Objective To guide children as they read and show temperatures and solve number stories about temperature changes. Assessment Management

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1 Temperature s Objective To guide children as they read and show temperatures and solve number stories about temperature changes. epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Ongoing Learning & Practice Differentiation Options Key Concepts and Skills Count by s and 2s from a multiple of. [Number and Numeration Goal 1] Solve problems involving addition and subtraction of 2-digit whole numbers. [Operations and Computation Goal 2] Demonstrate and explain temperaturechange stories. [Operations and Computation Goal 4] Compare Fahrenheit and Celsius thermometers. Read and show temperatures on a Fahrenheit thermometer. [Measurement and Reference Frames Goal 5] Key Activities Children review thermometers and compare Fahrenheit and Celsius scales. Children solve temperature-change problems, including change-to-less, using change diagrams. Ongoing Assessment: Recognizing Student Achievement Use journal page. [Measurement and Reference Frames Goal 5] Materials Math Journal 1, pp. 87,, and 91 My Reference Book, pp Home Link 4 3 transparency of Math Masters, p. 432 (optional) Class Thermometer Poster ( F/ C) index card or ruler (optional) slate Solving Parts-and-Total Number Stories Math Journal 1, p. 89 Children complete parts-and-total diagrams and write number models for parts-and-total number stories. Math Boxes 4 4 Math Journal 1, p. 92 Children practice and maintain skills through Math Box problems. Home Link 4 4 Math Masters, pp. 99 and Children practice and maintain skills through Home Link activities. READINESS Comparing Thermometers Math Masters, pp. 1 and 2 (1 per child) Math Masters, p. 3 (1 per 2 children) transparency of Math Masters, p. 1 Children compare temperatures using a visual model. ENRICHMENT Writing Number Stories about Thermometer Experiments Math Masters, p. 419 Class Thermometer Poster ( F/ C) ice water outdoor thermometer Children experiment with temperature change and write change number stories. Advance Preparation Decide how you will display change diagrams. For the optional Readiness activity in Part 3 of this lesson, each child will need a transparency and a paper copy of Math Masters, page 1. Make several copies of Math Masters, page 2 and cut apart the different length bars. For the optional Enrichment activity in Part 3, 1 glass of ice water is needed. Teacher s Reference Manual, Grades 1 3 pp Unit 4 Addition and Subtraction

2 Getting ed Mathematical Practices SMP1, SMP2, SMP4, SMP5, SMP6, SMP7 Content Standards 2.OA.1, 2.MD.6 Mental Math and Reflexes Children practice counting by s and 2s from a multiple of. Counting by 2s is a useful skill for reading temperatures on a thermometer with a scale having 2-degree intervals. The class counts orally in unison: by s from 0 to. by 2s from 0 to. by 2s from to. by s from back to 0. by 2s from back to. by 2s from back to. Math Message At what temperature does water freeze (turn to ice)? 32 F or 0 C Home Link 4 3 Follow-Up Ask volunteers to explain how they determined which thermometer showed the correct temperature. Children tell the temperature that is shown on the thermometer that was not circled. 1 Teaching the Lesson Math Message Follow-Up (Math Journal 1, p. 87) WHOLE-CLASS DISCUSSION Ask the class to look at the Class Thermometer Poster ( F/ C) and the thermometers on journal page 87. Point out that a thermometer shows how hot or cold something is (relative to the number scale on that thermometer). Cover the following points: The narrow glass tube on a thermometer contains a liquid that expands when the temperature gets warmer. This causes the liquid to rise in the tube. The warmer the temperature is, the higher the liquid rises. In the United States, everyday temperatures, such as those in weather reports and recipes, are usually in degrees Fahrenheit ( F). In science, temperatures are almost always in degrees Celsius ( C), which is also becoming common in everyday life. Ask children to identify zones on the thermometer that might correspond to hot, cold, warm, and cool. Compare the Fahrenheit and Celsius thermometers. Each multiple of degrees is written as a number. Between the multiples of degrees, the longer degree marks are spaced at 2-degree intervals; for example, at 72, 74, 76, and 78 degrees. Ask: On which thermometer are the distances between degree marks greater? Celsius At what Fahrenheit temperature does water freeze? 32 F At what Celsius temperature does water freeze? 0 C Explain to children that earlier they solved problems using the parts-and-total diagram and the change diagram. Today they will solve temperature-change problems using the change diagram. 4 3 Fahrenheit Thermometer F Temperatures Water boils. 212 F, C Normal body temperature 98.6 F, 37 C Room temperature F, 21 C Water freezes. 32 F, 0 C Adjusting the Activity After children have identified zones on the thermometer that might correspond to hot, cold, warm, and cool, place a picture next to each zone. For example, next to the cold zone, place a picture of children building a snowman, or next to the hot zone, a picture of children swimming in a lake. AUDITORY KINESTHETIC TACTILE VISUAL Celsius Thermometer C 1 0 Math Journal 1, p Use a thermometer to measure and record the temperatures of the following: a. your classroom F 21 C b. hot water from a faucet 1 F 55 C c. ice water 43 F 6 C Sample answers 2. Which temperature makes more sense? Circle it. a. temperature in a classroom: F or F b. temperature of hot tea: F or 1 F c. temperature of a person with a fever: F or C d. temperature on a good day for ice-skating outside: - C or C Lesson

3 Unit F Solving How Much Warmer (Cooler)? Problems (Math Masters, p. 432; My Reference Book, pp ) WHOLE-CLASS? Adjusting the Activity Have children count by 5s or s with their fingers to keep track of the change to more or change to less. An alternate method is to have children use a number grid to find the distance between the two numbers or to count up or back. AUDITORY KINESTHETIC TACTILE VISUAL Number Stories Sometimes you need to find the change in a change story. You can use a change diagram to help you solve this kind of number story. The morning temperature was F. The afternoon temperature was 63 F. What was the temperature change? You don t know the change number.? 63 You know the starting number. You know the ending number. Number model: The temperature change was 13 F. Try It Together + + NOTE Open number lines can provide a visual representation of solution strategies. Take turns with a partner making up and solving number stories. Algebraic Thinking You may wish to review change diagrams by reading My Reference Book, pages with your class. Page 118 provides an example using temperatures in which the change is unknown. Display a change diagram (Math Masters, page 432) and draw a unit box labeled degrees Fahrenheit ( F). Using temperatures that are multiples of 5 or, pose several temperature-change problems like those below. Have children write the answers on their slates. It was F at 9 o clock in the morning and F at noon. Did it get warmer or cooler? warmer By how many degrees? F Have children share their solution strategies while you write the information in the change diagram you displayed. Write: 1. in the box. 2. in the box. 3.? on the line. Model the change on the number line. Sketch an open number line on the board to illustrate the problem. (See margin.) Most children should be able to identify the change as degrees. Be sure that they also identify the change as change to more. For example, children might say The temperature goes up or It gets warmer. Write + on the line. It was F at 6 o clock. By o clock, the temperature had gone down degrees. What was the temperature at o clock? F Fill in the change diagram by writing: 1. in the box in the box. 3.? in the box. Model the change on the number line. Sketch an open number line. Remind children that the minus sign in - indicates a change to less: The temperature goes down, and it gets colder. When children conclude that the final temperature is degrees, write in the box. Expand the range of temperatures to include two 2-digit numbers whose difference is a multiple of. For example: If the temperature is 72 F and then goes down degrees, what is the new temperature? 52 F My Reference Book, p Unit 4 Addition and Subtraction

4 Reading and Showing Temperatures and Solving Temperature- Problems (Math Journal 1, pp. and 91) PARTNER PROBLEM SOLVING 4 4 Temperature s Write the missing number in each box. Then fill in the thermometer to show this number Unit F Algebraic Thinking Partners work through the journal pages and check each other s work. Problems include reading temperatures, marking temperatures on thermometers, and using change diagrams. F F F F Ongoing Assessment: Recognizing Student Achievement Journal Page Use journal page to assess children s ability to read, show temperatures, and solve temperature-change problems. Children are making adequate progress if they find the end number using the number grid and correctly fill in the end thermometer. Some children will be able to find the end number mentally. [Measurement and Reference Frames Goal 5] F F 44 - F F 34 Math Journal 1, p. 2 Ongoing Learning & Practice Solving Parts-and-Total Number Stories (Math Journal 1, p. 89) 4 4 Parts-and-Total Number Stories For each number story: Write the numbers you know in the parts-and-total diagram. Write? for the number you want to find. Answer the question. Remember to include the unit. Write a number model. 1. Jack rode his bike for minutes on Monday. He rode it for minutes on Tuesday. How many minutes did he ride his bike in all? Answer: minutes (unit) Number model: + =? INDEPENDENT Algebraic Thinking Children solve parts-and-total number stories. They complete parts-and-total diagrams and write number models. 4 4 Temperature s continued Fill in the missing numbers for each diagram. Try This F Adjusting the Activity On journal pages and 91, children can place the top of a card or ruler horizontally at the top of the mercury in one thermometer. They then slide the card up or down, counting by 2s until the card reaches the top of the other mercury. AUDITORY KINESTHETIC TACTILE VISUAL F F F ELL 2. Two children collect stamps. One child has stamps. The other child has 9 stamps. How many stamps do the two children have together? Answer: 49 stamps (unit) Number model: Try This children take ballet class. 15 children take art class. 5 children take a sports class. In all, how many children take the three classes? Answer: 45 children (unit) Number model: + 9 = 49 Sample answer: = 45 Math Journal 1, p. 89? 9 Total? Part Part Part F F F F Math Journal 1, p. 91 Lesson

