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Teacher Candidate: __Elizabeth Canne_ Subject: Time Grade Level: ___3___ Lesson Number: 1 (1-2 days)

Central Focus/Overall Goal: Students will be able to demonstrate the functions of measurement for time,
length, mass, and volume.

Learning Segment/Unit Language Function: Demonstrate- to illustrate with examples, to model, to perform or
to show.

State-adopted CCSS.MATH.CONTENT.3.MD.A.1
student academic Tell and write time to the nearest minute and measure time intervals in minutes. Solve
content standards word problems involving addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram.

21st Century Skills: Communicate Clearly. Students will have to learn to communicate
effectively and efficiently with other people and learn to work well together not only in
school but in almost every situation they will encounter later in life. Students will have
to communicate effectively in order convey their meaning to others, and understand
what others are trying to convey to them. Students will practice these skills while
communicating with each other during the guided and independent practice activities.

21st Century Skills: Collaborate with others. It is important for students to learn how to
work well with others. Whether they will have to work with other people on academic
projects, on a spots team, or in a future job; working well with others is a highly sought
after quality. Practicing this skill is an important aspect that should be included in many
aspects of the classroom.

Lesson 1a. Students will be able to express (comprehension) time to the minute using
Objectives/Targets/ analog clocks.
Goals
1b. Students will be able to solve (application) problems by adding and subtracting
edTPA requirement
minutes.

Evidence

1a-1b. Independent Practice Problems

1a-1b. Exit Slip

Common Misconception 1: Students may have difficulty reading time off an analog clock. The
Misconceptions/ concept that there are sixty seconds in a minute and sixty minutes in an hour. Many
Possible Student students probably dont have too much experience reading time off an analogue clock
Errors & How they will and are used to the numbers being presented on a digital clock. This misconception
be addressed
will be addressed during the direct instruction portion of the lesson when the teacher
will use a clock to show the students how there are sixty seconds in a minute and sixty
minutes in an hour by manipulating the hands. Students will also get time to practice
moving the hands on their own cardboard clocks which will further cement this
concept.

Misconception 2: Students may also have some trouble with the concepts of quarter
hours and half hours. When one is talking about time it is common to hear people talk
about half past, quarter of, or quarter after. This may be confusing for a young student

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who is just starting to use multiplication/ division and starting to figure out the concept
of fractions. This misconception will also be addressed in the direct instruction portion
of the lesson. The teacher will show the student that the four 15 minute segments on
the clock equals 60. The teacher will then show the students on a clock that it can be
sectioned off into four equal sections called quarter hours. (This will be good fraction
review) The students will also get to practice making quarter and half hours on their
own cardboard clocks.

Procedure INTRODUCTION-
1. Bell Ringer- Students will be asked to complete the Unit Pre-Assessment
Label: Hook
2. (Hook)Once the students are finished with their pre- assessment, the teacher
will ask students if they know what time their favorite TV shows starts. How
many minutes is it? Do you remember how many minutes you have for recess?
Label: Bell Ringer Does an ice cream truck drive through your neighborhood? What time does it
Also may be called: drive by your house? Do you remember how tall your doctor said you were at
anticipatory set, hook, your last visit? How many inches? Have you ever picked up a rock? Why does
introduction, review, it feel so heavy when it is so small? Have you ever noticed the numbers on the
Do Now, Write Now, bottom of a juice box? What do they mean? Why is it to learn how to measure?
Silent Starter, warm- The teacher will write the students answers/ideas on the board.
up
3. The teacher will explain to the class that this unit will be about all the different
ways you can measure something. The first measurement they will learn is
time.

4. Teacher will show class pictures of famous clocks around the world and tell a
brief history of clocks (http://www.localhistories.org/clocks.html) (Visual)
Label: Transitions (Interdisciplinary - connect to History and Geography)

5. Teacher will distribute a KWL chart.

6. Students will fill in first two columns KWL chart. Everything they know about
Label: measuring time and everything they want to know about measuring time.
Accommodations for Students must provide a minimum of 3 for each category
Learning Modalities
visual, auditory, and 7. Teacher will collect students KWL chart and save them for the end of the
kinesthetic lesson. (Anticipatory Set)

PART 1- Direct Instruction

1. The teacher will play short youtube video (https://www.youtube.com/watch?

Label: Checks for
Understanding: v=0Yq_rztquuU) with catchy song and arm movements (movements can be
directions, and/or used throughout lesson) (auditory)
content (formal or
informal) 2. As video is playing Teacher will hand out cardboard analog clocks to students
MANIPULATIVE

