Time
Two outcomes/big ideas from this unit (should take a week - 4 lessons)
- Link their experience with fractions to the clock/time/60/30/15
- Learn to tell the time (specifically, big hand, small hand, o'clocks, 1/2 pasts and 1/4 pasts)
Task
You will be teaching a group of younger students how to tell the time (I am doing room 6).
You have three lessons to plan and get ready to teach you lesson. You will need to use this time to make anything you need for your lesson.
I will be coming to ask you:
You have three lessons to plan and get ready to teach you lesson. You will need to use this time to make anything you need for your lesson.
I will be coming to ask you:
- What are you teaching?
- How are you going to teach it?
- What are you going to show to your students to help?
Creating the SC
You have 15 min. Use the internet to make a list about what you might need to teach the kids.
Next - rank the list from most important to least important.
I put up the three headings below to form a rubric. Then, as the kids called out the ideas i placed them where I thought they might go.
This became the SC for the activity. An OK lesson would cover.....A good lesson would cover....etc
I left this up on the board and it was the think I kept referring kids back to when they got stuck.
Next - rank the list from most important to least important.
I put up the three headings below to form a rubric. Then, as the kids called out the ideas i placed them where I thought they might go.
This became the SC for the activity. An OK lesson would cover.....A good lesson would cover....etc
I left this up on the board and it was the think I kept referring kids back to when they got stuck.
On reflection:
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There were to many things in the OK and the Good - I should have limited them to the big ideas I wanted to teach about time. Put the rest to be looked at IF they covered them. A few groups focused to much on skip counting etc..which is not quite the focus I wanted. (But it was a great initial connection for them to make)
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Link to fractions as they work...
You said quarter here? Quarter of what?
You say 1/2 here, half of what? The circle? 1 hour? How can you 1/2 1 hour?
What has gone half way? What does "going half way" mean in minutes? What about in hours?
1/2 an hour - how many min would that be?
How can you show me 1/2 an hour?
1/4 of an hour - how many min would that be?
How can you show me a 1/4 of an hour?
3/4 of an hour - how many min would that be?
Which is better for this - the morro or pie? Why?
You say 1/2 here, half of what? The circle? 1 hour? How can you 1/2 1 hour?
What has gone half way? What does "going half way" mean in minutes? What about in hours?
1/2 an hour - how many min would that be?
How can you show me 1/2 an hour?
1/4 of an hour - how many min would that be?
How can you show me a 1/4 of an hour?
3/4 of an hour - how many min would that be?
Which is better for this - the morro or pie? Why?
Assessment 1 (used at the end)
I forgot to do a diagnostic....
What have you learned about time that you did not know before?
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Assessment 2 (used part way through)
To see how effective my questioning had been.
Four questions on quartered paper to be solved as a group:
- How many min in 2 hours?
- When the clock is 1/2 past - what does the "1/2" mean?
- Using Pie or Moro - what is 1/4 of 60?
- Draw a clock showing 3 o'clock.
Final Product
A real range in the quality of final products. But they would have been greatly improved if I have limited the range of SC. Also, next time I would give them a scaffold sheet like...
I want to teach ..................................................
I will need to show ..............................................
I could say............................................................
I will check they understand by............................
And get them to fill in one for each big idea they are going to explain to the little students.
I want to teach ..................................................
I will need to show ..............................................
I could say............................................................
I will check they understand by............................
And get them to fill in one for each big idea they are going to explain to the little students.
A group with their posters and demo clock ready to go....