Unit Plan

1. Introduction
a. Title: “Time” to Learn​ Unit
b. Grade Level: 2nd Grade
c. Duration: January 26th - February 20th (19days)
d. Context: This occurs as the first math concept in the third grading period
2. Content
a. Goals:
i. The overarching goal of this unit is for students to be able to read an
analog clock. This will be broken down into four segments (time to the
hour, half hour, quarter hour and 5 minute marks).It is important to the
students development as not all time is digital, analog clocks are life skills
that need to be mastered. Additionally, time and analog clocks will be on
the PSSAs, the students will take next year in third grade.
b. Concepts
i. To read an analog clock
ii. To add and subtract time
iii. To calculate duration of activities
c. Vocabulary
i. “On the hour”
ii. “Half past the hour”
iii. “Quarter till/quarter past”
iv. “Analog”
v. “Digital”
d. Skills
i. To tell time by the hour, half hour, 15 minute and 5 minute marks
ii. To draw time correctly on analog clocks
iii. To the difference between am and pm
iv. To know the difference between analog and digital clocks
v. To calculate hours and minutes before/after
vi. To calculate duration of activities
vii. To decode/read/comprehend a word problem and solve what is being
asked.
viii. To read and follow directions on assignments
3. Objectives and Standards
a. Academic
i. SWBAT tell time to the hour mark with 80% accuracy
ii. SWBAT tell time to the 30 minute mark with 80% accuracy
iii. SWBAT tell time to the 15 minute mark with 80% accuracy
iv. SWBAT tell time to the 5 minute mark with 80% accuracy
v. SWBAT write the time in both analog and digital formats to 100%
accuracy
vi. SWBAT calculate the duration of activities to 80%
 vii. SWBAT solve word problems
viii. SWBAT differentiate between am/pm to 100% accuracy
b. Socioemotional
i. SWBAT work in partners cooperatively during stations
ii. SWBAT transition from one station to the next during the rotation time
iii. SWBAT reflect on their own lives to discover personal am/pm activities
and routines
c. Psychomotor
i. SWBAT show fine motor skills by manipulating the judy clocks to create
specific times
ii. SWBAT demonstrate gross motor skills by imitating the clock to show
duration
4. Learning Experiences
Time Unit Block Plan
Standards:
● Standard - CC.2.4.2.A.1​ Measure and estimate lengths in standard units using
appropriate tools.
● Standard - CC.2.4.2.A.2​ Tell and write time to the nearest five minutes using both
analog and digital clocks.

Hands on the Hands on the Time to the hour Time to the hour Time to the half
clock (basics of clock (basics of hour
telling time) telling time)

100th day Time to the half Time to the Time to the Snow Day
No math hour fifteen minutes fifteen minutes

Time to the five Time to the five Half past, Half past, Elapsed time
minutes minutes quarter til, quarter til,
quarter after quarter after

Elapsed time Duration Review Day Test Day

a. Lesson One
Intro Lesson on Day 1
I. Topic
A. The topic of the lesson is to learn about the parts of a clock
and the basics of telling time.
II. Objective
A. After the whole group lesson, SWBAT identify​ the hour and
minute hand to 100% accuracy
B. After the practice, SWBAT tell time by the hour to 80%
accuracy

III. Teaching Procedures (60 minutes)

A. Introduction (anticipatory set)​ 15 minutes
i. The teacher will start the class by explaining what a
pretest is
a) It is not something that is graded
b) You do not have to finish it or answer all the
questions
c) It just helps teachers teach better. I am
learning how to be a teacher. Can you help
me?
ii. The teacher will pass out a pretest to the students
iii. The students will complete it to the best of their
abilities
B. Development/Whole group ​15 minutes
i. The teacher will make clock face on the smartboard
ii. The teacher will dismiss students to the carpet
iii. The teacher will ask the class
a) How many minutes are in an hour
b) How many hours in a day?
iv. The students will answer on their whiteboards
v. The class will discuss the answers as a whole
vi. The teacher will ask a student to return the
whiteboards and another to pass out the clock
manipulatives
vii. The teacher will explain the difference between the
two hands
a) The longer hand shows the minutes
(1) This can be remembered as the
minute hand is longer because the
word “minute” is longer than the
word “hour”
 b) The shorter hand shows the hours
(1) The word “hour” is shorter than a
minute, so it has a smaller hand.
viii. To check that the students can correctly identify,
the students will point to the minute and hour hand
when asked by the teacher to distinguish between
the two.
ix. Once students have identified the hands correctly,
they can return the clocks to the bin and return to
their seats.
C. Guided Practice ​ 10 minutes
i. The teacher will show what time look like to a
certain hour
a) The hour hand will point to a number 1-12
b) The minute hand will always be at the 12
ii. Students will practice making different time to the
hour on their laminated clock sheets
iii. The teacher will show different digital examples
using the language
a) On the hour
b) Exactly ___ o clock
D. Individual Practice* ​ 15 minutes
i. The students will work to fill out a worksheet that
practices
a) drawing hands to the hour
b) Telling time to the hour on an analog clock
E. Closure ​5 minutes
i. Questions you have about time and would like to
know during this unit
ii. The teacher will collect these and use the answers
to address problems tomorrow
IV. Materials
A. Whiteboards
B. Yellow clock manipulative
C. Write-in laminated clock
D. Marker
E. Smartboard
F. Teacher clock
G. Time pretest
H. Time to the hour worksheet
V. Adaptations/Plan Modifications
i. Reading the problems aloud for some students
ii. Affirmations when things are being done correctly
 iii. Special attention paid to students who struggled with hand placement
during the pretest
VI. Evaluation
I. Formative
a) Students will show whiteboard answers as the skills are being
taught. The teacher will check each student's comprehension.
b) Students will fill out a time to the hour worksheet
J. .Summative
a) At the end of the unit, there will be a cumulative test on skills such
as
b) identifying time to the hour, 30minute, 15 minute and 5 minute
marks.
b. Central Lesson One
Telling Time to the 15 minute mark
i. Topic
1. The topic of the lesson is to learn about telling time to the nearest
15 minutes.
ii. Objective
1. After the whole group lesson, SWBAT tell time on the hour, half
hour, and 15 minute marks to 80% accuracy.
2. After the practice, SWBAT distinguish between am/pm with 80%
accuracy

iii. Teaching Procedures (60 minutes)