3. After the video the students will act out the arm movements seen in the video.
(Kinesthetic)

4. Teacher will explain to the students the purpose of the minute hand and the
Hackett 2017

Label: Evidence of
Cognitive Student
Engagement (CSE)
Label: Academic
Language
(introduced/practiced/
assessed)
Label:
21St Century Skills
Label: Adaptations/
Accommodations for
diverse learning
needs
Label: Differentiated
Instructions (content,
process, and/or
product
ability/readiness)
Label:
Interdisciplinary Skills
Label: Closure
PART 2: Guided Practice
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hour hand by telling a short story. (auditory) (Academic Language- Introduced)
5. The teacher will explain there are 60 seconds in a minute and 60 minutes in
the hour. Then the teacher will model this fact on a giant clock on the board.
http://www.helpingwithmath.com/printables/worksheets/time/3md1-clock-face-
generator01.htm (Visual)
6. Students will count the dashes on their cardboard clocks to solidify this fact.
7. Teacher will explain to the students that each number on the clock represents 5
minutes.
8. The teacher will then explain and model that there are quarter hours and half
hours by showing this clock face http://www.clipartbest.com/clipart-dirogMb5T
(Visual)
9. Teacher will check for understanding by asking students to draw and label a
clock on their individual white boards. (Big Hand, Little Hand, and hour)
When everyone is finished the teacher will ask for all the students to hold up
their white boards to check them off. (CFU- Content informal)
10. The teacher will then hand out sheets showing quarter and half hours for
students to keep for future reference.
11. The teacher will then hand out a sheet with definitions of analog clock, hour,
minute, clock hands, and express.
12. The teacher will then ask the students to create a story using the vocabulary
provided. The story can be about anything. (Academic Language- Practiced)
RBIS- Creating a personal connection
13. If students finish early the students can share their stories with the person
sitting next to them. Differentiated Instruction- Anchor
14. The teacher will ask two students to repeat the directions. (CFU- directions)
15. Students will create their stories and share them with their neighbor.
16. Transition: The teacher will give the students a one minute warning to finish
their story.
17. The teacher will collect the stories to check for completeness.
1. The teacher will distribute slips of paper that express a time on a clock face
and in written form to avoid confusion.
2. The teacher will ask the students to find the person who has the matching time.
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3. Teacher will then distribute a sheet of paper that asks students to work
together to express times by moving the arms on cardboard clocks and then
draw the arms on a corresponding clock on the paper. (Kinesthetic) 21st
Century Skills: Collaborate with Others. RBIS Cooperative Learning

4. Those students who finish early will verbally give their partners times to
express on their cardboard clocks. Differentiated Instruction- Anchor

5. The teacher will ask two students to repeat the directions.(CFU-directions)

6. Students will find their partners and begin working on expressing time.

7. Teacher will check in with each student as they are working together in pairs
and provide additional scaffolding and feedback for students who are
struggling. The teacher may have to remind the students that each of the
numbers on the clock represents 5 minutes. The teacher may have to help the
students count out the five minute intervals on their cardboard clock. RBIS-
Scaffolding

8. Transition: Teacher will give the students a two minute warning to complete
their partner work.

9. The teacher will collect the students worksheets and check for completion.
(CFU Content informal)

PART 3: Independent Practice

1. Teacher will distribute paper wrist watches and recording sheets to each
student, the watches will be pre-numbered, 1- # in class, and each one will
express a different time.

2. Teacher will explain to the class they will go to around to each student and
record the number of the watch and the time it expresses

3. Teacher will ask two students to repeat the directions. (CFU- directions)

4. Students will ask each of their classmates to look at their watch and record the
number of the watch and the time they see. (Visual) (Kinesthetic) 21st Century
Skills: Communicate clearly

5. Transition: Teacher will give the students a one minute warning.

6. Teacher will distribute a sheet with word problems which the students will
complete independently.

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For watch number 1 what time will it be in 20 minutes?

For watch number 5 what time was it 7 minutes ago?
Etc. (CSE) (CFU Content formal)

7. Teacher will check in with and give individual feedback to each student as they
work to answer the questions.

8. Transition: Teacher will give a one minute warning to finish their worksheet.

9. The teacher will collect the worksheets and grade for completeness and
correctness.

PART 4: Closure
1. Teacher will re-distribute the KWL chart from the beginning of the lesson, and
ask the students to fill in the Learned column, at least 3 things.

2. Teacher will collect the KWL charts to check for information learned. (CFU-
Content informal)

3. Teacher will then distribute an exit ticket.

What do each of the hands on a clock represent?
What does the word express mean?
How many minutes are in an hour?
4. If it is 4:25, what time will it be in 30 minutes? (CFU- Content/formal)
(CSE) (Academic Language- Assessed)

