# Lincoln Portfolio

Autumn Bybee
ED 434:01
April 3, 2017
2

Lincoln Portfolio
The goal for this unit was for my third graders to learn how to tell time. I expected them
to understand how to read a digital clock, an analog clock, compute elapsed time, understand
basic story problems involving time, and using a number-line to do elapsed time. The plan is for
my students to first learn how to read a digital and analog clock, and then move on to doing
elapsed time in two different ways. The first way is giving them two times and seeing how much
time has passed. The second way is by given a time and saying so much time has passed and
computing the new time. After elapsed time the goal is for the students to have enough
understanding to use story problems to create a number-line and demonstrate time.
The standard my unit is based on is: CCSS.MATH.CONTENT.3.MD.A.1, “Tell and
write a time to the nearest minute and measure time intervals in minutes. Solve words problems
involving addition and subtraction of time intervals in minutes, e.g., by representing the problem
on a number line diagram.” My co-teacher and I broke this into three separate goals that we
based all of our lessons on. These goals are:

1) Tell and write time to the nearest minute and measure time intervals in minutes.
2) Solve word problems involving addition and subtraction of time intervals in minutes.
3) Representing the problem on a number line diagram.
These goals were picked based off of the standard and based off of our student’s needs.
My students are in a lower academic level. They did not have the background needed and by
choosing this objective it will provide my students with a good start towards understanding how
to read time and how to compute elapsed time.
To come up with these goals I used the information given from the classroom teacher.
She explained how broad of a range our students were going to have and that they will need
additional support. I also observed the classroom and was able to pick out immediately who was
going to need one on one support and who will have an easier time developing their knowledge
of time. I also used a pre-assessment that showed exactly where my students were and where my
co-teachers students were.
3

Pre-assessment
The goal of the pre-assessment is to assess the student’s strengths, weakness, knowledge,
and skills proper to the instruction. I want to see where the students are at in a way that covers
multiple methods. To do this I know I have to create a pre-assessment that will tell me where
their base level is and where their ceiling level is.
From the pre-assessment information the plan is to create lesson plans specifically
designed for helping my students begin to gain mastery of the concept of time. In my pre-
assessment the topics that will be in the written assessment is reading an analog clock,
computing elapsed time in two ways, finding time in story problems. In the oral pre-assessment
students will be assessed on digital clocks, reading analog clocks, elapsed time in a story format,
and create a number line. This multiple data sources of observation, written, and oral will create
rich data needed to create higher-learning lesson plans.
The pre-assessment was reliable, valid, and unbiased. In my specific group it showed me
what my students understand. For example none of them missed reading a digital clock this was
something that they all knew. It also showed me where each of their ceiling levels are. I had no
students get 100% on the pre-assessment this showed me that there were areas to work on.
Examples of some of the things they needed to work on were: what an hour hand does once it
reaches 60 minutes, how to calculate elapsed time, how to do a number line, and how to read
story problems. When grading the students I stuck with the same key in order to help create an
unbiased assessment.
The pre-assessment was administered by having the students sitting at their table and my
co-teacher pulled students aside for the oral part while I observed. The students were allowed to
use an analog clock to reference as needed. This was sometimes a distraction for some of the
students. The assessment was given in the morning on March 15, 2017 and was done
individually. The students were given 40 minutes to complete the assessment they were able to
finish by 35 minutes. The time they had to complete the test was an adequate amount of time. As
students finished early I had them practice drawing the analog clock to become more familiar
with it. Once all the students had completed their assessment we sat in a circle and I asked then
questions. Some of these questions included, “what was hard?” “What was easy” and “what
thought process during the assessment; it was in a whole group form and was for a brief amount
of time. The content demonstrated their abilities accurately
If I was to change anything about my pre-assessment I would have a larger variety of
questions that focused on reading clocks down to the minute not just by 5’s and 10’s. I would
also add more clear directions to the story problems, showing how they were connected because
many students did not understand their connection. Finally, I would monitor my students more
intently, having a clipboard with their names and a comment section so I could write down some
of their reactions and questions on the spot to create richer data.
4

Written Pre-Assessment Key:

Directions: Write the time that each activity ends.

