1. Connecting Academics & Parents
Academic seminars to sharpen skills and build understanding in Measurement
Critical Point: Welcome parents to the session. This training was intended to take an hour, but can be adjusted to take more/less time as needed.
Step-by-Step Directions:
Welcome parents and introduce trainers.
Give purpose for training, which is to build the parent’s understanding of what their children are learning and strategies they will be using in the classroom, which align with the Math Florida Standards.
Explain that parents will also be leaving with “purposeful practice,” games and strategies to practice at home and will reinforce what they are learning in school.
Materials:
For time: matching cards for time game, matching cards for elapsed time game
For measuring length: 3 different colored highlighters, 3 paper rulers for each participant, sheet to measure items, random objects to measure
For displaying length data on a line plot: different sized string, post-it notes, pre-made line plot on chart paper/butcher paper
Copies in packet: blank clock, 4 clocks sheet (2 sets), elapsed time matching game, time matching game, paper rulers, measuring length chart (2 copies), Sheet to measure items to nearest inch etc.

2. Math may look different now.
There’s nothing better than seeing your kids SUCCEED
and there’s nothing worse than not being able to help them when they are struggling.
Share with parents that math may look different now. There’s nothing better than seeing your kids SUCCEED and there’s nothing worse than not being able to help them when they are struggling. This is research from Dr. Drew Westen, who is a professor at Emory University. Dr. Westen’s work was developed in collaboration with 100Kin 10.
Research from
Dr. Drew Westen, Emory professor,
and 100Kin10

3. Times change, technologies change, and knowledge changes about how to teach kids to apply what they know to real-life situations.
for joining in to learn more about how to help with math.
Thank you
Share that times change, technologies change, and knowledge changes too about how to teach kids to apply what they know to real-life situations. Thank parents for joining in to learn more about how to help with math.
Research from
Dr. Drew Westen, Emory professor,
and 100Kin10

4. Types of Measurement Time Measuring Length Mass & Volume
Telling & Writing Time to Nearest Minute
Elapsed Time
Measuring Length
Measuring length to nearest inch, ½ inch and ¼ inch using a ruler
Displaying Length Data on a Line Plot
Mass & Volume
Units for Mass & Volume
Solving problems using the four operations involving
mass or volume
Critical Point: To give an overview on what content is covered in the 3rd Grade Measurement Unit.
Step-by-Step Directions:
Share the different categories and what is included in each.
Explain that we are going to show examples of each category, some more in detail than others based on the rigor of the standard. (For example, mass & volume are touched on but not devoted much time to because the questions are basic and not the first time students have been exposed to them where measuring length to the nearest quarter inch and displaying on a line plot are a little more difficult so more time will be devoted to that as well as time and elapsed time).
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5. Mathematics Florida Standards Focus
Grade 3
MAFS.3.MD.1.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. MAFS.3.MD.1.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units. MAFS.3.MD.2.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Critical Point: Share the standards that are being learned throughout building understanding of measurement.
Step-by-Step Directions:
Share the standards that will be covered.
Quickly share the standards that are involved with measurement in 3rd grade.
Briefly highlight some of the important parts of the standards. This is more for your background knowledge, don’t spend a lot of time on this slide, because all of the standards are covered throughout the training.
If the parents want more information on the standards, encourage them to visit flstandards.org

