In this activity, students will practice asking and answering questions about what they have done in the past. Students will practice discussing how they did activities in the past couple of days and the past couple of years.
In this activity, students will practice asking and answering questions about what they have done in the past. Students will also practice discussing how they did activities in the past couple of days and the past couple of years.
Do you do your favorite hobby often, always, sometimes, or never? These adverbs of frequency can indicate how often you do something. In this seminar you will be able to listen carefully and identify how often people do activities. ACTFL StandardsCommunication: Interpretive CommunicationCultures: Relating Cultural Products to PerspectivesComparisons: Cultural ComparisonsLearning TargetI can understand some numbers or indication of time period using frequency adverbs.Habits of MindStriving for accuracyCritical Thinking SkillClassifying
Students will practice telling the time from visual and verbal cues. They will also practice responding to situations with a schedule.
Students will practice telling the time from visual and verbal cues. They will also practice responding to situations with separable prefix verbs.
In Module 8, the final module of the year, students extend their understanding of partwhole relationships through the lens of geometry. As students compose and decompose shapes, they begin to develop an understanding of unit fractions as equal parts of a whole.
Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.
Figuring out the acceleration of ice down a plane made of ice. Created by Sal Khan.
This short video and interactive assessment activity is designed to teach fifth graders about telling time in 1-minute intervals.
This short video and interactive assessment activity is designed to give fourth graders an overview of telling time to 1-minute intervals.
This short video and interactive assessment activity is designed to give fifth graders an overview of time (5 minutes).
This learning tool was developed and designed to facilitate teacher/student and student/student discussion and recognition of significant events, holidays and celebrations within their lives, families and communities and those of their peers.
This activity shows how our experience of the Sun changes with time and location. The sun dagger at Chaco Canyon is thought by many to be a sort of ancient timekeeping device. By creating a place where the movement of the Sun could be tracked day after day, Chacoans could mark the passage of time and gain an idea of when seasons were changing. If the Chacoans could use a particular location and the Sun to tell them about time, can we use time and the Sun to tell us about our location? In this easy experiment, you'll see how the position of the Sun in the sky is related to where we are on the earth.
In this activity, students discuss the notion of time and how time can be measured. They learn that a long time ago, people used different tools to measure time. Students build and use a sundial and discover that a long time ago, it was much more difficult to accurately tell the time than it is today.
This short video and interactive assessment activity is designed to teach fourth graders about matching the time to the clock.
About the Arts, Care & Connection Lesson Collection:Arts for Learning Northwest collaborated with Oregon teaching artists on this collection of arts integration modules designed for K-5 students, with integrated social emotional learning content in the areas of dance, visual arts, theater, and music.
Rate
Type of Unit: Concept
Prior Knowledge
Students should be able to:
Solve problems involving all four operations with rational numbers.
Understand quantity as a number used with a unit of measurement.
Solve problems involving quantities such as distances, intervals of time, liquid volumes, masses of objects, and money, and with the units of measurement for these quantities.
Understand that a ratio is a comparison of two quantities.
Write ratios for problem situations.
Make and interpret tables, graphs, and diagrams.
Write and solve equations to represent problem situations.
Lesson Flow
In this unit, students will explore the concept of rate in a variety of contexts: beats per minute, unit prices, fuel efficiency of a car, population density, speed, and conversion factors. Students will write and refine their own definition for rate and then use it to recognize rates in different situations. Students will learn that every rate is paired with an inverse rate that is a measure of the same relationship. Students will figure out the logic of how units are used with rates. Then students will represent quantitative relationships involving rates, using tables, graphs, double number lines, and formulas, and they will see how to create one such representation when given another.
Gallery OverviewAllow students who have a clear understanding of the content thus far in the unit to work on Gallery problems of their choosing. You can then use this time to provide additional help to students who need review of the unit's concepts or to assist students who may have fallen behind on work.Gallery DescriptionsCreate Your Own RateStudents create their own rate problems, given three quantities that must all be used in the problems or the answers.Paper Clip ChallengeStudents think about rate in the context of setting a record for making a paperclip chain.The Speed of Light Students must determine the speed of light so they can figure out how long it will take a light beam from Earth to reach the Moon (assuming it would make it there). They conduct research and perform calculations.Tire WeightStudents connect area and a rate they may not be familiar with, tire pressure, to indirectly weigh a car. They find and add areas and do a simple rate calculation. Please note this problem requires adult supervision for the process of measuring the car tires. If no adult supervision is available, you can provide students with measurements to work with inside the classroom. Do not allow students to work with a car without permission from the owner and adult supervision.Planting Wildflowers Students apply area and length concepts (square miles, acres, and feet) to rectangles, choose and carry out appropriate area conversions, and show each step of their solutions. While specific solution paths will vary, all students who show good conceptualization will make at least one area conversion and show understanding about area even when dimensions and units change. This task allows several different correct solution paths.Train Track Students use information about laying railroad ties for the Union Pacific Railroad. These rates are different from those used elsewhere in the unit, asking how many rails per gang of workers, how long it takes to lay one mile of track, and how many spikes are needed for a mile of track.HeartbeatsStudents will investigate and compare the heartbeats of different animals and their own heartbeat.FoghornStudents use the relationships among seconds, minutes, and hours to find equivalent rates. Each step requires students to express an equivalent rate in terms of these different units of time. In any strong response, students use conversion factors and the given rate to find equivalent rates.
In this lesson, students first watch three racers racing against each other. The race is shown on a track and represented on a graph. Students then change the speed, distance, and time to create a race with different results. They graph the new race and compare their graph to the original race graph.Key ConceptsA rate situation can be represented by a graph. Each point on a graph represents a pair of values. In today's situation, each point represents an amount of time and the distance a racer traveled in that amount of time. Time is usually plotted on the horizontal axis. The farther right a point is from the origin, the more time has passed from the start. Distance is usually plotted on the vertical axis. The higher up a point is from the origin, the farther the snail has traveled from the start. A graph of a constant speed is a straight line. Steeper lines show faster speeds.Goals and Learning ObjectivesUnderstand that a graph can be a visual representation of an actual rate situation.Plot pairs of related values on a graph.Use graphs to develop an understanding of rates.
In this lesson, students watch a video of a runner and express his speed as a rate in meters per second. Students then use the rate to determine how long it takes the runner to go any distance.Key ConceptsSpeed is a rate that is expressed as distance traveled per unit of time. Miles per hour, laps per minute, and meters per second are all examples of units for speed. The measures of speed, distance, and time are all related. The relationship can be expressed in three ways: d = rt, r = dt, t = dr.Goals and Learning ObjectivesExplore speed as a rate that measures the relationship between two aspects of a situation: distance and time.In comparing distance, speed, and time, understand how to use any two of these measures to find the third measure.