Begins Lasts Ends:
6:30
1. Taking a walk 6:00 30 minutes _________________
9:00
2. Washing the car 8:30 30 minutes _________________
2:20
3. Cleaning your room 1:20 1 hour _________________
2:45
4: Reading a book 2:25 20 minutes _________________
9:05
5. Setting the table 9:00 5 minutes _________________
10:30
6. Washing dishes 10:00 30 minutes _________________
6:00
7. Planting a flower 5:40 20 minutes _________________
4:00
8. Playing a game 3:15 45 minutes _________________
2:35
9. Raking a yard 2:25 10 minutes _________________
5:00
10. Playing outside 4:00 1 hour _________________

Directions: Write how long each activity lasts. Include minutes or hours.

Begins Ends Lasts

Example: Painting 8:00 8:30 30 minutes______

11. Walking to school 9:00 9:25 ____25 minutes______

12. Riding your bike 4:15 4:45 ____30 minutes______

13. Swimming 10:10 11:10 ____1 hour__________

14. Eating dinner 7:30 8:00 _____30 minutes_____

15. Jumping rope 1:40 1:45 _____5 minutes______
Directions: Write the time represented by each of the clock faces below. 5

_2_:_00 _6_:_00_
_7:_00_

_9_:_30_ __1_:_30_
_6_:_30

z

_11_:_45 _4_:_20_ _5_:_25__

1. Robert and his family are going to visit his uncle Joe for dinner. If it takes 4 hours to get to
his uncle’s apartment, and they leave their home at 10:00 a.m., what time will Robert arrive
at his uncle’s place?
2:00 p.m

2. Emily, Robert’s sister, says she should get to pick the radio station for ½ the trip, and her
dad says that’s fair. For how long will the family be listening to Emily’s chosen radio station?

2 hours

3. Before they leave on the trip, Robert and Emily play in the backyard from 8:30 to 9:15.
How long did they play in the backyard?
45 minutes
6

Oral Pre-assessment Key
1. Show the students a digital clock. What time is shown here?
*Depends on the time it is

2. Showing the students the analog clock. The time on the clock should say 6:00. Ask the
students what time this is? 6:00

3. Show the students the clock. The time on the clock should say 12:30. What time is this?

12:30

4. Read this sentence to the child. “I started walking my dog at 5:00 I walked my dog for 1
hour. What time is it now?” *Hand the student the clock, let them show you the answer.
5. 6:00

6. Read this sentence to the child. “Jamey began her walk at 7:00, it lasted two hours and
thirty minutes. Can you show on a number line how many hours and minutes have
elapsed during the walk?” 9:30

7

Pre-assessment Results

Mean Median Mode Range
Front Page 7.66 6 6 4-12
Back Page 6.16 7 8 1-8
Oral 3.66 4 4 2-5

The pre-assessment tells me that the students are in a wide range of knowledge on the
concepts I am going to teach. Starting at the front page, I have a student who received a 4 out of
15 as well as a student who received a 12 out of 15. This shows me that one of the student’s
needs to learn all of the background knowledge while another student is ready to move on to
more advanced concepts. As the pre-assessment continued onto the back page I noticed a lot
more students were challenged and had a difficult time reading the analog clocks. I have a
student who received a 1 out of 12 and another student who scored 8 out of 12. The range of this
data shows that my students need to have built in differentiation in order for the students to be
pushed to their maximum potential. In the final portion of the test I discovered the range of 2 out
of 5 and 5 out of 5. This shows similar results as the other two assessments. This means the data
is aligned with each other and by looking at individual date the students who are doing well did
well across the board and the students who struggled will need additional help in all areas. The
reading an analog clock and understanding elapsed time.

Based off of the pre-assessment there were specific items that showed me some of the
concepts my students were confused on. They are:

 Mixing up the hour and minute hand.
 Not exchanging to another hour after 60 minutes
 Doing some elapsed times like #12: 4:14-4:45
 If the hour hand is in between two hours they didn’t know which time to pick.
 How to create a number-line
8

These concepts are ideas that I need to build into my lesson in order to help clear up some of
their confusion. I plan on repeating some of the more basic ones every lesson to help engrain
those concepts they do not have a background knowledge in.