1. Introduction (anticipatory set)​ 15 minutes
a. The students will be seated with a pencil at their desks
b. The teacher will pass out the am/pm fill in activity clock
c. Together the class will determine what activities we do
each hour of the day
d. The teacher will model the first few hours of the day
starting at 12am
i. 12 am - is midnight we should be sleeping (put a
sleeping icon in the box)
ii. 1 am- same thing! We should all be sleeping
e. The teacher will then ask for student input with guidance
i. For example… hmm it's 7’oclock am are we all still
sleeping?
f. A student will respond with an personal routine and he
class will fill out the organizer with that activity
g. Students will draw pictures to represent their actions in the
space provided next to the hour
2. Development/Whole group ​10 minutes
 a. The teacher will explain that we do not tell time to the half
hour or hour, we can go even more specific
b. The teacher will remind the class that we _____ (skip
count) to find the minutes and today we will be focusing on
15s
i. The students will practice skip counting by 15s until
we get to 60
ii. There are four “anchors” today
1. 00
2. 15
3. 30
4. 45
iii. Because we divide into four they are called fourths
or” quarters” The teacher will ask if anyone has
heard someone say “quarter past/quarter ‘til” and
explain that this is where that expression comes
from.
1. The teacher will draw a circle into fourths
and label the anchors for the 15 minutes
(12. 3 , 6, 9)
2. The teacher will ask what 4ths or quarters
mean
a. Money
b. Football
c. There are 4 quarters, 4 equal parts,
these anchors represent the 4 equal
parts of the clock
iv. The teacher will conclude. All of these quarters
have 4 equal parts to them, just like the clock.
There are 4 equal parts of 15 minutes on our
clocks.
3. Guided Practice ​ 5 minutes
a. The students will then practice telling time to the hour, half
hour, and 15 minutes on the dry erase clocks
i. The teacher will watch for students placement of
hour hands when telling time to the half hour
b. While practicing telling time to the half hour, the students
will practice am/pm
i. The teacher will give an activity and a time
1. The students will draw the clock face and
then write the time am/pm
ii. For example: I wake up at 6:30 (am/pm)?
 iii. The teacher will walk around checking the dry
erase clocks, moving on when they feel ready
c. The teacher will introduce the new center, am/pm sort
i. The students will read the time and the activity and
decide if the activity is an am or pm activity
ii. Answers can be checked on the back
4. Individual Practice* ​ 30 minutes
a. The students will rotate in the following rotations at
intervals of 10 minutes a piece.
i. Station 1- Teacher station: dry erase clocks (more
of the guided practice) where the teacher will be
paying close attention to individuals with common
misconception such as the hour/minute hand
placement, length, etc.
ii. Station 2 - partner work/testing each other with
laminated clocks
iii. Station 3 - math game (clock concentration… time
to the 1hr mark)
iv. Station 4 - am/pm sorting the activities into different
time
5. Closure ​5 minutes
The students will turn to a partner and tell each other if midnight is am/pm
IV. Materials
iv. Am/Pm time worksheets
v. Write-in laminated clock
vi. Marker
vii. Smartboard
viii. Clock memory cards
ix. am/pm activity cards
x. Chart paper
xi. marker

V. ​Adaptations/Plan Modifications
● Reading the problems aloud for some students
● Affirmations when things are being done correctly
● Special attention paid to students who struggled with hand placement
during the pretest

VI. ​Evaluation
A. Formative
a. Students will show whiteboard/clock manipulative answers as the
skills are being taught. The teacher will check each student's
comprehension.
 b. Students will fill out a time to the hour worksheet
B. .Summative
a. At the end of the unit, there will be a cumulative test on skills such
as
identifying time to the hour, 30minute, 15 minute and 5 minute marks.