6. MAFS Learning Progression: Measurement
Critical Point: To show where building understanding of measurement standards are and how they are connected between the different grade levels.
Step-by-Step Directions:
Share the standards briefly that address measurement of time, length and mass/volume.
Show how learning of measurement standards progresses from earlier grades to future grades.
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7. Telling & Writing Time
If a student got 3:53 for the time, what is their misconception?
If a student got 10:15 for the time, what is their misconception?
Critical Point: To identify common misconceptions children have with telling time on an analog clock.
Step-by-Step Directions:
Pose the first question, “If a student got 3:53 for the time, what is their misconception?”
Give parents time to think on their own and then share with someone sitting next to them what they believe the misconception is. Share out a couple thoughts that parents have. (A possible misconception is not realizing the hour hand is between 2 and 3, so they are in still in the 2:00 hour range).
Click again and the second question will appear, “If a student got 10:15 for their time, what is their misconception?”
Give parents think time on their own and time to share with their group what they believe the misconception is. Share out a couple of discussion points. (Students may have mixed up the hour hand and minute hand).
On the next slide, they will get time to think about ways to address misconceptions like these.
Trainer Notes: The main thing we want parents to realize is that it’s important for their child to explore both analog and digital clocks, making connections between the two. We need students to have a deep understanding of what the hour hand means and minute hand means and how the clock operates. (Example: the closer the hour hand gets to the next time, it’s still in the previous hour, etc.) We also want children to realize as the hour progresses, the hour hand continues to move closer to that next hour.
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8. How can we address these misconceptions?
Explore the clock with just the hour hand
Explore the clock with just the minute hand
Give a specific time, have your child create it on the clock with a popsicle stick (minute hand) and a Cotton Swab (hour hand)
Create the time on the clock with the hour/minute hand and have your child record it digitally
Critical Point: To come up with strategies/tasks to address misconceptions children have with telling time on an analog clock.
Step-by-Step Directions:
Pose the question, “How can we address these misconceptions?” Give parents think time and time to discuss in their group. Share whole group (may want to create a chart) of the different strategies that can be used to overcome the misconceptions.
Click and it reveals the first suggestion, “Explore the clock with just the hour hand.” The example hour hand will appear with the click and point almost to the 3. Pose the question, “Which hour are we in?” They should realize we’re still in the 2nd hour since we haven’t arrive to the 3rd hour yet. Discuss how this task could occur with the blank clock in their packet and a popsicle stick, etc. and the benefits of just focusing on the hour hand could deepen the child’s understanding of how the clock works.
Click and it reveals the second suggestion, “Explore the clock with just the minute hand.” The example minute hand will appear with the click and point to the 13 minute mark. Discuss how this strategy could occur with the blank clock in their handout packet and the benefits of just focusing on the minute hand to deepen the child’s understanding of how the clock works.
Share the next task, “Give a specific time, have your child create it on the clock with a popsicle stick (minute hand) and a cotton swab (hour hand).”
Share the last task, “Create the time on the clock with the hour/minute hand and have your child record it digitally.”
Ask the parents if they have any other suggestions on how the misconceptions could be addressed.
Trainer Notes: The big take-away you want parents to have after this slide is how to break down the way a clock works with their child and make it hands-on. If it doesn’t get brought up, bring up the simple idea of just buying and placing in their home/on their child’s arm an analog clock and observing how the hour hand and minute hands work together.
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9. Exploring Half on the Clock
Draw a line down the middle from the 12 to the 6. What do you notice?
Where would be half an hour past?
Where would be half an hour til?
Half
Hour Past
Half
Hour ‘Til
Critical Point: Exploring half on a clock to determine half hour past or a half hour til.
Step-by-Step Directions:
Have the parents turn in their packet to the 4 clocks sheet. Have them look at the first clock and draw a line down the middle from the 12 to the 6. “Ask what fractional amount have we just modeled?” Have the parents discover that the clock is now in halves. Pose the question, “How do you know,” to relate the clock/time to fractions.
Click to show the example of the clock cut into halves.
Have the parent shade in the half that travels from the 12 to the 6 (the right side) and ask, “What have we just modeled?” They should discover that it’s a half hour past. Then have them record that statement of “Half hour past” under the clock.
Click to show the example of half hour past.
Repeat step 1 on the next clock.
Have the parents shade in the half that travels from the 6 to the 12 (the left side) and ask, “What have we just modeled?” They should discover that it’s a half hour til the next hour. Then have them record that statement of “Half hour til” under the clock.
