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Lesson Class #: Class 5, Lesson 5

Course Math
Title/Focus November 20, 1 ½ hour (10:30 – 12)

PROGRAM OF STUDY OUTCOMES

 General Outcome: Space and Shape - Use direct and indirect measurement to solve problems.
o Specific Outcome 2 - Relate the number of days to a month in a problem-solving context.

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Determine that amount of time that passes between events on a calendar (evaluating)
2. Solve questions related to passage of time through information found on a chart (applying)

MATERIALS AND EQUIPMENT

 Google slide
 Whiteboard/ markers
 Student whiteboard
 Pdf booklet
 Student booklets

PREPARATION AND LOGISTICAL CONSIDERATIONS

 Have Pdf booklet, google slide and brain break ready to go before class starts
 Have student helper hand out workbooks with a buddy when they come in from recess
 Other students can pull out whiteboards but leave lids on markers

PROCEDURE
Introduction Time
 Start by explaining outcomes for the day
o Review questions we were confused about from yesterday’s assignment
2 min
o Remake our chart as a class for the whole year
o Use it to answer problems
Body Time
Review of 1) Use slide presentation to go over question 3 as a group.
yesterday’s work Have students show their responses on their personal
whiteboards before you review to keep them engaged.
o Explain the two methods for answers. Survey to
see who attempted which.
o Make sure you review that you don’t count the
day you start on.
15 min
2) Repeat for question 4 a and b
3) Working in their group, answer the similar practice
question. Write answer on personal whiteboard.
4) Review example question as a class.

Remaking of the 1) Admit you messed up and apologize. Share that you have 8 min
chart found a better way to explain the concept.
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2) Remake your chart on the whiteboard but for a whole
year as a class.
o Popsicle stick students to give you days in each
month
o On your fingers, show how many weeks in a
month
o Hands up for how many days are in four weeks
o For each month, take the total days and subtract
28 (4 weeks). Then your answer is the remaining
days for our chart. Example: January has 31 days.
31 – 28 = 3 Therefore 4 weeks and 3 days.
o Repeat as a class for every month.

Class practice 1) As a class, go over your example questions. Have them 30-40 min
questions for follow along with the equations on their whiteboard.
lesson 5 2) How many days apart are Sadie’s birthday
(March 3rd) and my Mom’s birthday (June 17th)
o Write out steps we must follow to get from March
3rd -> June 17th
o Address again that each month has different
amounts of days, so we can’t just say one month
for this question. We need to pay attention to
what month and how many days.
o Write out the formula for how you can prove that
March 3rd to April 3rd is 31 days
o Add up total days to find how many days they are
apart.
o Leave on your whiteboard for student reference
o Check to see how students are feeling with
concept with a survey to see if they want another
example.
Brain break
3) Alexa’s birthday is 68 days after Jill’s birthday. Alexa’s
birthday is on May 15th. What day is Jill’s birthday?
o Explain that Jill’s birthday is before, and therefore
we need to work backwards. We will be listing
our months in reverse and subtracting instead of
adding.
o Start with 68 written down so you can subtract
from it right away.
o Find days between May 15 and May 1 and
subtract from 68
o Figure out the month before may and subtract the
number of days from our current number (54-30
= 24)
o 24 days is less than a month, so Jill’s birthday
must be in March
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o March has 31 days. March 31 – 24 = 7.

Independent work 1) Check for understanding with thumbs up or down

2) If overwhelmingly confused, go over 3 and 4 in the
booklet as a class. 30 min
3) Otherwise, independent work to complete pages 144-
145. Students who would like extra assistance aside.
Conclusion Time
 Before cleaning, see if there is a volunteer to share their response to the last
question “how does a chart help you to solve problems”
 Give one final check of a thumbs up or down about understanding and
5 min
confidence level with subject
 Have students submit their workbook and clean up their area.

Assessment
 Formative – observation and discussion through student white board responses and their
feedback to be
 Formative – written feedback through students submitted workbook. Use checklist to keep
track of who is following along and who is struggling with the passage of time in days and
weeks.

Additional Notes: