KOutlaw_ElemMathMethods_LP2

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Old Dominion University *

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301

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Mathematics

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Jan 9, 2024

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Elementary Math Methods Lesson Plan Teacher Candidate: Khameshia F. Outlaw Date: April 11, 2022 Cooperating Teacher: School / District: Grade: 1 st Grade Field Supervis or: Unit / Subject:  Unit: Measurement and Geometry  Subject: Mathematics Lesson Title / Focus: “What Time is it?” Focus: Students will investigate the passage of time and tell time to the hour and half-hour, using analog and digital clocks. Anticipated Time Allotted for Lesson: (Days & Minutes)  Days: 7 School Days  Minutes: 45 – 60 minutes (per day) PLANNING AND PREPARATION Content Knowledge  How was this lesson developed based on your research and knowledge of content and the discipline? Why do students need to learn about this in your own words? All questions, activities and strategies that are being used within this lesson about time has been centered around me conducting research on practice and techniques that will help my student learn how to tell time effectively. I

believe that time is embedded in every aspect of our life, reasoning being there is a time for everything. Most people’s day starts off with silencing their alarm, getting dressed and being out the door at a set time, eating at a set time, play at a designated time. Essentially, time is a big part of our every routine; that’s why it is so important for my students to learn and form an understanding of knowing how to tell time on an Analog and Digital clock. Most students are about to read time on a digital clock but lack the understanding of completing the same process on Analog. I’m going to work with them on that, because Analog clock are still relevant, and I want them to be able to tap into that knowledge. As an educator it is my job to ensure I’m doing my part in setting my students up for success. Learner Differences  How did this lesson develop as a result of your examination of research and data about student learning needs? This lesson addresses student’s learning needs, by giving the students hands on activities that will promote participation. At the beginning of the lesson, I activate students’ prior knowledge by probing questions, so that I’m able to see how much they know about the topic before we dive into it. I also give my students a chance to work though activities on as a group and independently, so there is a balance of productive struggle and modelling going on.  How did this lesson develop as a result of your examination of research and data about diverse students learn your content/lesson topic? This lesson is catered to diverse learners because it is delivered in a way that is culturally relevant for all students. It can also be modified to work with diverse learning needs that are communicated to me at the beginning of the school year. I am happy to go back create tiers for different educational needs for my students.  How did this lesson develop as a result of your examination of research and data about to employ culturally sustaining pedagogical strategies? (Think of inclusive education for all-not just race) Knowing how to read and tell time on an Analog and Digital clock is a very important skill that everyone should have. This lesson caters to that need, so that every student can be successful and carry this knowledge with them inside and outside of the classroom.  How did this lesson develop as a result of your examination of research and data about addressing difficulties students might have and gaps in students’ knowledge?

Telling time can be challenging when you haven’t gained all the fundamental knowledge that’s behind it. I will be using strategies such as the CRA method within my lesson so that students are able to see concrete examples of telling time, working through representation activities for telling time, and answering abstract questions about time. This method will be beneficial to my students and help bridge the gap for those students who may be having a difficult time.  How did this lesson develop as a result of your examination of research and data about using students’ assets throughout the lesson? My goal was to give my students practical use of telling time, by showing them telling time is a part of their daily routine; whether they stop to notice it. Standards VA Mathematics 1.9) The student will investigate the passage of time and a) tell time to the hour and half-hour, using analog and digital clocks VA English Language Arts 1.7 The student will expand vocabulary and use of word meanings. a) Discuss meanings of words in context. b) Develop vocabulary by listening to and reading a variety of texts. c) Ask for the meaning of unknown words and make connections to familiar words. Outcomes/Goals  What will students be expected to know or do as a result of this lesson? VA Mathematics “ Many experiences using clocks help students develop an understanding of the telling of time to the hour and half-hour, including:  identifying the parts of an analog clock (minute and hour hands);  demonstrating a given time to the hour and half-hour, using a model clock.  writing digital time to the hour and half-hour.  relating time on the hour and half-hour to daily routines and school schedules (e.g., bedtime, lunch time, recess time); and  connecting the hour and half-hour to fraction concepts.  Practical situations are appropriate to develop a sense of the interval of time between events (e.g., club meetings occur every week on Monday; there is a week between meetings) ” ( VDOE Math ).

