Temperature Changes
Objective To guide children as they read and show temperatures
and solve number stories about temperature changes.
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Teaching the Lesson
Key Concepts and Skills
• Count by 10s and 2s from a multiple of 10. [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
Family
Letters
Assessment
Management
Common
Core State
Standards
Ongoing Learning & Practice
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 100
Children practice and maintain skills
through Home Link activities.
Children review thermometers and compare
Fahrenheit and Celsius scales. Children solve
temperature-change problems, including
change-to-less, using change diagrams.
Curriculum
Focal Points
Differentiation Options
READINESS
Comparing Thermometers
Math Masters, pp. 101 and 102 (1 per child)
Math Masters, p. 103 (1 per 2 children)
transparency of Math Masters, p. 101
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.
Ongoing Assessment:
Recognizing Student Achievement
Use journal page 90. [Measurement and Reference Frames
Goal 5]
Materials
Math Journal 1, pp. 87, 90, and 91
My Reference Book, pp. 116–118
Home Link 43
transparency of Math Masters, p. 432
(optional) Class Thermometer Poster
(°F/ °C) index card or ruler (optional) slate
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 101. Make several copies
of Math Masters, page 102 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. 170–172
266
Unit 4
Addition and Subtraction
Interactive
Teacher’s
Lesson Guide
Mathematical Practices
SMP1, SMP2, SMP4, SMP5, SMP6, SMP7
Content Standards
Getting Started
2.OA.1, 2.MD.6
Mental Math and Reflexes
Math Message
Children practice counting by 10s and 2s from a multiple of
10. Counting by 2s is a useful skill for reading temperatures
on a thermometer with a scale having 2-degree intervals.
At what temperature does water freeze
(turn to ice)? 32°F or 0°C
The class counts orally in unison:
Home Link 4 3 Follow-Up
by 10s from 0 to 100.
by 2s from 60 to 70.
by 2s from 20 back to 10.
by 2s from 0 to 20.
by 10s from 100 back to 0.
by 2s from 60 back to 50.
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
WHOLE-CLASS
DISCUSSION
(Math Journal 1, p. 87)
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 10 degrees is written as a number.
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
Ask:
KINESTHETIC
Date
On which thermometer are the distances between degree
marks greater? Celsius
●
43
Fahrenheit
Thermometer
Celsius
Thermometer
°F
°C
230
110
220
210
200
Water
boils.
212°F, 100°C
100
VISUAL
1. Use a thermometer to measure and
record the temperatures of the following:
80
21
°C
130 °F 55
43 °F 6
°C
70
a. your classroom
b. hot water
from a faucet
90
180
c. ice water
°F
°C
Sample answers
170
160
70
2. Which temperature makes more sense?
Circle it.
150
60
140
a. temperature in a classroom:
130
50
120
100
90
Normal body
temperature
98.6°F, 37°C
40
At what Fahrenheit temperature does water freeze? 32°F
At what Celsius temperature does water freeze? 0°C
40
Room
temperature
70°F, 21°C
30
20
10
0
20
10
50
40°F or 70°F
b. temperature of hot tea:
100°F or 180°F
30
80
60
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.
Temperatures
70
●
TACTILE
Time
LESSON
110
●
Student Page
190
Between the multiples of 10 degrees, the longer degree marks
are spaced at 2-degree intervals; for example, at 72, 74, 76,
and 78 degrees.
c. temperature of a person with a fever:
100°F or 100°C
d. temperature on a good day for
ice-skating outside:
Water
freezes.
32°F, 0°C
0
-10°C or 10°C
–10
–20
–10
Math Journal 1, p. 87
EM3cuG2MJ1_U04_80_111.indd 87
12/22/10 12:00 PM
Lesson 4 4
267
Solving “How Much Warmer
Unit
WHOLE-CLASS
ACTIVITY
(Cooler)?” Problems
°F
(Math Masters, p. 432; My Reference Book, pp. 116–118)
?
50
Algebraic Thinking You may wish to review change diagrams by
reading My Reference Book, pages 116–118 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).
70
Adjusting the Activity
Have children count by 5s or 10s
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
Using temperatures that are multiples of 5 or 10, pose several
temperature-change problems like those below. Have children
write the answers on their slates.
●
It was 50°F at 9 o’clock in the morning and 70°F at noon. Did
it get warmer or cooler? warmer
●
By how many degrees? 20°F
Have children share their solution strategies while you write the
information in the change diagram you displayed. Write:
1. 50 in the Start box.
2. 70 in the End box.
