learning objectives and the individual needs of your students. Realize and appreciate that much of this topic can be taught incidentally throughout the school year, for several years.

* Back to Table of Contents


Manipulatives/

Resources -

Some Suggestions

TIME

MONEY

TEMPERATURE

  • pictures


  • 12 hour clocks


  • digital clocks


  • analog clocks


  • clock stamps


  • stop watch


  • calendars


  • watches


  • sand-time/egg timer


  • sundial


  • magazines


  • paper plates
  • real money


  • play money, coins and bills, up to $10.00


  • money stamps


  • cash register


  • overhead transparencies of money, coins


  • a variety of items to "play store"


  • catalogues
  • pictures of seasons, activities, dress


  • non-standard thermometer


  • bowls


  • thermometers - indoor, outdoor, dipping, blank, picture


  • containers


  • ice-snow, warm, and cold water


* Back to Table of Contents


CURRICULUM:

Scope and Sequence

Time

Grade 1

Grade 2

Grade 3

Students should be able to:
  • solve a variety of problems involving time


  • identify longer/shorter periods of time using non-standard units


  • determine the length of time (non-standard units) using a variety of simple "clocks"


  • understand the concept of time by using a digital clock (hour), and 12 hour clock (hour, half hour)


  • Order events according to time


  • Understand and explain:

* 24 hours = 1 day

* 30 days = 1 month

* 7 days = 1 week

*12 months = 1 year

Students should be able to:
  • solve a variety of problems involving time


  • understand the concept of time by using a digital clock (minute), and a 12 hour clock (quarter hour, five minutes)


  • order events according to time


  • understand and explain:

* 30 days = 1 month

* 60 minutes = 1 hour

* 12 months = 1 year

Students should be able to:
  • solve a variety of problems involving time


  • understand the concept of time by using a 12 hour clock (minute, second)


  • estimate events according to time


  • understand and explain:

* 60 seconds = 1 minute

* 365 days = 1 year






CURRICULUM:

Scope and Sequence

MONEY

Grade 1

Grade 2

Grade 3

Students should be able to:
  • solve a variety of problems relating to money


  • identify coins/bills up to one dollar


  • understand the relationship between pennies, nickels, dimes.


  • count with pennies, nickels, and dimes
Students should be able to:
  • solve a variety of problems relating to money


  • identify coins/bills up to ten dollars


  • understand the relationship between quarters and dollars
Students should be able to:
  • solve a variety of problems relating to money


  • identify coins/bills up to one hundred dollars


  • count with two dollars, five dollars, and ten dollars


  • use strategies to make change for given values to five dollars


  • add and subtract amounts of money using ccrrect symbols for cents and dollars







CURRICULUM:

Scope and Sequence

Temperature

Grade 1

Grade 2

Grade 3

Students should be able to:
  • solve a variety of problems involving temperature


  • compare temperatures using terms such as "hotter", "older", "warmer", or "cooler"
Students should be able to:
  • solve a variety of problems involving temperature


  • compare temperatures using terms such as "hotter", "colder", "warmer", or "cooler"


  • compare and estimate, then read a thermometer and record in degrees Celsius
Students should be able to:
  • solve a variety of problems involving temperature


  • compare and estimate, then read a thermometer and record in degrees Celsius


  • use environmental signs to estimate temperature




* Back to Table of Contents


Common Essential Learnings and Foundational Objectives

For Teaching Time, Money, and Temperature

Numeracy

  • use measurement tools and devises accurately.


  • collect data.


  • record data.


  • graph data.


  • count and compare bills and coins.

Technological Literacy

  • trace the historical evolution of measurement tools for time and temperature.


  • trace the historical development of minting coins.


  • discuss the evolution of banking as we know it today.

Communications Skills

  • develop measurement vocabulary.


  • listen attentively.


  • follow instructions.


  • organize information.


  • make predictions.


  • share personal experiences.


  • participate in group discussions and activities.

Critical and Creative Thinking

  • brainstorm ideas, vocabulary.


  • classify information.