The students have strengths in: Reading digital time, 5 minute interval time, 20 minute interval
time, they are also good at setting their analog clocks to match the time shown on their
worksheets.

The areas of weakness and difficulties: These are listed above but to summarize they need help
reading an analog clock correctly, and doing larger elapsed time intervals.

Graph by Item Number for front:

7

6

5

4
Correct
3 Wrong

2

1

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Graph by Item Number for Back

7

6

5

4
Correct
3 Wrong

2

1

0
1 2 3 4 5 6 7 8 9 10 11 12
9

Graph By Item for Oral

7

6

5

4
Correct
3 Wrong

2

1

0
1 2 3 4 5

Graph by Individual Students for Front

14

12

10

8
Correct
6 Wrong

4

2

0
Braxton Brinlee Olivia Tino Taylor Charly
10

Graph by Individual Students for Back

12

10

8

6 Correct
Wrong

4

2

0
Braxton Brinlee Olivia Tino Taylor Charly

Graph by Individual Students for Oral

6

5

4

3 Correct
Wrong

2

1

0
Braxton Brinlee Olivia Tino Taylor Charly
11

Reflection:

Based on the pre-assessment I will start my lesson by teaching them the basics of reading
an analog clock and having them practice doing this. I will have two different worksheets. One
will be for the students who are at a higher level like Tino who is ready to read clocks down to
the minute. The other will be for the students who are on a lower level and need practice reading
clocks to the 5’s and 10’s. The pre-assessment gave me a clear perspective and when my co-
teacher and I were going over it we rearranged some of the groups to meet their individual needs.
The data did show what the students have mastered and what they still need to work on.

The pre-assessment has also shown me some of the students who are going to work well
with each other in groups and others who I will have to monitor. My pre-assessment has shown
me where they can grow in an accurate valid way. I think that as I move forward with the lessons
and get to know the students better and adapt the lessons for them I will be able to see a lot of
growth at the end of the unit.
12

Lesson #1:

Date Taught: 3/20/17
Topic: Analog Clocks
Standard: CCSS.MATH.CONTENT.3.MD.A.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.
Lesson Plan #1: Reading Analytical Clocks and Recording Time
Names: Autumn Bybee and Laura Ray
Lesson Type/Co-teaching Method: Team Teaching
Objective: Tell and write time to the nearest minute and measure time in intervals.
Student Friendly Objective: Students will be able to read and provide a written record for analog
clocks independently by using analog clocks.

Assessment Plan: Assessment will be informal during the guided practice. They will be assessed
on if they can match the time on their paper to a time on a clock and on their explanation of how
they were able to make the clock say the time on the paper. During Individual practice we will
collect their worksheets to document any growth from the pre-assessment.

Materials Needed: Analytical clocks, worksheet
Key Vocabulary: AM- ante meridiem (before noon), PM- post meridiem (after noon), Hour,
Minute

Expectations: We expect the students to follow directions, respect their peers, raise their hands.
If the students do not follow the procedures and rules we set into place we will move them closer
to us and further from the cause of their distraction.
Braxton: We expect Braxton to have self-control and focus on completely the assignment in front
of him.
Taylor and Brinlee: We will separate them so they are able to focus on the lesson and do their
independent practice alone so we can better assess where they are as an individual.
Phen, Kyler, Linus: We will separate these boys, keeping in mind that Olivia and Phen do not get
along.

Anticipatory Set:
-The teacher will introduce the lesson my explaining to the students that we will do a fun activity
to begin the lesson.
- The teacher will explain that they are going to have the opportunity to guess how long one
minute is.
- Instruct the students to close their eyes.
- Explain to the students that each child should raise a hand when he or she thinks one minute is
up.
- The teacher will explain that she will clap her hands when the minute is up.

Modeling/Instruction Inputs: Have the class count by 5’s.Then have a few come up and show on
the clock how to count by 5’s. Go over vocabulary.
13

Guided Practice: Students will be given analytical clocks and pieces of paper with that are
different colors. The paper will have a time on it based on their previously assessed level (i.e
8:00, 9:30, 10:05, 11:47). The students will find that time on their clocks then come up to the
front and show everyone their answer and say their problem. Then as a group we will show the
students how to get the answer.