c. Central Lesson Two

Telling Time to the 5 minute Mark
i. Topic
1. The topic of the lesson is to learn about telling time to the nearest
5 minutes.
ii. Objective
1. After the whole group lesson, SWBAT tell time on the hour, half
hour, and 5 minute marks to 80% accuracy.
2. During stations, SWBAT interprets the time on an analog clock to
80% accuracy.
iii. Teaching Procedures (60 minutes)
1. Anticipatory ​(5 minutes)
a. The teacher will ask the class what time is it now?
b. The students will answer on their whiteboards.
c. The teacher will call on students to explain their process to
the class.
2. Development ​(5 minutes)
a. The teacher will remind the students of the procedure
i. Look at the hour hand
1. What did it just pass?
ii. Skip count to find the minutes
b. The teacher will go over common misconceptions
i. Is the hour hand the long hand?
ii. If the hour hand is closer to the next hour is it that
hour? Or is it the one just passed?
c. The students will correct my mistakes
d. The teacher will ask students to model correct procedure
for telling time for the class going through a problem on the
Elmo
3. Guided Practice
a. The teacher will provide students with a model of telling
time to the 5s
i. Going through the procedure with the class
b. The teacher will give analog examples on the big yellow
clock
c. The students will answer in the digital time on the dry
erase clocks
 d. The teacher will ask students to provide answers and ask
them to explain their thinking
4. Independent practice
a. Stations
i. Valentimes match
ii. Partner quiz with Mrs. O’Donovan
iii. I have who has game with Mrs. Mohn
iv. Teacher station
1. More practice with time to the 5s
2. (for some) intro to elapsed time
5. Closure
a. Students will correct an incorrect problem on the board and
tell their partner what went wrong.
i. Ex. 5:45 as 6:45
iv. Materials
1. Write-in laminated clock
2. Marker
3. Smartboard
4. Valentimes analog/digital match
5. I Have Who Has game
6. Elmo
v. Adaptations/Plan Modifications
○ Reading the problems aloud for some students
○ Affirmations when things are being done correctly
○ Special attention paid to students who struggled with hand
placement during the pretest
vii​. ​Evaluation
C. Formative
a. Students will show whiteboard/clock manipulative answers as the
skills are being taught. The teacher will check each student's
comprehension.
b. Students will fill out a time to the hour worksheet
D. Summative
a. At the end of the unit, there will be a cumulative test on skills such
as identifying time to the hour, 30minute, 15 minute and 5 minute
marks.
d. Central Lesson Three
Duration and Word Problems
i. Topic
1. The topic of the lesson is to learn about duration between
activities.
ii. Objective
 1. After the whole group lesson, SWBAT find the exact duration
between start and end times.
iii. Teaching Procedures (60 minutes)
1. Anticipatory Set (10)
a. The teacher will explain that we will use hula hoops to find
duration of activities
b. The teacher will set up proper expectations to use the
hoops in an educational manner
i. Two volunteers sitting lke a pretzel with their voices
ii. We will not swing them around our hips until recess
c. The teacher will then set up the hula Hoops to show
duration
i. One classmate will be one hour, another will be the
second hour
d. The class’s job is to figure iust how much time has passed
2. Development (10 minutes)
