Working with the Clock

Reading an analog clock seems to be challenging for children, especially of this generation of phones, Ipods, computers, and other electronic devices, and of course digital clocks and watches.  I don't always teach time explicitly, rather I use the clock throughout the year and throughout each day to refer to as a tool.

One way that I scaffold reading the clock is by labeling it.  These labels can be numbers or words, and can be taken down, covered, and relabeled by the children.  School clocks that have a glass casing, can also be written on with Expo or other dry erase markers, and shaded in.  For example, we will look at the clock and determine how long we have until music class.  We discuss how much working time that is, transition time, and we can actually shade in that fraction of the the clock (yes, I also teach fractions in relation to the clock face).  Here is the clock this year in the classroom.

Surface Area and Volume

When the kids learn about surface area and volume, we begin collecting boxes that are rectangular prisms (shoe boxes do not work well as the lids overlap the top of the box).  We work with the formulas for volume and surface area for a few days. 

Two activities we do are:

Distinguishing between the uses.  The kids write the words "surface area" in large letters on one index card and "volume" on another.  You can attach these to popsicles sticks if you have some.  I then state a scenario:

"Filling a pool with water" and the kids hold up the corresponding index card.  Then "wrapping a present" and so on.  This is a quick, kinesthetic way to check on their understanding. 

Another activity we do is make a chart of different boxes that we have collected, then the kids measure the length, width, and height of the boxes, record them in the chart, then use the posted formulas to calculate the surface area and volume of each rectangular prism. 

- The kids often mix up which is the width, height, and length.   It is actually a good review of the rules of multiplication and the order of operations, as they figure out, as long as they have measured correctly, they will get the right answer.

- Another approach to finding the surface area is to find the area of each side, write it on a Post It note and then attach them to the corresponding side (or with a marker).  At the end, they pull of all the Post-its and add them up.