Skye Kapinus

Telling Time Review

3rd Grade

Learning Goal(s) (Content Standard)

Students will show knowledge in measurement and data by solving measurements and estimation of intervals of time. Also by representing and interpreting data. Students will 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. Students use observations and prior knowledge to make conjectures and construct arguments. Compare and contrast logical arguments and identify which one makes the most sense. Justify the approach used, including how it fits in the context from which the data arose. Listen, understand, analyze and respond to the arguments of others. Identify and explain both correct and flawed logic. Students will be able to identify each hand on the clock. Students will be able to identify minute hand intervals. Students will be able to identify quarters on clock face and their meaning. Students will be able to tell the correct time on the clock by looking at the hands and face of the clock. Students will build confidence in themselves by going over previous knowledge. Pre-assessment of previous knowledge of clock/time terminology. Assessing during the slides to see what they know and see if they know how to problem solve by looking at the clock. Assessing by questioning their reasoning behind answers Smart board Telling time program 5 minutes to explain procedure and introduce lesson 10 minutes to pre-assess knowledge and previous knowledge 5 minutes to assess how well they can problem solve on first slide 15 minutes to assess and question reasoning and solidify/build on previous knowledge 5 minutes to re assess level of difficulty, review then close. +_____ 40 total minutes Introduce why I am teaching the lesson. Then I will introduce the lesson itself. I will ask questions about the clock/time and figure out what previous knowledge they have and what I may need to go over again. Once we have reviewed, I will go through the slides and have them (one student at a time) write the answer of what time the clock is showing on the smart board. Once that student has given an answer I will ask the class if it is correct and ask them to explain their reasoning as to why. As we are going on the slides I will review problem areas and prompt class to figure out the correct solution. Once I have gone through the slides and/or the class has shown proficiency I will ask how they feel? If they have any questions? Then do a quick final review then close. How much previous knowledge do they have? What is too easy? Too hard? Is the lesson too long? Will it be enough interaction to keep them engaged? We will also review the clock/time terminology to see what they remember or any

Instructional Objectives

Assessment (Criteria/Look Fors)

Materials Time (Total & Specific)

Instruction Procedures Introduction Demonstration Participation Practice

Questions Academic Language

Skye Kapinus Focus Closure

Telling Time Review previous knowledge.

3rd Grade

Take a visual assessment of how well they are doing. Once the lesson seems to easy will ask if everyone is getting the lesson okay? Ask if there are any questions? Quick review of everything we went over then thank the class for being so patient and being (hopefully) a great class. We might pair up the students according to how well they did on their practice sheet if there is a vast range. This way they can figure out the game together and so that they kids who may need more help can all be grouped together. This way no kid feels discouraged if one who isnt very good at math is with a group who is. See if the lesson will hold attention span well enough with interactions.

Student Accommodations

Self Reflection

LONG FORM LESSON PLAN TEMPLATE

Name: Content Area(s) Skye Kapinus Telling Time Review Date: 10/18/13 Grade(s): 3rd