Click to show the example of half hour til.
Show them how they could take a q-tip or other straight item and point at different hours to show half hour til 3, half hour past 1, etc.
Discuss how parents could do this at home.
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10. Exploring Quarters on the Clock
Quarter Hour Past
Draw a line across from the 12 to the 6. Then draw a line from the 9 to the 3. What do you notice?
Where would be quarter hour past?
Where would be quarter hour til?
Quarter Hour ‘Til
Critical Point: Exploring half on a clock to determine half hour past or a half hour til.
Step-by-Step Directions:
Have the parents continue working on the 4 clocks sheet. Have them look at the first clock and draw a line down the middle from the 12 to the 6. Then draw a line across from the 9 to the 3. “Ask what fractional amount have we just modeled?” Have the parents discover that the clock is now in quarters. Pose the question, “How do you know,” to relate the clock/time to fractions.
Click to show the example of the clock cut into fourths.
Have the parent shade in the quarter that travels from the 12 to the 3 (the right side) and ask, “What have we just modeled?” They should discover that it’s a quarter past. Then have them record that statement of “Quarter past” under the clock.
Click to show the example of quarter hour past.
Repeat step 1 on the next clock.
Have the parents shade in the quarter that travels from the 9 to the 12 (the left side) and ask, “What have we just modeled?” They should discover that it’s a quarter til the next hour. Then have them record that statement of “Quarter til” under the clock.
Click to show the example of quarter til.
Show them how they could take a q-tip or other straight item and point at different hours to show quarter til 3, quarter past 1, etc.
Discuss how parents could do this at home.
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11. Time Matching Game Different Ways to Play Game
Give digital time card and have your child create time on their paper clock.
Give the analog time card and have your child record the digital time.
Have your child match the equivalent times.
Play Memory with the time cards.
Critical Point: Explore a matching game that can be used to help children connect analog time to digital time.
Step-by-Step Directions:
Pass out a set of matching cards to each parent/set of parents.
Have them label themselves Partner A and Partner B.
Partner A begins by selecting an analog time.
Partner B can choose the matching digital time and justify how they know the match is equivalent.
If Partner A agrees they switch roles and repeat the game.
If Partner A disagrees they work together to explore the clock and find the correct time.
Discuss the other suggested ways to play with these cards.
Trainer Notes: Some suggestions for how this matching game could be modified may include playing concentration or using one of the digital time cards and having the child create the analog time on their blank clock sheet in the packet.
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12. Solve it!!!
Teresa woke up at 6:47 A.M. for school. She got ready for school. She left the house to go to school at 7:12 A.M. How much time did Teresa spend getting ready? Use a number line to prove your answer.
Critical Point: To engage parents in a real-world problem for elapsed time that is similar to what students will be doing in the classroom.
Step-by-Step Directions:
Pose problem. Give parents 2 minutes to solve on their own using any strategy they choose.
As parents are solving, walk around and monitor different strategies being used. (Parents may not be aware of how to begin solving with a number line so you may need to bring them back together and guide with an idea for getting started and release them to continue solving again). You will want to select 2 or 3 strategies to share. Focus on getting parents to use precise vocabulary when discussing their model/strategy. Pose questions to get parents to think deeper about their strategy and to justify their solution. Questions may include:
Is there another way you could prove your answer?
What does each of your jumps on the number line represent?
Why did you begin at 6:47?
How does your number line model relate to the problem?
Select the parents that are sharing. (Consider someone that jumped by 10 minutes first and then minutes, someone that jumped by minutes and then ten minutes, a possible misconception with regrouping during subtraction, etc.) If none of these strategies were used, have a “Fake participants” strategy shared that is prepared ahead of time by you.
Have parents share and make connections between the different strategies.
The purpose of this slide is for parents to get an idea of what kind of problem solving is expected in the classroom to demonstrate understanding of elapsed time. It is essential that understanding is achieved through problem solving and connections to the real world. It’s important to have children represent/model the problem rather going straight to regrouping and subtracting to avoid misconceptions.
Explain that parents will be familiar with the type of problems involving elapsed time and different tasks that they can implement at home with their child to guide the process and connect to the real world.
Also share that this is typically how your child’s math class is started. Students are expected to share thinking with words/pictures/or numbers to either a partner/group or the whole class.
Trainer Note – Solving and sharing should take no longer than 5 minutes for this slide. Encourage parents to think about the way their children may solve the problem with this new learning.

13. Use a Number Line to Determine Elapsed Time
Critical Point: Show an example of what using a number line to find elapsed time could look like.
Step-by-Step Directions:
Share the example of the number line that could have been used to solve the elapsed time problem.
If this example has already been shared, you can skip it or just use to validate previous strategies shared.
Trainer Notes: Don’t spend more than 1 minute on this slide.

14. How does this problem compare?
Tyler was at lunch for 45 minutes. He left the lunchroom at 12:30 P.M. What time did Tyler arrive at lunch?
Use a number line to prove your thinking.
Critical Point: To engage parents in a real-world problem for finding a start time that is similar to what students will be doing in the classroom. Also to give parents a chance to compare and contrast the different types of elapsed time problems.
Step-by-Step Directions:
Pose problem. Give parents 2 minutes to solve on their own using any strategy they choose.
As parents are solving, walk around and monitor different strategies being used. You will want to select 2 or 3 strategies to share. Focus on getting parents to use precise vocabulary when discussing their model/strategy. Pose questions to get parents to think deeper about their strategy and to justify their solution. Questions may include:
Is there another way you could prove your answer?
What does each of your jumps on the number line represent?
Why did you start with 12:30?
What are you determining?
How is this problem similar/different to the previous problem?
How does your number line model relate to the problem?
Select the parents that are sharing. (Consider someone that jumped by 10 minutes first and then minutes, someone that jumped by minutes and then ten minutes, a possible misconception with regrouping during subtraction, etc.) If none of these strategies were used, have a “Fake participants” strategy shared that is prepared ahead of time by you.
Have parents share and make connections between the different strategies.
The purpose of this slide is for parents to get an idea of what kind of problem solving is expected in the classroom to demonstrate understanding of finding a start time when given the elapsed time and end time. It is essential that understanding is achieved through problem solving and connections to the real world. It’s important to have children represent/model the problem rather going straight to regrouping and subtracting to avoid misconceptions. Also want to point out that because the start time is unknown, they are working backwards to find the start time.
Discuss how this problem compares to the previous elapsed time problem. Also discuss misconceptions children may have and come up with ways to overcome those misconceptions.
Trainer Note – Solving and sharing should take no longer than 5 minutes for this slide. Encourage parents to think about the way their children may solve the problem with this new learning. Maq

15. Use a Number Line to Determine Start Time
Critical Point: Show an example of what using a number line to find a start time could look like.
Step-by-Step Directions:
Share the example of the number line that could have been used to find the start time.
If this example has already been shared, you can skip it or just use to validate previous strategies shared.
Trainer Notes: Don’t spend more than 1 minute on this slide.

16. Elapsed Time Matching Game
Read the story scenarios.
Determine if you’re finding the elapsed time, start time or end time.
Draw a number line to solve.
Match the correct problem and solution.
Critical Point: To give parents a resource that could be utilized to engage children in real-world elapsed time problem solving scenarios.
Step-by-Step Directions:
Pass out the Elapsed Time Matching cards to each set/group of parents.
Have them work together to match the elapsed time story problem with the elapsed time or start/end time and prove their answer with a number line.
Debrief to discuss ways they could modify and use at their home.
Trainer Notes: If time allows, play this game. If not, just discuss ways they could utilize this resource.

17. Critical Point: To share with parents other examples of elapsed time problems that their child could encounter.
Step-by-Step Directions:
Share that these problems are from the Florida State Assessment Department Item Specifications. There are a set of these for each grade level that clarify standards and inform us of the different types of problems children should understand and be prepared to complete for each standard.
Give parents time to look at the different examples and discuss ways of supporting children so they are prepared for these problems.
Trainer Notes: Some examples of ways to prepare students for each question may include:
Keeping track of all the activities on a Saturday morning, then recording the start time and end time for each event
Keeping track of the start time and end time of an event, then determining the elapsed time

