Brittany+312+Fall

Tell and write time in hours and half-hours using analog and digital clocks. [] [] According to Rose & Meyer, "exposure to multiple models showing different, effective ways to do something helps learners distill the critical features of a process, [and] different ways it can accomplished..." (2002). I think exposing children to different models offers greater opportunities for children to succeed. Many students would not understand how to read or write time to the half hour and to the hour by simply being shown a clock on the wall as a model. However, given multiple models of tools used to tell time, and then taught how to read and write the time using each tool, children are more likely to acquire the skills for telling and writing time on their own. In order to expose children to multiple ways to tell and write time in hours and half-hours, links are provided for children to explore and practice telling time on an analog clock and a digital clock. The analog clock in the classroom, a digital alarm clock and a watch can be presented as additional models, which students can use to practice telling time. Students will be able to demonstrate the skill of telling time to the hour and half-hour by using the classroom learning clock to move the hour hand and the minute hand to represent a given time. Student may also choose to work with pencil and paper to write the minute hand and the hour hand on an analog clock to represent a given time.
 * 1. Standard: **
 * 2. Grade: ** 1st
 * 3. Materials: ** Classroom wall clock (analog clock), learning clock, exit ticket
 * 4. Student (learning) objective:** Students will read the time on an analog clock and a digital clock in hours and half-hours. Students will match the digital clock to the analog clock that represents the same time.
 * 5. Check for understanding:** Students will write the hands on the analog clock to represent the time provided on the exit ticket. Other questions on the exit ticket will require students to write the time in hours and half-hours given an analog clock and a digital clock with the time. Given a sentence starter, students will complete the sentence, "I need to know how to tell time because..."
 * 6. Essential Question:** Why do we need to know how to tell time?
 * 7. UDL Support:** Strategic Learning Network- provide flexible models of skilled performance

1. Standard: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. 2. Grade: 1st 3. Materials: Classmates, white board, dry erase marker, worksheet. 4. Student (learning) objective: Students will determine the unknown whole number in addition and subtraction that makes the equation true, using classmates as manipulatives. 5.Check for understanding: Students will be given an addition or subtraction equation on the board. The teacher will group students to represent the equation. For example, 8+?=11 11 students will come up to the front of the room, and 8 will be pulled out as a separate group. The students will use the remaining students to solve for the ? in the equation. The class can work together to generate the answer if students are having trouble. This activity demonstrates a level of understanding in adding and subtracting whole numbers in equations. At the conclusion of the lesson, students will be given an independent worksheet with similar equations (number and picture equations). 6. Essential Question: Can you find a missing number in an addition or subtraction equation?



1. Reason with shapes and their attributes. [|CCSS.MATH.CONTENT.3.G.A.1] Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. 2. Grade: 3rd

3. 10-20 minute lesson

4. Student (learning) objective: Given cut out shapes, students will be able to manipulate quadrilaterals to see if they have lines of symmetry by filling out the given chart.

5. Check for understanding: Students will use the chart to determine which quadrilaterals are symmetrical. Students will write a conclusion explaining their understanding of symmetry, which shapes are symmetrical, why or why not? This will be discussed as a class.

6. Materials: Pre-cut shapes, pencil, chart

7. Essential question: