Lesson 1 Reflection: (Our frst lesson went really great! was in charge of the glant clock activity where the students were given a time and then in 8 group drew a clock and ‘then showed it onthe giant clock. Students realy iked being involved in this activity andi allowed forall students to participate and be evaluated regarding thelr sl lavel,Inoticac that most stuclent wars able to unceretane thatthe tek marke represantad minutes anc were able to lant where ‘the minute hand was supposed te go, Many students did not understand thatthe haur hand moved as well, it snot always rectly on the hour, We wl liscussin our ner leseon briefly thatthe hour hand moves, Students were alzo abe to Identify the AM and PM when given pectic Instances such 2 eat breaktast, goto bed, eatlunch, The students showed ther understanding of the minute hand by showing ton the dock correctly Individually ana with their group. (Overall the lesson went vey well andthe students seemed to enjoy the learning activity. We ware able to sex haw the some students focused an ane ‘aspect of time and then moved to the second part while others were able to do the ene thing without needing to chunk. We could see by the students putting the time on the clock they understood how to shaw the correct time on clocks. Lesson Plan, ‘Our lesson today we went aver telling ime on 2 clock We mapped aut a timeline 10 use fora elock that showed 5 minute Inerements. The students drew problems and showed on the timeline where it would end up. The lesson went wel think if we di It again we would have two timelines so students would have less waiting inline. Sometimes it as dificult to keep the students interested and quiet so they could hear the problems that were being read, Students then filed outa worksheet that asked them questions about elapsed time. was interesting to see atthe end which students needed the timeline to help them answer the questions end which students were able to complete the problems using standard math or doing it in thelr heed. | think f we taught this lesson a we could have the students answer the question being read on their own whiteboard and then the person reading the ‘auestion show iton the tmeline so ell students can feel involved I cone aga, | would be able to beter help students since | now have seen tin action and understond it beter.Lesson 3 Belaction: This lesson so far has been my fvorte to teach and be apart of. The students seemed to realy enjoy itasthey were eager to pariipate and ask questions when needed. Tis activity allowed or us to see what each incvical child wos capable of and who sil srugales wit. Inthe next lesson we need 10 go overclock language agein about how to know if you ade or subtract time, and how minutes ar afected by this, Students understood the hour portion but when the minutes were not rouncla they saemed to have more of dificult time, A question found many f the studants struggled wth was ‘qutstion 3, they cid not seem tobe gating that because they ware going back ntime the minute han neaded te go backin ime ae well What also found interesting was that one of te questions | had pst dawn the wang anewer! So |was looking attnei answer anc then back atthe answer sheet and realized that my answer dd not match andthe students then goto explain to me thelr work. That was tun to s2e Because yes, even the teacher can mess up and need help! This als alloned them io gain better understanding ofthe tie as well (Overal Lem realy gle we did this lesson 2 our lst one because t a8 able te tie ine the things they have been letning in @ very interactive lesson. what wouls have changed is hasing something more forthe fasnishers to do. Stulents wroteon the beck of their page # problem for Ms, Massey and to solv whieh realy helps them apply cock language and understand even mare how time problems work | iked ha, think that something more just needed tobe added, perhaps. pee-shere or alk about what was dficl for them inthe acivy they had ust completed. Overall think the lesson turned out eal wal