18. Measuring Length
If a child got 4 inches as the length of this eraser, what was there misconception?
How can we address this misconception?
Critical Point: To share with parents a typical misconception children have with measuring length.
Step-by-Step Directions:
Pose the first question with the picture of the eraser and ruler, “If a child got 4 inches as the length of this eraser, what was their misconception?” Give parents time to discuss as a group what they think the misconception is. Typically students just look at the ending number instead of looking at how many units long the object is. Instead of seeing that the eraser is 2 units or inches long, children just sometimes look at where the object ends to determine the length. Although parents may also bring up that the ruler needs to be moved in order to measure the eraser, you may want to guide them to more advanced thinking like discussed previously in the notes.
Click and the second question will fly in. Pose the question, “How can we address this misconception?” Discuss possible ways to give children experiences with measuring with objects and finding their length with a ruler. Some suggestions may include: showing children how now matter where you move the object of the ruler – the length stays the same; measuring with non-standard units to give children experiences with units; have your child measure with a “broken ruler” using the paper ruler copies in the packet (cut off part of the ruler and have the children still measure the length of objects).
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19. Measuring Length with Fractions to the nearest…
Highlight one ruler to the nearest inch.
Highlight another ruler to the nearest half inch.
Highlight another ruler to the nearest quarter inch.
Measure the given objects to the nearest inch, half inch and quarter inch. Then record the measurements in the given table.
Which unit is the most precise measurement? How do you know?
Critical Point: To give parents a hands-on experience for measuring to nearest inch/half inch/quarter inch with paper rulers that are labeled.
Step-by-Step Directions:
Pass out 3 paper copies of rulers to each parent and three different colored highlighters.
Have the parents label the first ruler “Nearest Inch.” Have them highlight the inches in one color of highlighter.
Have the parents label the second ruler “Nearest Half Inch.” Have them highlight all the half and whole inches with another color of highlighter.
Have the parents label the third ruler “Nearest Quarter Inch.” Have them highlight all the quarter/half/whole inches with the final color of highlighter.
Have parents measure objects and record in the attached chart for what the measure was to the nearest inch, half inch and quarter inch.
Pose the question, “Which unit is the most precise? Why?” Give parents to think on their own first, then share with the group thoughts on which fractional amount to measure inches gives the most precise measurement. Discuss ways that parents could implement a task like this at home.
Trainer Notes: Parents should realize the smaller the unit, the more precise the measurement will actually be, so measuring objects to the nearest quarter inch will give the most precise measurement. Want to discuss that they have two sets of rulers in their packet, one that shows the nearest quarter inch and one typical ruler.
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20. Measuring Length with Fractions to the nearest…
Which unit is the most precise measurement?
Critical Point: To show parents other examples of problems their child will be exposed to regarding measuring length with fractions.
Step-by-Step Directions:
Show the parents the three examples.
Discuss how the previous task implemented in the training would prepare their child for questions like these.
Trainer Notes: Parents should realize the hands-on experience with labeling the paper rulers and having their child measure to the fractional amounts is essential for answering the above questions. If they don’t have the hands-on connections, it’s hard for children to visualize fractions on a ruler. May also want to point out that though you are measuring the nearest quarter inch, the answer could also be to the nearest half inch or an equivalent fraction to it.
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21. What is a line plot and how do I use it to display length measurement data?
Critical Point: To show examples of line plots and share with parents how length measurement data is used to create them.
Step-by-Step Directions:
Pose the essential question, “What is a line plot and how do I use it to display length measurement data?”
Discuss the purpose of the above line plot, which was to display the different lengths of crayons to the nearest half inch. Share the different components: data with x, title, scale.
Pose questions to get parents to understand the line plot. Some questions may include:
What’s the longest crayon? (Misconception alert – students typically would say 2 ½ because that was selected most frequently. Answer is 4 inches).
How many crayons were longer than 2 inches? (6 crayons)
How many crayons had a length of 2 ½? (3 crayons)
How many crayons had a length less than 3? (7 crayons)
How many more crayons were 4 inches than 3 ½ inches? (1 crayon)