a. The teacher will teach how to solve a duration problem
i. The procedure
1. Find the first time
2. Identify the second time
3. Count the minutes to the next hour
4. How many hours until the end time?
b.
3. Guided Practice (15 minutes)
a. The class will solve a word problem with duration together
i. First, The will go through the steps to solve a word
problem
1. Underline important information (numbers
and key vocabulary)
2. Look at the main question
3. Set up your problem
ii. Then they will go through the steps to solve a
duration problem
1. Find the first time
2. Identify the second time
3. Count the minutes to the next hour
4. How many hours until the end time?
iii. The teacher will point out key words and phrases to
show it is a duration problem
4. Independent Practice (25 minutes)
a. Students will participate in stations
i. Valentines analog and digital match
ii. Partner quiz duration problem
 iii. Independent practice (with word problems on
duration)
iv. Teacher station
5. Closure
a. The students will calculate how much time is left until the
end of math
i. Students will use the procedure to figure out the
duration problem
iv. Materials
1. Write-in laminated clock
2. Marker
3. Smartboard
4. Valentimes matching game
5. Chart paper
6. Marker
7. Emlo cam
8. Duration worksheet

v. Adaptations/Plan Modifications
○ Reading the problems aloud for some students
○ Affirmations when things are being done correctly
○ Special attention paid to students who struggled with hand
placement during the pretest

vii​. ​Evaluation
E. Formative
a. Students will show whiteboard/clock manipulative answers as the
skills are being taught. The teacher will check each student's
comprehension.
b. Students will fill out a time to the hour worksheet
F. .Summative
a. At the end of the unit, there will be a cumulative test on skills such
as identifying time to the hour, 30minute, 15 minute and 5 minute
marks.
E. Final Lesson
Test Preparation
i. Topic: ​The topic of this lesson is to review time for the upcoming test
ii. Objective: ​SWBAT review all concepts from the unit in preparation for the test
iii. Teaching Procedures
Anticipatory - 5 min
a. What time is it?
i. Throughout the day the teacher will ask what time it is.
ii. Students will write the tie down on a sheet
 iii. At the start of math we will check the answers together
Development- 25 min
b. Students will take a practice test that looks similar to the test they
will take tomorrow. This will be done independently.
c. The teacher will go over the answers with the class once everyone
has finished
i. Students will check their own work with green pens
ii. Students will study missed problems in preparation for the
test
Guided Practice and Independent practice - 30 min
d. Student Review: Students will rotate in groups through the
different stations to practice all skills for the upcoming test.
i. AM PM sort
ii. Valentimes
iii. Clock Bingo
iv. Word Problems
v. Clock memory
vi. Time flashcards
e. Closure
i. The period ends at 2:45. Students will write down all of the
ways to write the time in their seated desk groups.
1. ex. Quarter ‘til three, analog time, digital time, 45
minutes past 2o’clock, etc.
2. The group with the most examples can clean up
first.
iv. Materials
f. Write-in laminated clock
g. Marker
h. Smartboard
i. Valentimes matching game
j. Chart paper
k. Marker
l. Emlo cam
m. Duration worksheet

