Take a bath Read a book Have recess Eat lunch Write a story Part V Have students return to their seat to create a number line of their own, using time to the hour. Give each student the task sheet and have them demonstrate their understanding of time as It’s Time Part I linear measurement and their ability to identify time to the hour on an analog and digital clock. Students will choose 5 things they love to do throughout the day and write the time on the analog clock and digital clock along with a short description of the event. They will then cut out each strip and glue them in order to create a number line. Allow students to share these with the whole group once all students have sequenced the events of their choosing. FORMATIVE ASSESSMENT QUESTIONS How are a and a number line related? What differences are there in a regular number line and one that measures time? What types of activities would occur during the am hours? The pm hours? DIFFERENTIATION Extension Make several that have time to the hour in the form of an analog clock and a digital clock. On a long sheet of construction paper, draw an empty number line. Have students place the cards correctly on the number line to reflect time. You could also include a short task sheet that requires them to answer questions about their number line, such as: What hour Or comes before _____ ? After _____? “I started with ____ o’clock because I know that…” have students write questions of their own for other students to answer. Intervention Help the student create a Day Timeline” whereby s/he lists the events of his or her day, “My hour by hour, to attach meaning to the concept of time.
Take a bath Read a book Have recess Eat lunch Write a story Part V Have students return to their seat to create a number line of their own, using time to the hour. Give each student the It’s Time Part I task sheet and have them demonstrate their understanding of time as linear measurement and their ability to identify time to the hour on an analog and digital clock. Students will choose 5 things they love to do throughout the day and write the time on the analog clock and digital clock along with a short description of the event. They will then cut out each strip and glue them in order to create a number line. Allow students to share these with the whole group once all students have sequenced the events of their choosing. FORMATIVE ASSESSMENT QUESTIONS How are a and a number line related? What differences are there in a regular number line and one that measures time? What types of activities would occur during the am hours? The pm hours? DIFFERENTIATION Extension Make several that have time to the hour in the form of an analog clock and a digital clock. On a long sheet of construction paper, draw an empty number line. Have students place the cards correctly on the number line to reflect time. You could also include a short task sheet that requires them to answer questions about their number line, such as: What hour comes before _____ ? After _____? “I started with ____ o’clock because I know that…” Or have students write questions of their own for other students to answer. Intervention Help the student create a “My Day Timeline” whereby s/he lists the events of his or her day, hour by hour, to attach meaning to the concept of time.
CCGPS_Math_1_Unit4FrameworkSE.docx