Trainer Notes: The next slide parents will have an opportunity to go through the process of measuring string/yarn and then displaying their lengths on a line plot. This is more of an informational slide to help parents understand how a line plot with length measurement data works. Explain to parents that only length measurement data is displayed on a line plot in 3rd grade.
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22. Displaying Length Data on a Line Plot
String Measures
Measure your given piece of string to the nearest half inch.
Record your measure with an x on a post-it note.
Place your post-it above your measure on the line plot.
Then Record 3 “I Notice” statements about the line plot.
Ask questions about the data:
Which length had the most pieces of string?
Which length had the least pieces of string?
How does the number of pieces of string that measured 4 ½ inches compare to the number of pieces of string that measured 5 inches?
Critical Point: To give parents an opportunity to measure and create a line plot to display length measurement data.
Materials: String of different lengths, pre-made line plot on butcher paper/chart paper, post-it notes, rulers/measuring tape
Step-by-Step Directions:
Before the training, you will want to prepare string/yarn of different lengths to the nearest inch, half inch or quarter inch. You will also want to prepare a pre-made line plot on butcher paper or chart paper with a title of “Length of String to the Nearest Half Inch.
Pass out the string to each parent with post-it notes, rulers/measuring tape.
Give the parents time to measure the string/yarn and record their length on a post-it note.
Have the parents display their data on the pre-made line plot displaying the length of their string.
Pose the questions on the slide to get them to think deeper about the data.
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23. What are some ways you could incorporate this at home?
Sample Line Plot Task
What questions could you ask your child to get them to think deeper about the data?
What are some ways you could incorporate this at home?
Critical Point: To show the parents other examples of questions that deal with displaying length measurement data on a line plot.
Step-by-Step Directions:
Share the example question from the Florida State Assessment item specifications.
Discuss how the previous task would prepare students for this question.
Pose the question, “What questions could you ask your child to get them to think deeper about the data?” Give think time and time discuss as a group.
Pose the question, “What are some ways you could incorporate this at home?” Discuss ways that parents could implement these types of tasks at their home.
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24. Other Examples of Mass/Liquid Volume Problems in 3rd Grade
Critical Point: Share the different problems children will be exposed to in 3rd grade involving mass/liquid volume.
Step-by-Step Directions:
Share the problems your child will see. Pose the question, “How do the two problems compare?” Parents should realize that on both problems children are having to determine liquid volume using the intervals and then find the difference between two containers/beakers. They should also realize that the difference is in one children are estimating and the other is finding actual difference.
Pose the question, “What hands-on experiences would my child need to be successful at these two questions?”
Trainer Notes: Parents should see that they are not only having to read the liquid volume, but also some problems with addition/subtraction. The first problem they are having to read the container first (determining the intervals of the beaker) and then subtract so it would be 23-10=13 ml as the difference. The second problem the child is having to estimate the liquid volume and then subtract to find the difference.

25. Take it Home and Try It! DO TRY THIS AT HOME!
Warning: Implementing this engaging activity will result in an increase in motivation and long-lasting learning.
Purposeful Practice:
Use an analog clock at home. Have your child frequently use the clock to tell the time.
Telling Time & Elapsed Time Matching Games.
Have your child keep track of the time you left your house and arrived at your destination for the elapsed time.
Have your child keep track of their tasks for the day in a table, then determine the end time for each task.
Have your child measure objects at home to the nearest inch, half inch and quarter inch, then display the data on a line plot.
Critical Point: To give parents purposeful practice and resources to use at home to reinforce understanding of measurement.
Step-by-Step Directions:
When the slide appears, there are “purposeful practice” tasks. Go through the different details and encourage parents to look in their packet at the resources.
Encourage them to try it at home and use those as a guide to develop their own meaningful problems and tasks.
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26. This Connecting Academics and Parents Workshop was made possible in part by a grant from Carnegie Corporation of New York. The statements made and views expressed are solely the responsibility of the author.
Critical Point: This slide is only shared at Train the Trainer session for delivery model options.
Step-by-Step Directions:
1. Share slide to help teachers/trainers think through implementation of this training.