V. Adaptations/Plan Modifications
○ Reading the problems aloud for some students
○ Affirmations when things are being done correctly
○ Special attention paid to students who struggled with hand
placement during the pretest

vi​. ​Evaluation
1. Formative
 a. Students will show whiteboard/clock manipulative answers
as the skills are being taught. The teacher will check each
student's comprehension.
b. Students will fill out a time to the hour worksheet
2. .Summative
a. At the end of the unit, there will be a cumulative test on
skills such as identifying time to the hour, 30minute, 15
minute and 5 minute marks.

5. Evaluation Instrument and Methods

a. Formative
i. Dry erase clocks and Judy clocks will be checked during guided practice
to ensure comprehension. It is at this time where I can address classwide
issues as quickly as I can see them.
ii. Independent work will be collected at the end of the rotation. I will check
the answers and use scores/common misconceptions to create groups for
the next day.
iii. Teacher station is where I can identify personal level problems and
address concerns with individuals as they answer in small group.
b. Summative
i. There will be a pretest administered in the beginning to assess
knowledge.
ii. There will be a halfway check to ensure that students are learning, and for
me to address any holes in whole group instruction.
iii. There will be a final test given to the students at the end of the unit to
comprehensively check their knowledge.
6. Evaluation of Objectives
After evaluating the tests. I felt confident that the class had mastered time to the
5 minute mark with at least 80% rofiecnty. The problems arose in areas such as
elapsed time and duration. I do not feel they met the objectives in these areas.
7. Evaluation of Daily Lesson Plans
a. Day 1
i. The students were mostly engaged, I think moving them around the room
helped a lot! The issue with engagement was that the judy clocks on the
carpet became a distraction and not all the students were as focused as
they should have been. The majority of students could tell time to the hour
mark, those who struggled did so with hand placement. I drew the
“minute” arrow big and the “hour” hand small on their individual cards so
they could reference. I can tell this could be a problem in future lessons.
ii. This lesson did not go as smoothly as planned. I, for whatever reason,
had a hard time being able to explain time clearly. I myself was getting
confused. I think in the future I need to find a better way for me to
understand it personally so that I can better teach it to my students. It was
 especially frustrating because I had to leave and could not fix my
mistakes.
b. Day 2
i. Moving the students back and forth helped maintain their attention.
Stations are their typical routine during math, so they were comfortable
and excited to return to them. About half of the students were able to
complete the objective task of telling time to the half hour. The common
problem I saw was not putting the hour hand between the correct hours
(they would go back an hour).
ii. Students are struggling to see which way to read the flow of the clock.
Tomorrow, I will reiterate that time goes clockwise and forward like a
numberline (which they worked on last week and are familiar with).
c. Day 3
i. About half were able to identify typical activities as being am/pm, but any
irregulars threw the students off. Even fewer understood 12am as being
midnight and 12pm as being noon. Less students, but still some, are
continuing to struggle with the hour hand placement. There are still a few
who put the hour hand in the hour before instead of the one it has just
passed. Additionally, The new station (am/pm sort) was difficult. The,
SEIA told me that she had to do it with them, and even then many did not
understand.
ii. I felt the language I used was clear, but students were still not grasping
the concept. Tomorrow I will find a way to make this more applicable and
concrete. I think it would be best if they were able to contextualize am/pm
in their own lives.
d. Day 4
i. I have noticed that there is a problem with the minute and hour hand in
both drawing and interpreting time. I have since grouped them in a small
group and plan on reteaching that concept to students who are struggling.
ii. Unfortunately, today very few were able to tell time to 45, as the hour
hand was confusing. Most were able to tell the 15 minute time, but
because during the 45 minute time the hour moves, students thought that
it was in a different hour completely. I think they will need a refresher in
which parts of the hour on the clock belongs to which hour. Such as the
fifth hour goes all the way up until it hits the sixth.
iii. Students were also talking a lot during the anticipatory set and during the
transitions. They were excited, but found it hard to listen. I need to
enforce a quiet environment a little more in the beginning to help prevent
this.I think it would be beneficial to implement some sort of signal to turn
our voices off and listen.
iv. Tomorrow, There needs to be a better explanation of where to put the
hour hand at different points on the hour. Additionally, I talked for FAR to
long today, I had to cut myself off otherwise it would have been more
 confusing. There comes a point where the students need to practice and
explore for themselves.
e. Day 5
i. I implemented the leveled grouping which allowed me to teach more
specifically during my teacher station. Previously I had them mixed so I
could work one on one with those struggling. I like the idea of starting that
way and then moving toward grouping.
ii. Today I implemented most of the changes I made in my reflection. But I
could definitely think of a better way to transition the students. Dr.
Scheffler was in today and reminded me of this. I will work with Mrs.
ODonovan to find a signal that works best for the class.
iii. I am feeling more confident in the teaching aspect. I have noticed that the
first day of a new skill is not easy, but y the second day most of the kinks
are figured out and the second time around the explanation goes a lot
smoother for both parties. Today I can say that they mostly understand
am/pm and time to the 15 minutes. There are exceptions but I would say
the majority of the class can compete this skill
iv. Next week, I will work more on telling time. I have worked a lot with
creating time on the dry erase which has been helpful in practicing telling
which is the hour and minute hand, however the main objective is being
able to interpret and analog clock. For this, I will most likely use my big
yellow clock and have them write the digital time on their dry erase
boards.
f. Day 6
i. This lesson I felt like the students really “got it.” They were engaged, and
their answers fell where they should for the first day of time. I did some
remediation in the morning with people who struggled with time, and by
math block they seemed to excel.
ii. Today was also the first day that I introduced analog and digital, and they
did well with that as well. In the future I will set up a better routine with my
station transitions, as they were a little disorganized.
g. Day 7
i. Today I implemented my transition routine, where I ring a bell and we
“stop with our hands on top”. They are to listen and move after I have
finished the directions. This functioned a lot better.