Independent practice/application: Students will do a worksheet independently. The higher level
children will have one worksheet, and the lower level children will have another.

Closure: What patterns did you see on the clock? (Count’s by 5’s) What does AM mean? What
does PM mean? By closing your eyes, how many of you think you could do this by yourself,

Differentiation: If a child is struggling a teacher can help them. If many children are struggling,
teach as a whole group.

Grouping: Whole Group,
High Group: Kyler, Aaliyah, Lucy, Linus, Tino, Taylor
Low Group: Olivia, Phen, Braxton, Charly, Brinlee

Reflection:

After this lesson I was able to see where some of the students had there misunderstanding
during the pre-assessment. Once we pointed out the patterns of the 5’s and which hands were the
minute hand and the hour hand it was a lot easier for them to understand how to read the clocks.
The differentiation we did was during the guided practice as well as the worksheets. Choosing
specific numbers for each of the students really benefited in challenging them and helping them
to master the concept.

Some of the things I would change during this lesson is more co-planning with Laura.
There was a few moments that neither of us had anything to say so there was some down time
that was not useful. In the future we plan on planning together and making sure we both are
aware what we are teaching and how we are going to teach it. There was also some unexpected
moments with some of the students. For instance Olivia understands the content better then I
expected even when her aid was not near her. Braxton needs to be constantly reminded to pay
attention and is struggling to understand time. I have found that if I ask the right questions with
him then he can work through the problem on his own.

Based off of the individual data I got from their worksheets I feel like my students are
ready to move on to elapsed time. They have the background knowledge they need in order to
understand how it works on an analog clock. Laura and I are going to move forward with our
plan to teach them together again. We will switch up the groups next time to see if some of the
students need a little but more of a challenge.
14

Lesson #2:

Date Taught: 3/22/17
Topic: Elapsed Time
Standard: CCSS.MATH.CONTENT.3.MD.A.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.

Lesson Plan #2: Elapsed Time
Names: Laura Ray and Autumn Bybee
Lesson Type/Co-Teaching Method: Supplemental Teaching

Objective: Solve word problems involving addition and subtraction of time intervals in minutes.
Student Friendly Objective: Students will be able to independently use a analog clock to find the
elapsed time between two analog clocks.

Assessment Plan: Assessment will be their guided practice worksheets to see if they could read
time, and figure out how much time has elapsed. It will also be their independent practice
worksheet.

Materials Needed: Analog clocks, worksheets

Key Vocabulary: Half past: half an hour after a stated time. Quarter to: fifteen minutes to the
stated time. Half hour: a period of 30 minutes.

Expectations: We expect the students to follow directions, respect their peers, raise their hands.
If the students do not follow the procedures and rules we set into place we will move them closer
to us and further from the cause of their distraction.
Braxton: We expect Braxton to have self-control and focus on completely the assignment in front
of him.
Taylor and Brinlee: We will separate them so they are able to focus on the lesson and do their
independent practice alone so we can better assess where they are as an individual.
Phen, Kyler, Linus: We will separate these boys, keeping in mind that Olivia and Phen do not get
along.

Anticipatory Set: Sand Clock. How much time passes from when I turn this sand timer over until
all of the sand runs out?
1. Have students record their prediction after watching the sand run out.
3. Turn it over again, allowing them to change their prediction. Ask for students to share
predictions.
4. Discuss as a class- Can we know exactly how much time has passed? How? Interject that,
just like a ruler, clocks must conform to a standard (permanent value). Use timer to
measure how much time it takes the sand to run out.
5. How many stars can you draw on your paper in the amount of time it takes the sand to
run out? Predict, then count actual.
15

6. How long is one minute? (sixty seconds)
7. How many jumping jacks can you do in one minute? Choose a partner. Write your
prediction, begin timer, record actual. Switch.

Modeling/Instructional Inputs: Go over vocabulary. Model what they are going to do for the
guided practice. Model how to find the answer. Model the correct, respectful ways to go around
the room without disturbing others.

Guided Practice: I-Spy. Post paper analog clocks around the room. Students go around the room
and record the times on the clocks. For more of a challenge, write “What will the time be in ____
minutes?” underneath each clock. After students record the time on the clock, they have to figure
out what the time will be in a certain number of minutes.