5. Students will complete the exit ticket independently.

Formal Assessments

Name the assessment and describe the
purpose/what is being assessed
(include related objective(s))
edTPA requirement - Informal and Formal
Assessments used to monitor student learning,
including types of assessment and what is being
assessed
Independent Practice Problems: The purpose of
this assessment is to evaluate the students ability
to read time of an analog clock, express that time
on paper, and then be able to add and subtract
minutes from those times.
Exit Slip: The purpose of this exit slip activity is to
evaluate the students of their ability to define the
purpose of each of the hands on the clock, define
the relationship between minutes and hours, define
the word express, and be able to add minutes to a
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Evaluation Criteria and Feedback Method
edTPA COMMENTARY requirement -You may include
it here for added clarity and alignment or omit from the
lesson plan when submitting to Pearson.
The independent practice problems will be graded out
of 30 points (or twice the number of students in the
class). One point for each time that is correctly
recorded and one point for each addition or subtraction
of time that is demonstrated correctly. If the student
does not read the correct time, but adds/subtracts
correctly they will get points for the math function but
receive no points for recording the incorrect time. No
partial credit will be given. Students will receive written
feedback on each on the independent practice
problems In addition, students will receive verbal
feedback while they are completing the independent
practice exercise. Written feedback on the independent
practice problems will provide the correct answers
when students write the wrong answer, the teacher will
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preset time. write the correct time on a clock and explain why the
student got the answer wrong. The teacher will also
explain why the student added or subtracted the wrong
amount. The teacher will also provide praise when
students demonstrate mastery on more difficult
problems. The exit slip will be graded out of five points.
Two points will be earned for the correct explanation of
the two hands on the clock. One point for the correctly
stating how many minutes are in an hour, one point for
correctly defining what it means to express something,
and one point for correctly adding 30 minutes to 4:25.
No partial credit will be awarded.. The teacher will also
explain the correct answers on exit tickets when
students have not demonstrated mastery. The teacher
will explain to the student how to reach the correct
answer. The teacher will give students praise when the
provide an excellent definition or explanation.
Academic Language Academic Language: edTPA COMMENTARY requirement except for World
required for the lesson Languages. You may include it here and in the procedure for added clarity and
alignment or omit from the lesson plan when submitting to Pearson.
How will the language be analog clock, hour, minute, clock hands (minute and hour), and express
introduced, practiced, &
language function
assessed?

Introduced:
The students will be introduced to the new vocabulary through modeling and
explanation by the teacher. Students will watch a video explaining some of the
key terms, as well as watch the teacher demonstrate the terms on a clock on the
board. Students will also be able to practice expressing minutes and hours on
individual cardboard clocks.

Practiced:
The students will practice the new vocabulary when they are asked to write a
story using the specific words given to them. Since students are coming up with
this story on their own, they are more likely to remember the words because the
story will be about something they are interested in and can relate too. Students
will also get to practice expressing time and practicing their understanding of
minute and hours during the guided practice and independent practice activities.

Assessed:
The students will be assessed on the academic language on the exit slip when
they are asked to explain each hand of the clock, describe the relationship
between hours and minutes, define the word express, and further disclose their
understanding of hours and minutes when defining how many minutes are in an
hour and when adding 30 minutes to 4:25.
Instructional Resources/ edTPA requirement Instructional resources and materials used to engage
Materials students in learning
Cardboard clocks, KWL charts, exit slip, academic vocabulary definition sheet,
story sheet, sheets for quarter and half hour, question worksheets for guided
practice, paper wrist watches (numbered and with times), sheet for students to
record peers times, worksheet with one-step word problems (after independent
practice), individual white boards.
Research and/or Theory edTPA COMMENTARY requirement. You may include it here for added clarity and
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Supporting Instructional alignment or omit from the lesson plan when submitting to Pearson.
Decisions Vocabulary Story: Jerome Bruner state in his theory that students learn better
when they are constructing knowledge that relates to information that they already
know or can easily relate to. Having students create their own story using the
vocabulary provide they are more likely to remember what the words mean if they
are creating their own meaning for them. The students will be writing about
something they already know or something that interests them, which will better
solidify the definitions into their long term memory.

Teacher Scaffolding- According to Lev Vygotsky teachers need to provide the right
amount of support where students are able to discover some information and
skills and on their own but have teacher support when that information is just out
of their reach. The teacher providing each student with individual feedback will
serve as scaffolding in this lesson.

Guided Practice Problems- Cooperative Learning UDL 8.3 Foster Collaboration

and Community: Providing the students the opportunity to work with each other
allows students to learn from their peers experiences and allows them to share
information with each other they may already know. Cooperative Learning creates
a richer and more productive learning environment which create stronger
friendships among the students.
Include key instructional materials and assessments. Provide citations for materials that you did not create.
Formative Lesson Plan Template Hackett 2017 includes practice for the edTPA Prompts/Language in blue are requirements from the edTPA Secondary Handbooks - Copyright 2016 Board of Trustees of the Leland
Stanford Junior University. All rights reserved. Reminder: This information can only be used with candidates in programs and courses that are preparing students for the edTPA exam. All materials must remain secure.

Objectives, input, anticipatory set, guided practice, independent practice, checking for understanding, closure

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