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VA English Language Arts “All students should  understand that word meanings can be comprehended through context, discussion, connections to familiar words, and knowledge of vocabulary from other content areas  understand and discuss the meanings of new words as presented in context” ( VDOE ELA ).  List all outcomes associated with this lesson (for both your math standard and your visual arts standard). ( The student will be able to (TSW)… ) VA Mathematics “The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to  Identify different types of clocks (analog and digital) as instruments to measure time.  Tell time shown on an analog clock to the hour and half-hour.  Tell time shown on a digital clock to the hour and half-hour.  Match a written time (e.g., 1:00, 3:30, 11:00) to the time shown on a digital and analog clock to the hour and half-hour” ( VDOE Math ). VA English Language Arts  The student will develop vocabulary by listening to and reading a variety of texts  The student will ask for the meaning of unknown words and make connections to familiar words  The student will ask for meanings and clarification of unfamiliar words and ideas ( VDOE ELA ).  Are these learning target(s)/outcome(s) appropriate based on your prior assessment/knowledge of students’ understandings? Yes, I would have to say that these learning targets and outcomes are appropriate based on my students’ prior knowledge and assessment of their understanding.  Are your targets/outcomes observable and measurable? Yes, both the targets and outcomes are observable and measurable. I will be using Formative and Summative assessments to monitor students’ progress.  What are your essential questions that align with the outcomes?

1. Why is knowing how to tell time so important? 2. How is telling time on an Analog Clock different from telling time on a Digital Clock? 3. When do you read time? Share examples? Resources and Materials All activities Will be accessible for students on the Classroom Canvas page and Classroom Webpage  Book Reading/Let’s Discuss: Telling Time By: David A. Adler  Vocabulary Words (List below in the 5E Lesson Plan)  Blank Digital and Analog Clock ( TPT Free Print out )  “What Time is it?” Worksheet: Created by: Ms. Outlaw ../Documents/Time Activities.docx  Judy Clock (each student will receive one)  What Does the Clock Say Activity from: TpT What Does the Clock Say?  Ms. O’s Problem-Solving Template (Listed below in the 5E Lesson Plan)  Rainbow Fraction Circles (manipulative)  Matching Activity (Modification for Students having difficulties; example listed below)  VDOE ELA  VDOE Math Technology  Does technology enhance the design and delivery of your lesson? It does help the delivery of the lesson because if students as absent during our instructional time, they are able to still access all the information on Canvas, so that they aren’t falling behind.  Does the use of technology promote active learning? Yes, the technology does promote active learning.  Be specific. List all technology needed for both students and teacher.  School-Issued/Home Electronic Device  Canvas  Classroom Website : https://koutl002.wixsite.com/my-site INSTRUCTIONAL DELIVERY Learning Environment  How will you support individual and collaborative learning and foster positive interaction in the classroom? (Think math discourse) Math discourse will be taking place during every part of the lesson from:

 Probing questions at the beginning of the lesson to get the student thought process flowing.  Read-Aloud activity that will allow them to hear and see time. Also the use of approximate language while hearing the story about time.  Participating in a Math Talk to go over how the problem-solving guide with help them work through problems centered around telling time.  Learning and discuss vocabulary centered around time.  Having partner work in order to rely on one another to work through challenges as they arise. Introduction/Activating Strategies  How will you engage learners in the lesson and learning? - With any new lesson you want to make sure that you are making a smooth entrance, so that you will have the student attention and that they are able to follow. With telling time I want to make sure that students can relate to it, so they’re able to apply it to their daily lives. Instructional Strategies 5E Description Engage Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: Prior Knowledge Phase  Probing Questions: 1. How many of you can tell time using a digital clock like the one on your chromebook or Ipad? 2. How many of you know what an Analog clock is? 3. Who knows how to tell time using an Analog clock? 4. What If I told you that by the end of this lesson you will know how to tell time using both a Digital Clock and an Analog Clock? Would you believe me?  Book Reading/Let’s Discuss: Telling Time By: David A. Adler  “What Time is it?” Activity: (This activity will be used to see

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what they already know about tell time) Explore Lesson Description – Materials Needed : Vocabulary For the Unit:  Hour  Minute  Half an Hour  Analog Clock  Digital Clock  Shorthand (Hour Hand)  Long Hand (Minute Hand)  Colon (for Digital Clocks)  Elapsed Time Activities:  Working together, each student will be given a worksheet with different activities and errands that Ms. Outlaw has to run on Saturday. The time will be written in digital time, but the student have to use their individual Judy Clock to show the represented.  What Does the Clock Say Activity from: TpT What Does the Clock Say?

 Each student will be handed a blank Analog Clock and Digital clock as a class we will go through and label each part of the clock together. My goal is to get the students comfortable so that they will be able to label it themselves. Explain Concepts Explained and Vocabulary Defined Resources: Ms. O’s Time Problem Solving Guide  I would like for student to feel confident with being able to identify the parts of a clock.  Rainbow Fraction Circles: Manipulate will be used to show students time increments on a clock.  Students will then participate in a Math Talk to discuss when would be the best time to use their problem-solving guide and how does it help? Elaborate Applications and Extensions:  To see if students are feeling a bit more comfortable with telling time; I will have the students break out into groups of 4 and work on the following matching activity.

Evaluate Students will be evaluated on formative assessments/activities completed throughout the duration of the unit.  The Summative Assessment will be given at the end of the lesson. Student will have to answer a series of questions based on identifying time using an Analog and Digital Clock.

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 Writing/Presentation Activity : List 3 example on how you use time in your daily lives. Please use complete sentences when listing examples. I will be judging on Content, Neatness, and your Presentation to the class. Closure  How will you bring closure to the lesson? The students will participate in a short Summative Assessment. I will also ask them to participate in a short writing activity where they must share 3 examples of how they use time in their Daily lives. Differentiation  How will you adjust instruction, including incorporating technology, to meet the needs of a diverse set of learners? Be sure to specifically address the following learners: o Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) (What plan do you have for remediation for students who struggle with the content?) The great thing about my lesson on time require many modifications and it

encourages group participation. Which is great for students with accommodations for small group settings. Group members can help students with Autism and ADHD stay on task and for the mild learning disorder students they will be able to benefit from having the extra help from group members. However, I will also be present and stepping in to check/ facilitate each group to ensure students are staying on task. o English Language Learners (ELLs) (What strategies can you suggest for these learners that are specific to this lesson?) Any text that is being covered in the classroom can translated in a different language by using their personal device or school issued device to translate. I will also be using a lot of visuals during this lesson. I believe that having visual representations will also be a great tool to help ELL students to form an understanding of what is being covered in the lesson. Being that I have created a lot of my own worksheet and use very generic print outs all of the information being used can be modified to cater to the needs of my students. o Gifted Learners (What plan do you have for extension activities to further advance content knowledge of these students?) F or this lesson on time there will be few collaborative/ group activities; I will be assigning a gifted learner to each group. They will act as Jr. facilitator for each group, helping other group member(s) to stay on task and providing help when needed. They will still have to carry out their share of the group/ partner assignments. Giving them this leader role will keep them engaged in the collaborative group setting even if they have finished the work before others are finished. Assessment  Throughout each step of the lesson there are interactive activities that helps me assess how the students are processing the information that is being given to them. Each activity is preparing them for the summative assessment that will be based on a grading rubric.  Formative Assessment will be grade throughout the duration of the lesson. However, the first part of the Summative assessment will test students on a series of questions based on identifying time using an Analog Clock, Digital Clock and Writing the time in word form. There will also be a few questions based on skip counting by 5’s.  For the Writing/Presentation portion of the Summative Assessment students will be graded using a rubric. Assignment Rubric Telling Time 5-4 Points 3-2 Points 1-0 Points Totals

Content You have identified 3 examples of how time can be used during your daily life. You have identified 2 examples of how time can be used during your daily life. You have identified 1 example of how time can be used during your daily life. Neatness The finished writing activity is legible. The finished writing activity is somewhat legible, but you can show improvement. The finished writing activity lacked information, is not legible. Presentation You did a great job explaining your ides to the class and showed a lot of confidence in your knowledge about the subject. You did a great job explaining your ides to the class, but you lacked the confidence piece of your knowledge about the subject. Did not participate in the presentation portion of the assignment. Total Points: ______/20 Points PROFESSIONAL LEARNING Reflection  How will you evaluate your practice? I will use the students’ formative activities and student back to see how well students are grasping the lesson. If they are struggling with certain information, I will have to go back and change my delivery/ information given in the lesson.  Where might/did learners struggle in the lesson? Students might struggle when it comes to telling time on an Analog Clock, learning how to skip count by 5’s for telling time and writing out the time in word form.  How can the lesson be strengthened for improved student learning? It can be improved by adding in more activities that focus on skip counting and writing time.  Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?

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I believe that this lesson did, as I stated earlier in my lesson, telling time is a skill everyone needs to have. My lesson aims to ensure that ALL students will be given an opportunity to do just that.

KOutlaw_ElemMathMethods_LP2

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