Math lesson plan · 3rd grade (Year 4 in England) · 60 minutes
Morning or afternoon: a.m. and p.m.
Measurement
CCSS 2.MD.C.7England: Y3 Measurement
Objective and success criteria
Students will: Morning or afternoon: a.m. and p.m..
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Tell time to five minutes
Leads to: the next skill in this area.
Materials: Rulers, scales and measuring jugs, Clock faces, Conversion chart, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Tell time to five minutes). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
Hook · 6 min
- Ask the class to estimate the length of the room or the weight of a bag before measuring it.
- Share the objective: Morning or afternoon: a.m. and p.m.. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: You come home from school at 3:35. Is that a.m. or p.m.?
- Step 1: p.m.
- Answer: p.m.
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- You eat lunch at 12:55. Is that a.m. or p.m.? (a.m. / p.m.) → p.m.Prompt: a.m. is from midnight to midday.
- It is 11:00 a.m. What time will it be in 3 hours? Then say whether it is a.m. or p.m. (2:00 a.m. / 2:00 p.m.) → 2:00 p.m.Prompt: Count on hour by hour.
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- You wake up at 6:45. Is that a.m. or p.m.? (a.m. / p.m.) → a.m.Prompt: a.m. is from midnight to midday.
- It is 9:45 a.m. What time will it be in 2 hours? Then say whether it is a.m. or p.m. (11:45 a.m. / 11:45 p.m.) → 11:45 a.m.Prompt: Count on hour by hour.
Watch out for
- Measuring from the end of the ruler instead of zero.
- Converting units the wrong way (multiplying instead of dividing).
Support and stretch
Support
- Review first: Tell time to five minutes.
- Use concrete materials: rulers, scales and measuring jugs.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-3.
Free lesson plan from eurekami.com/lesson-plan-builder