  • discover relationships.


  • explain, create, predict information.


  • compare and contrast data.


  • evaluate.

Personal and Social Skills and Values

  • share personal experiences.


  • respect differences.


  • demonstrate cooperate work techniques.


  • develop a personal sense of responsibility towards the use of money.

Independent Learning

  • work alone, in pairs, in small groups, and in large groups.


  • organize personal time, space, and materials.


  • collect data.


  • relate new knowledge to prior knowledge.


  • evaluate program.





Bibliography

Beesey, C., and Davie, L. (1992). Gage active mathematics level 1 (K-2). Toronto, ON: Gage Educational Publishing Co.

Carle, Eric (1977). The grouchy ladybug. NY: Thomas Y. Crowell Company.

Cleary, B. (1960). The real hole. NY: William Morrow Books.

Coombs, B., & Harcourt, L. (1986). Explorations 1. Don Mills, ON: Addison-Wesley Publishers.

Darling, K. (1972). The jelly bean contest. Toronto, ON: Thomas Nelson and Sons Canada, Ltd.

Drobot, E. (1987). Everything you want to know about money: An amazing investigation.

Toronto, ON: Greey de Pencier Books.

Edmonds, J., & Sachner, M. (1985). Time! Milwaukee, : Gareth Stevens Publishing, Inc.

Fice, R.H.C., & Simkis, I. M. (1966). Time and clocks (Wee discover series). Leeds, : Arnold and Sons, Ltd.

Giff, P, R. (1980). Today was a terrible day. NY: Viking Press.

Ginsburg, M. (1981). Where does the sun go at night? NY: Greenwillow Books.

Lac La Ronge Indian Bank. (1985). The six seasons of the woods cree. [Poster]. Available: Lac La Ronge Indian Band, Education Branch, Curriculum Resource Unit, Box 1410, La Ronge, SK., S0J 1L0, (306) 425-2183.

Liewellyn, C. (1992). My first book of time. Richmond Hill, ON: Scholastic Canada, Ltd.

Maestro, B. (1990). Temperature and you. NY: Lodestar Books.

Mathquest 1, Mathquest 2, Mathquest 3. (1989). Don Mills, ON: Addison-Wesley Publishers.

McInnes, J., & Murray, W. (1975) Telling the time. Don Mills, ON: Thomas Nelson and Sons (Canada) Ltd.

Mitgutsch, A. (1985). From gold to money: A start to finish book. Minneapolis, MN: Caroirhoda Books, Inc.

Morgan, A. (1987). Matthew and the midnight money van. Toronto, ON: Annick Press Ltd.

Rahn, J. E. (1983). Keeping warm, keeping cool. NY: Atheneum.

Richardson, J. (1992). Day and night. NY: Franklin Watts.

Saskatchewan Education. (March, 1992). Mathematics: A bibliography for the elementary level. Suitable Titles:

*** Complete bibliographic information available in reference document ****

Short, C. (1989). Art for the Awasisak: The incorporation of Woodland Cree art, history, and culture into the Alberta Elementary Art Curriculum. Available: Alberta Teacher's Association.

Thaler, M. (1980). My puppy. NY: Harper and Row Publishers.

Troutman, A. P., & Lichtenbert, B. K. (1991). Mathematics: A good beginning - Strategies for teaching children (4th ed). Don Mills, ON: Thomas Nelson and Sons (Canada) Ltd.

Viorst, J. (1978). Alexander, who used to be rich last Sunday. NY: Atheneum.

William, V. B. (1984). Music, Music for Everyone. NY: Greenwillow Books.


This unit comes from the The Stewart Resources Centre which provides library resources and teacher-prepared materials for teachers in Saskatchewan. To borrow materials or obtain a free catalogue listing unit and lesson plans contact :
Stewart Resources Centre,
Sask. Teachers' Federation,
2317 Arlington Avenue,
Saskatoon, SK S7J 2H8;
phone 306-373-1660; fax 306-374-1122,
e-mail src@stf.sk.ca.
http://www.stf.sk.ca/

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