Independent Practice/Application: The students will do a worksheet with elapsed time scenarios
on it. They will also have their own analog clocks to help them when needed.

Closure: What part does elapsed time play in our daily lives? What does half past mean? What
does quarter too mean? What is a half hour?

Differentiation: If a child is struggling, a teacher may help them, or they may be given a partner
to help them. If many children are struggling then the instruction should be whole group so that
all can be helped.

Grouping:
Low group: Phen, Braxton, Brinlee, Tino, Olivia
High group: Kyler, Aaliyah, Linus, Lucy, Charly, Taylor
16

Reflection:

Based off of the data gathered during this lesson plan Laura and I have decided to teach
completely different lessons on the third day. The students in my group need additional help in
understanding how to read an analog time and additional help in elapsed time.

Olivia: Olivia’s aid helps her to complete the work, because of this it is hard to gage where
Olivia is because she is helped every step of the way. Olivia will be left in the lower group to
help her retain some of the background knowledge she has learned during the two lessons.

Braxton: Braxton is struggling to retain the information. He gets the hour and minute hand
confused often. He also forgets the minute hand goes by fives. Braxton gets distracted easily and
needs to be reminded to stay on task. He says things like “this is hard” and then gives up on the
worksheet.

Brinlee: Brinlee is eager to learn the content, she tries her hardest but is missing some of the
concepts like how the clock changes and hour for every 6o minutes. She also has a hard time
remembering what to do if the clock is in between two hours. Brinlee will stay in this group to
play the review game in lesson 3 to solidify some of the concepts she learned this time.

Taylor: Taylor was placed in the higher group during this lesson. Laura said she tried her best but
struggled with some of the basic content. This was reflected on her worksheet she did. Taylor
will be joining the lower group for the review game to practice her background knowledge.

Tino: Tino was in the higher group during this lesson. Tino excels in the higher group and will
be left there. He is ready to move on to new content as reflected from his worksheet. He will be
staying in the higher group for lesson 3.

Charly: Charly was placed in the higher group for this lesson. During the first lesson she
excelled. She struggled in the higher group and missed many problems but was confident in all
of her answers. She will be placed in the lower group to review \some of the content during the
third lesson instead of moving on.
17

Lesson #3:

Date Taught: 3/27/17
Topic: Review Analog Clocks and Elapsed Time
Standard: CCSS.MATH.CONTENT.3.MD.A.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.
Names: Laura Ray and Autumn Bybee
Lesson Type/Co-Teaching Method: Supplemental Teaching
Student Friendly Objective: Students will be able to review analog clocks and elapsed time as
well as add information to these concepts using a review game and worksheets.
Assessment Plan: To assess the students I will be doing an observation, and two worksheets.
One worksheet will be given during guided practice review games to create a written record. The
other worksheet will be given during individual practice.
Materials Needed: Analog clocks, time-review card game, pencil, recording worksheet,
individual worksheet
Key Vocabulary: Half past: half an hour after a stated time. Quarter to: fifteen minutes to the
stated time. Half hour: a period of 30 minutes.

Expectations: We expect the students to follow directions, respect their peers, raise their hands.
If the students do not follow the procedures and rules we set into place we will move them closer
to us and further from the cause of their distraction.

Anticipatory Set: The students will do jumping jacks for 1 minute to see if they can beat the
amount they did during the last lesson.

Modeling/Instructional Inputs: I will model for the students how to read an analog clock and
we will do it together. I will also discuss with them which hand is the minute and which hand is
the hour. We will talk about what the hour hand does when it reaches 60 minutes.
Guided Practice: The students will be given sheets to record their answers. I will hold up a
clock with a time on it. The students will put it on their clocks and write down the time. I will
scaffold this by giving the students who can do it individually more cards to do on their own and
help them rotate through the cards. I will help the students who are not ready to do it
individually.
18

Independent Practice/Application: The students will be given worksheets to do individually
after practicing reading the clocks. These worksheets will also include more practice with
elapsed time.
Closure: What patterns did you see? By closing your eyes is this something you would feel
comfortable doing by yourself? While learning about time was there something that was easy for
you? Was there something that was challenging? Is there any more questions you have?