+ 10
3. ? on the Change line.
+ 10
50
60
70
NOTE Open number lines can provide a
visual representation of solution strategies.
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 20 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 +20 on the Change line.
●
Student Page
Fill in the change diagram by writing:
1. 40 in the Start box.
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 50°F.
The afternoon temperature was 63°F.
What was the temperature change?
You don’t know
the change number.
Change
Start
50
End
?
You know the
starting number.
63
You know the
ending number.
Number model: 50 ⫹ 13 ⫽ 63
The temperature change was ⫹13°F.
Try It Together
Take turns with a partner making up and solving number stories.
My Reference Book, p. 118
268
It was 40°F at 6 o’clock. By 10 o’clock, the temperature
had gone down 30 degrees. What was the temperature at
10 o’clock? 10°F
Unit 4 Addition and Subtraction
2. -30 in the Change box.
3. ? in the End box.
Model the change on the number line. Sketch an open number
line.
Remind children that the minus sign in -30 indicates a change
to less: The temperature goes down, and it gets colder. When
children conclude that the final temperature is 10 degrees, write
10 in the End box.
Expand the range of temperatures to include two 2-digit numbers
whose difference is a multiple of 10. For example:
●
If the temperature is 72°F and then goes down 20 degrees,
what is the new temperature? 52°F
Student Page
Reading and Showing
PARTNER
ACTIVITY
Temperatures and Solving
Temperature-Change Problems
PROBLEM
PRO
P
RO
R
OBL
BLE
B
LE
L
LEM
EM
SO
S
SOLVING
OL
O
LV
VIN
IN
ING
Date
Time
LESSON
44
Write the missing number in each End box.
2.
Change
Start
(Math Journal 1, pp. 90 and 91)
+20
30
Start
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.
Journal
Page 90
Unit
Then fill in the End thermometer to show this number.
1.
Ongoing Assessment:
Recognizing Student Achievement
Temperature Changes
End
Start
50
40
End
°F
50
End
-10
°F
50
40
40
40
30
30
30
30
4.
Change
Start
-20
70
Start
70
Use journal page 90 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.
Change
End
Start
50
44
End
°F
End
-10
50
34
End
Start
°F
70
°F
50
40
3.
30
End
Start
°F
50
°F
Change
°F
50
60
60
40
40
50
50
30
30
°F
[Measurement and Reference Frames Goal 5]
Math Journal 1, p. 90
EM3cuG2MJ1_U04_80_111.indd 90
2 Ongoing Learning & Practice
Solving Parts-and-Total
12/22/10 12:00 PM
Adjusting
the Activity
On journal pages 90 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.”
INDEPENDENT
ACTIVITY
Number Stories
(Math Journal 1, p. 89)
AUDITORY
Algebraic Thinking Children solve parts-and-total number stories.
They complete parts-and-total diagrams and write number models.
Student Page
Date
LESSON
44
KINESTHETIC
TACTILE
VISUAL
Student Page
Time
Date
Parts-and-Total Number Stories
Time
LESSON
44
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.
Temperature Changes
continued
Fill in the missing numbers for each diagram.
Try This
5.
6.
Change
Start
+10
42
1. Jack rode his bike for 20 minutes on Monday.
He rode it for 30 minutes on Tuesday. How
many minutes did he ride his bike in all?
Answer:
ELL
Start
60
?
50 minutes
Change
End
Start
52
76
80
°F
60
60
End
Start
End
°F
End
-16
°F
°F
80
(unit)
Number model:
20 + 30 = 50
20
30
2. Two children collect stamps. One child has
40 stamps. The other child has 9 stamps. How
many stamps do the two children have together?
Answer:
?
49 stamps
Number model:
50
70
70
40
40
60
60
7.
8.
Change
Start
(unit)
40 + 9 = 49
50
40
+13
40
9
Try This
Start
60
Change
End
Start
53
92
Start
End
°F
60
End
-12
°F
100
80
End
°F
100
°F
3. 25 children take ballet class. 15 children
take art class. 5 children take a sports class.
In all, how many children take the three classes?
45 children
Answer:
Sample answer: (unit)
Number model: 25 + 15 + 5 = 45
Total
Part
Part
25 15
Part
50
90
90
40
40
80
80
5
Math Journal 1, p. 89
EM3cuG2MJ1_U04_80_111.indd 89
50
?
Math Journal 1, p. 91
1/21/11 2:27 PM
EM3cuG2MJ1_U04_80_111.indd 91
12/23/10 11:00 AM
Lesson 4 4
269
Student Page
Date
Math Boxes 4 4
Time
LESSON
䉬
1. Solve.
2. LaVon has $1.00 and spends
Unit
11
73¢. How much change does
she get?