5 4 4 Math Boxes 1. Solve Estimate. Is 49 closer to or closer to? Is 121 closer to 1 or closer to 1? 1 Is 214 closer to 2 or closer to 2? 2 Unit 2. LaVon has $1.00 and spends 73. How much change does she get? Write 3 names for $2.00. $2.00 Sample answers: $1.00 $ Á Math Boxes 4 4 (Math Journal 1, p. 92) INDEPENDENT Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 4-2. The skill in Problem 6 previews Unit 5 content. Writing/Reasoning Have children draw, write, or verbalize their answers to the following: Explain how you solved how much change LaVon will receive in Problem 2. Sample answers: I counted up 7 to and added ; I subtracted 73 from. 5. Circle the number sentences that are true Math Journal 1, p Draw the other half of the shape and write the name of it. circle 54 Home Link 4 4 (Math Masters, pp. 99 and ) INDEPENDENT Home Connection The Home Link provides children practice with two skills: reading the temperature shown on a thermometer and marking a thermometer to show a given temperature. 3 Differentiation Options READINESS Comparing Thermometers (Math Masters, pp. 1 3) ELL SMALL-GROUP 15 Min Name HOME LINK 4 4 Temperature Family Note In today s lesson, your child solved problems involving temperatures. On the thermometers on this Home Link, the longer degree marks are spaced at 2-degree intervals. Point to these degree marks while your child counts by 2s;, 42, 44, 46, 48, degrees. Problems 6 and 12 involve temperatures that are an odd number of degrees. Help your child use the shorter degree marks to get the correct answers. Please return this Home Link to school tomorrow. Write the temperature shown on each thermometer. 1. F 2. F 3. F 4. 1 F 5. F 6. F Home Link Master F 96 F Math Masters, p F 48 F 52 F 73 F To provide experience with comparing temperatures using a visual model, have children solve problems using the thermometer on Math Masters, page 1. For each problem, children place one of the thermometer pieces from Math Masters, page 2 on the paper copy of the thermometer on Math Masters, page 1 (lining it up with 0). Ask children to tell what the temperature is if the liquid in the thermometer is as high as shown. On the overhead transparency of Math Masters, page 1, have children use an overhead marker and draw a line at the height of a second temperature you give them. They take the overhead transparency and line it up over the thermometer on the paper copy of Math Masters, page 1. They count the intervals between the two temperatures to find the difference (or change) between the two temperatures and record their answers on Math Masters, page 3. Example: Place the -degree piece on the paper copy of Math Masters, page 1. Draw a line for degrees on the transparency. Lay the transparency over the paper copy of Math Masters, page 1. 2 Unit 4 Addition and Subtraction

6 Say: Imagine that the temperature this morning was degrees, but now it is degrees. Ask: Did the temperature change? Did the temperature go up or down? Did the temperature increase or decrease? Is it warmer or colder now? By how many degrees did the temperature change? To support English language learners, write the answers to the questions on the board as the children discuss them: The temperature changed. The temperature went up. The temperature increased. The temperature is now warmer. The temperature increased by degrees. Name Fill in each thermometer to show the temperature. 7. Show 44 F. 8. Show 2 F. 9. Show F. F. Show 56 F. 11. Show 38 F. 12. Show 27 F. F Home Link Master HOME LINK 4 4 Temperature continued 1 F F F F ENRICHMENT SMALL-GROUP Writing Number Stories about Thermometer Experiments (Math Masters, p. 419) 15 Min To provide experience with temperature changes using a concrete model and to explore writing change number stories, have children participate in a temperature experiment. Bring the outdoor thermometer inside and wait a few minutes until it shows the approximate room temperature. 1. Display the room temperature on the Class Thermometer Poster ( F). Ask: In which color zone is the temperature now? Record and label the outside and room temperatures on the board. Give children some time to write a number story for what happened with the temperature. Have a couple of volunteers share their stories. If appropriate, have children write number models and complete change diagrams for their stories. 2. Ask a child to put his or her hand over the bulb at the bottom of the glass tube on the outdoor thermometer and hold it for about seconds. While waiting, ask the children to predict what will happen. Then display the new temperature on the Class Thermometer Poster. Ask: In which color zone is the temperature now? Record and label the temperature of a hand on the board. 3. Ask another child to place the bulb of the outdoor thermometer in a glass of ice cold water for about seconds. Again ask the children to predict what will happen. Then display the new temperature on the Class Thermometer Poster. Ask: In which color zone is the temperature now? Record and label the temperature of cold water on the board. Have children write another number story using the information on the board. If appropriate, have children write number models and complete change diagrams for their stories. Practice Add or subtract Math Masters, p Solve the following problems. Use the thermometer and temperature bars to help you. 1. Find the difference between and. 2. Find the difference between 12 and. 3. Find the difference between 23 and Name Comparing Temperatures 4. If it was 37 in the morning and 43 by lunch time, how much did the temperature go up? 6 Name 4 4 Teaching Master Comparing Temperatures Solve the following problems. Use the thermometer and temperature bars to help you. 1. Find the difference between and. 2. Find the difference between 12 and. 3. Find the difference between 23 and If it was 37 in the morning and 43 by lunch time, how much did the temperature go up? 6 Math Masters, p. 3 Lesson