Reflection: Connection to Prior Knowledge How Time Flies - Section 2: Active Engagement


Prior to this lesson, students were taught to tell time to the nearest minute and to write time appropriately. This was the first time, I think, that they were asked to explain the passing of time in an organized manner.  

When I introduced the number line, they were like deer in the headlights, until I reminded them to think about our place value work and that breaking the time into smaller chunks to get to 10 minute intervals, or hour intervals.  

When the children saw this and could draw on their prior knowledge of breaking apart numbers based on place value or another category, they were off!

This just proves the idea that a strong understanding of place value, number lines, and the properties of numbers is essential to all math.  This is what the common core guides us to keep at the front of our instruction.

  A New Strategy
  Connection to Prior Knowledge: A New Strategy
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How Time Flies

Unit 11: Going Batty Over Measurement and Geometry
Lesson 1 of 14

Objective: Students will be able to solve elapsed time situations using a number line as a tool.

Big Idea: Telling time is not enough. Students need to understand and apply strategies to solve elapsed time situations that are real world. This knowledge is essential in creating a deep understanding of using clocks as a tool to measure the passing of time.

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