⫽6⫹5
16 ⫹ 5 ⫽
46 ⫹ 5 ⫽
81
21
51
91
3. Estimate.
4. Write 3 names for $2.00.
$2.00
Is 49 closer to 40 or
closer to 50?
50
Sample answers:
$1.00 ⫹ $1.00
8‰
2Á
Is 121 closer to 120 or
closer to 130?
120
Is 214 closer to 210 or
closer to 220?
(Math Journal 1, p. 92)
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.
27¢
⫽ 76 ⫹ 5
86 ⫹ 5 ⫽
INDEPENDENT
ACTIVITY
Math Boxes
4 4
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 80 and added 20; I subtracted
73 from 100.
210
5. Circle the number sentences
6. Draw the other half of the
that are true.
shape and write the name of it.
11 ⫹ 4 ⫽ 4 ⫹ 11
Home Link 4 4
INDEPENDENT
ACTIVITY
(Math Masters, pp. 99 and 100)
17 ⫹ 8 ⫽ 8 ⫹ 17
20 ⫺ 1 ⫽ 1 ⫺ 20
circle
54
Math Journal 1, p. 92
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
SMALL-GROUP
ACTIVITY
READINESS
Comparing Thermometers
(Math Masters, pp. 101–103)
Home Link Master
Name
Date
HOME LINK
4 4
䉬
Family
Note
Time
Temperature
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; 40, 42, 44, 46, 48, 50 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. 30
2. 40
°F
20
20°F
10
4. 110
100
90
3. 60
°F
30
34°F
20
°F
5. 60
96°F
50
40
50
48°F
52°F
40
6. 80
°F
°F
°F
70
60
73°F
15–30 Min
ELL
To provide experience with comparing temperatures using a visual
model, have children solve problems using the thermometer on
Math Masters, page 101. For each problem, children place one of
the thermometer pieces from Math Masters, page 102 on the paper
copy of the thermometer on Math Masters, page 101 (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 101, 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
101. 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 103.
Example:
Place the 40-degree piece on the paper copy of Math Masters,
page 101.
Draw a line for 50 degrees on the transparency.
Math Masters, p. 99
270
Unit 4 Addition and Subtraction
Lay the transparency over the paper copy of Math Masters,
page 101.
Home Link Master
Say: Imagine that the temperature this morning was 40 degrees,
but now it is 50 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 10 degrees.
ENRICHMENT
Writing Number Stories
SMALL-GROUP
ACTIVITY
15–30 Min
about Thermometer Experiments
Name
Temperature
4 4
䉬
Time
continued
Fill in each thermometer to show the temperature.
7. Show 44°F.
8. Show 102°F.
°F
50
110
9. Show 60°F.
80
°F
40
100
70
30
90
60
10. Show 56°F.
60
11. Show 38°F.
°F
50
°F
12. Show 27°F.
°F
30
50
40
20
40
30
10
°F
Practice
Add or subtract.
13. 30 ⫹ 40 ⫽
97
15.
17.
(Math Masters, p. 419)
To provide experience with temperature changes using a concrete
model and to explore writing change number stories, have
children participate in a temperature experiment.
Date
HOME LINK
70
⫽ 7 ⫹ 90
16.
26
18.
53
⫺ 3
35
14. 75 ⫺ 40 ⫽
⫹
⫽ 46 ⫺ 20
60
8
68
50
Math Masters, p. 100
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 30 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 30 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.
Teaching Master
Name
LESSON
4 4
䉬
Date
Time
Comparing Temperatures
Solve the following problems. Use the thermometer and
temperature bars to help you.
1. Find the difference between 20⬚ and 50⬚.
2. Find the difference between 12⬚ and 30⬚.
3. Find the difference between 23⬚ and 60⬚.
4. If it was 37⬚ in the morning and 43⬚ by lunch
time, how much did the temperature go up?
Name
LESSON
4 4
䉬
30°
18°
37°
6°
Date
Time
Comparing Temperatures
Solve the following problems. Use the thermometer and
temperature bars to help you.
1. Find the difference between 20⬚ and 50⬚.
2. Find the difference between 12⬚ and 30⬚.
3. Find the difference between 23⬚ and 60⬚.
4. If it was 37⬚ in the morning and 43⬚ by lunch
time, how much did the temperature go up?
30°
18°
37°
6°
Math Masters, p. 103
Lesson 4 4
271