Differentiation: The students will be differentiated as I scaffold with the guided practice. They
also differentiated by being carefully chosen for the review activity instead of moving forward
with the rest of the group.

Grouping:
Low group: Phen, Braxton, Brinlee, Taylor, Charly, Olivia
High group: Kyler, Aaliyah, Linus, Lucy, Tino

Reflection:

Based off of the data I gathered my students are starting to understand reading analog
clocks down to the minute which is something they hadn’t had experience with before based off
the pre-assessment. I have also noticed that Braxton is making great strides in his understanding
of time. I also have some concerns with Charly, she still seems confident in herself and her
answers but she is missing many problems. If I was to do this lesson again I would spend some
more one on one time with Charly because she could benefit greatly from that. I also am seeing
that Phen is showing some strength in time. During the lesson I had two aids with me one for
Olivia and one for Braxton, the aid also helped out with Phen. I could see how important it is to
Phen for him to get the correct answer and he worries about getting the wrong one and gives up.
The differentiation I did during this lesson was based off of the previous two and the pre-
assessment. Laura taught a completely different lesson but I felt like it was important to review
some of the concepts we had learned in previous lessons. I also differentiated by doing
scaffolding during the lesson. I also differentiated by making sure to spend one on one time with
each of the students even the ones with aid. By doing this I was able to further evaluate where
they each are. If I was to teach this lesson I again I would make larger cards for the guided
practice. I also would have made individualized set of cards for each student. It was challenging
to rotate all the cards and made grading the guided practice worksheet challenging because the
students often forgot to write the clock time on the right problem.
19

Post-Assessment

The goal of the post-assessment is to see how the students have grown over the last few
lessons in time. I will use the exact same assessment to evaluate their growth. In my post-
assessment the topics that will be in the written assessment is reading an analog clock,
computing elapsed time in two ways, finding time in story problems. In the oral post-assessment
students will be assessed on digital clocks, reading analog clocks, elapsed time in a story format,
and create a number line. I will use this data to help to see my student’s growth and plan for any
additional lessons that may need to be made for some of the students to gain more mastery of the
content.

The post-assessment was reliable, valid, and unbiased. In my specific group it showed me
what my students understand.. It also showed me where each of their new ceiling levels are. I
had no students get 100% on the post-assessment this showed me that there were areas to work
on. Examples of some of the things they needed to work on is: story problems and some of the
students are still struggling with what happens to the hour hand after 60 minutes. When grading
the students I stuck with the some key in order to help create an unbiased assessment.
The post-assessment was administered by having the students sitting at their table and my
co-teacher pulled students aside for the oral part while I observed. The students were allowed to
use an analog clock to reference as needed. The assessment was given in the morning on, March
29, 2017 and was done individually. The students were given 40 minutes to complete the
assessment they were able to finish by 30 minutes. The time they had to complete the test an
adequate amount of time. As students finished early I had them practice drawing the analog
clock to become more familiar with it. Once all the students had completed their assessment we
sat in a circle and I asked then questions. Some of these questions included, “what have you
learned about time?” and “Is there anything that is still hard” This additional questioning
provided answers to their thought process during the assessment; and a great way to end the unit.
It was in a whole group form and was for a brief amount of time. The content demonstrated their
abilities accurately.
20

Post-Assessment
Written Post-Assessment Key:

Directions: Write the time that each activity ends.

Begins Lasts Ends:
6:30
1. Taking a walk 6:00 30 minutes _________________
9:00
2. Washing the car 8:30 30 minutes _________________
2:20
3. Cleaning your room 1:20 1 hour _________________
2:45
4: Reading a book 2:25 20 minutes _________________
9:05
5. Setting the table 9:00 5 minutes _________________
10:30
6. Washing dishes 10:00 30 minutes _________________
6:00
7. Planting a flower 5:40 20 minutes _________________
4:00
8. Playing a game 3:15 45 minutes _________________
2:35
9. Raking a yard 2:25 10 minutes _________________
5:00
10. Playing outside 4:00 1 hour _________________

Directions: Write how long each activity lasts. Include minutes or hours.