ii. As far as teaching, today was more of a continuation rather than

something new. I provided examples and models to time to the 5 minutes,
which seemed to work well. Tomorrow to combat the incorrect hand
placement of the hour hand, I will review the timeline clock, as a number
line. This seemed to help them in the beginning of the lesson.

h. Day 8
 i. The class was struggling near the end of the day. Their regular teacher
has been in and out of the classroom for various meetings over the week
and by the end of the day (math) they were desperately design
consistency. Gaining control was not hard, but their focus and attention
levels were way down.

ii. I think the clock number line worked well and the explanations of having
to add and subtract like a number line put the lesson in the right context.
However, I think more practice with this is definitely necessary, perhaps
on a more “normal” day. When this happens in my own class, as well as
when this happens in the future during this placement, I will try to stick to
routine as much as possible. The students need it and so do we, as
teachers.

i. Day 9

i. This lesson I felt like the students really “got it.” They were engaged, and their
answers fell where they should for the first day of time. I did some remediation
in the morning with people who struggled with time, and by math block they
seemed to excel. Today was also the first day that I introduced analog and
digital, and they did well with that as well. In the future I will set up a better
routine with my station transitions, as they were a little disorganized.

j. Day 10

i. Today I implemented my transition routine, where I ring a bell and we “stop

with our hands on top”. They are to listen and move after I have finished the
directions. This functioned a lot better. As far as teaching, today was more of a
continuation rather than something new. I provided examples and models to
time to the 5 minutes, which seemed to work well. Tomorrow to combat the
incorrect hand placement of the hour hand, I will review the timeline clock, as a
number line. This seemed to help them in the beginning of the lesson.

k. Day 11

i. The class was struggling near the end of the day. Their regular teacher has been
in and out of the classroom for various meetings over the week and by the end
of the day (math) they were desperately design consistency. Gaining control was
not hard, but their focus and attention levels were way down. I think the clock
number line worked well and the explanations of having to add and
subtract like a number line put the lesson in the right context. However, I
think more practice with this is definitely necessary, perhaps in a more
“normal” day. When this happens in my own class, as well as when this
happens in the future during this placement, I will try to stick to routine as
much as possible. The students need it and so do we, as teachers.

l. Day 12
 i. I noticed today that a lot of our students regressed over the weekend. I
tried the first word problem and it seemed mostly fine, but many students
could not tell the correct time. Therefore, I spent most of today reviewing
what we learned last week. I will work on word problems and the
processes tomorrow.

m. Day 13

i. Students were still not 100% on telling time which was disheartening. Mrs.
ODonovan and I decided to push back the test so we can solidify these
skills. Today I focused mostly on time to the 45 minutes up to the hour
because students assumed that because the hour hand was closer to the
following hour, it was that time. AM/PM was still difficult, so we reviewed
this as well.

n. Day 14

i. Because we are moving the test day back, I want to work on solidifying
time this week. I added the extra challenge of using different vocabulary.
Students struggled with it at first, but when I gave them a process it
became easier for them. I have noticed that processes are extremely
important for students to learn.

o. Day 15

i. By the end of today I felt we were in a good place to continue on next

week to elapsed time and duration. Students were beginning to grasp the
elapsed time, which will be nice for next week when I teach it officially to
the class.

p. Day 16

i. This went well! I liked the way that I taught them to envision themselves in
the word problem, because time is so abstract it was good for them to
make it more concrete.I feel that the students felt confident in their word
problems. I did a lot of target work in my small group to ensure that they
are ready for their test on Thursday.

q. Day 17

i. : Duration went much better than expected. They students really liked the
word problems. I had them envision themselves in the problem which they
really liked. Duration was not too far of a jump from yesterday so most did
well. However it is highly conceptual, o students who struggle with
abstract thinking found this difficult. Even with putting themselves in the
scenario they measurement piece was hard.

r. Day 18
 i. I was nervous that the test format was going to be tricky, there were also
a lot of problems (which was unavoidable due to the length of the unit).
Students impressed me and the format was not the problem for many of
the students. The quarter past, quarter til, and half past seemed to be the
biggest struggle. During the rotations I called a group who I saw
specifically struggling with this, to review one more time before tomorrow.
I liked the rotations as it allowed for things like this.
s. Day 19
i. I was mostly pleased with the performance of the students on the unit
test. Almost all of them were able to correctly identify all of the times
presented on the clocks. The tricky area was the half past/quarter
past/quarter til section. The word problem was triky for some as well. I felt
glad that they had seen the test format before. I think this made many feel
more confident going into the test, and perhaps helped them perform
better. Teh review in the beginning was also helpful for them to recall all
of the things that they know.
8. Resources
a. Bibliography
i. Textbooks
Silbey, R. (1996) ​Time, Money, and Measurement.​ Frank Schaffer Publication.
b. Community resources
i. Mrs ODonovan - cooperating teacher
ii. Mrs. Mohn - paraeducator for math and reading
c. AVSensory Aids
i. Elmo Document Camera
ii. Smart board
9. Appendix
a. Worksheets
i. Time to the hour
ii. Time to the half hour
iii. Time to the quarter hour
iv. Time to the 5 minutes
v. Duration
vi. Elapsed Time
b. Clock Manipulative (timeline to clock face)