Begins Ends Lasts

Example: Painting 8:00 8:30 30 minutes______

11. Walking to school 9:00 9:25 ____25 minutes______

12. Riding your bike 4:15 4:45 ____30 minutes______

13. Swimming 10:10 11:10 ____1 hour__________

14. Eating dinner 7:30 8:00 _____30 minutes_____
Directions: Write the time represented by each of the clock faces below. 21

_2_:_00 _6_:_00_
_7:_00_

_9_:_30_ __12_:_30
_6_:_30

z

_11_:_45 _4_:_15_ _5_:_20__

15. Jumping rope 1:40 1:45 _____5 minutes______

1. Robert and his family are going to visit his uncle Joe for dinner. If it takes 4 hours to get to
his uncle’s apartment, and they leave their home at 10:00 a.m., what time will Robert arrive
at his uncle’s place?
2:00 p.m
22

2. Emily, Robert’s sister, says she should get to pick the radio station for ½ the trip, and her
dad says that’s fair. For how long will the family be listening to Emily’s chosen radio station?

2 hours

3. Before they leave on the trip, Robert and Emily play in the backyard from 8:30 to 9:15.
How long did they play in the backyard?
45 minutes

Oral Post-assessment Key
1. Show the students a digital clock. What time is shown here?
*Whatever time is showing on the clock

2. Showing the students the analog clock. The time on the clock should say 6:00. Ask the
students what time this is?
6:00

3. Show the students the clock. The time on the clock should say 12:30. What time is this?
12:30

4. Read this sentence to the child. “I started walking my dog at 5:00 I walked my dog for 1
hour. What time is it now?” *Hand the student the clock, let them show you the answer.
6:00

5. Read this sentence to the child. “Janey began her walk at 7:00, it lasted two hours and
thirty minutes. Can you show on a number line how many hours and minutes have
elapsed during the walk?” 9:30

Reflection:
We chose to use the same assessment as we did for our pre-assessment we did this so we could
better compare where the students were to where they are now. Some of the questions could have
been changed and if I was to re-make it I would take out the story problems and the line
problems because I did not have an opportunity to teach that as deeply because I wanted to focus
on building their background knowledge.
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Post-Assessment Results

Mean Median Mode Range
Front Page 10.33 13.5 8 8-13
Back Page 8.66 9 10 7-10
Oral 4 4 5 3-5

Based on these results of the mean, median, mode, and range I am able to see growth in
my students across the board. Each of the areas has grown and my range is much higher and
closer together then what it was at the beginning. This tells me that my student who was furthest
behind has caught up to the other students. By evaluating each of these I am also able to see that
my most common number of correct score is higher than before. Overall, my students understand
time better than they did before.
The post-assessment data has helped me to see some of the error in my teaching and
lesson plans. It has also helped me to understand where the students still need additional help.
One of my students actually went down from her pre-assessment compared to her post
assessment. This really surprised me but showed me that she needs more help than what I was
giving her. It also reminds me of validity because that particular student seemed anxious during
the entire worksheet the second time and struggled to stay focused especially as others finished
their assessments before her. Based on the standard the students learned everything that I taught
them. Only some of the students learned Goal #3 while others did a review game, which is
reflected in the post-assessment. To be more valid next time I would take out those questions to
the students who didn’t have the opportunity to learn number lines extensive as the others.
The students struggled with #7, #13, and #14. If I was to teach an assignment on these I
would make sure to go over them specifically and address some of their errors. The students also
struggled with the word problem’s which is something I should have gone over more deeply. The
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students overall got higher scores then previously on the majority of the test items. Overall this
data showed me the many strengths and weaknesses my students have in the concept of time.

Results of Pre vs Post Graph Front Page

7

6

5

4
Pre
3 Post

2

1

0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Results of Pre vs Post Graph Back Page

7

6

5

4
Pre
3 Post

2

1

0
1 2 3 4 5 6 7 8 9 10 11 12
25

Results of Pre vs Post Graph Oral

7

6

5

4
Pre
3 Post

2

1

0
1 2 3 4 5

Individual Graph Pre vs Post Front

16

14

12

10

8 Pre
Post
6

4

2

0
Braxton Brinlee Olivia Tino Taylor Charly
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Individual Graph Pre vs Post Back

12

10

8

6 Pre
Post

4

2

0
Braxton Brinlee Olivia Tino Taylor Charly

Individual Graph Pre vs Post Oral

6

5

4

3 Pre
Post

2

1

0
Braxton Brinlee Olivia Tino Taylor Charly
27

Overall Reflection
analog clocks and calculating elapsed time. Laura and I broke our co-teaching into three different
goals. I taught to of those goals to my group and left out the third because they were not ready to
move on to that concept. The goals I focused on are: tell and write time to the nearest minute
and measure time intervals in minutes; the second was to solve word problems involving
addition and a subtraction of time intervals in minutes. I based all of my instruction off of an
observation and a pre-assessment. Throughout the lessons I also collected data both formally and
informally using worksheets.
This was one of my first experiences aligning assessment with curriculum. The design of
the assessment we used was based on a standard. We narrowed it down to one large standard so
we could focus on the student’s growth. Through every step of preparing for the lessons we
discussed each of our students and what we needed to change in order to help them succeed.
Some of the reasons my data was so successful was because of the time we took to differentiate
instruction. I feel like if I would have taught the same lesson as she did the last day I would not
have had the same results. Two of my students did not grow as greatly as I had hoped, in fact the
data shows that one of my students did not grow at all. I think the lack of their growth was based
on me not spending as much individual time with them. I focused a lot of my time on Braxton
and Phen who was in Laura’s group. I assisted Taylor on multiple occasions and at one point her
and Brinlee both had an “ah-ha” moment that was very exciting. During the assessment I notice
Taylor was struggling to focus and I also think that had a lot to do with her going doing on the
assessment. I would be curious to assess her again on a different day with fewer distractions to
see her results.
On each of the lessons I have learned how important it is to evaluate the assessments
correctly in order to create instruction that is beneficial to the students. What we had originally
planned was to teach all of our lessons as co-teachers. What ended up happening was very
different as we learned of how vastly different our students were. We tried to incorporate some
time together but in the last lesson I ended up writing an entirely new lesson plan. There was
many “ah-ha” moments during our lessons. I could see the students making connections and was
able to tell that the more practice I gave them the better they were grasping the concepts.
If I was to design this unit again I would spend more time evaluating the pre-assessment.
We had broken it all down but I did not focus as much on the number of items correct and I think
it would have been very beneficial to look at this aspect of the pre-assessment that way I could
have focused on some of the errors I had missed. I would have also spent more time
collaborating with Laura to help our lessons become smoother. Overall though I am pleased with
the growth I have seen based on the assessments I did throughout
There were many challenges and successes during my time at Lincoln. Some of the
challenges was building a quick rapport with the students. I believe that students need to know
their teachers and have some respect and friendship built in order to maximize learning. Another
challenge was trying to learn their personalities. There was some moments I was shocked and
though “I didn’t see that coming” this happens in my Senior Practicum class all the time but it
was interesting importing classroom management skills in a classroom that wasn’t mine. I think
one of my favorite parts was when I was reviewing how after 60 minutes it becomes a new hour,
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both Brinlee and Taylor were sitting at the kiva and the both said, “ooohhh I understand now,
that makes sense.” It was beneficial to make these observations during my lessons so I could
prepare for future lessons. From doing this unit I have learned how important it is to align
curriculum with assessment. If I was to not do this I would never know where my students were
at and I could be leaving some behind when I was not meaning to or I could be teaching them
This semester has been challenging and walking away from it and looking back I have
come so far. I learned a massive amount in assessments class; it helped develop my teaching in
senior practicum and helped me to guide my students to success. I have learned how important
testing is in schools and I have a new found love for standardized testing that I never thought I
would find. I have also learned that no matter how challenging things can get learning how to
balance everything I am able to get through it, like our class motto I have adopted it into my life
and I now know that I can do hard things. I feel prepared to enter into my student teaching this
fall.
Overall, I saw growth in the students at Lincoln. I saw it even with the students that the
written assessment didn’t show the growth. I also saw how using assessment information can
become a guide in differentiating instruction. Through differentiating in different ways I was
able to see my students grow in their knowledge of time. This unit will be beneficial for when
they begin the lesson with their teacher because they will all have the adequate knowledge they
need to have a solid background for the unit.
.