Reflection: Checks for Understanding It's Time We Begin - Section 2: Pre-Assessment


Some of the best formative assessments are organic.  This child can tell time on paper, and can compute elapsed time on paper, but doesn’t yet transfer the skill to practical, real-world use unless she is prompted to do so.  This is one way I know that I need to continue to give them real world scenarios related to time.  Evidence demonstrates that their ability to work through telling time and elapsed time problems in a math lesson is not a guarantee that they will apply this understanding to what they perceive as a non-math lesson scenario.  Eventually, they will realize that math and life are inseparable…

Student: clutching Kraft Macaroni & Cheese bowl, “Ms. Valentine, can I heat up my lunch now?”

Teacher: “Well, what time is it?”

Student: squinting at clock, It’s almost 11 o’clock.”

Teacher:What time is it now, to the minute?”

Student: peers at clock again, concentrates, and twirls macaroni & cheese container, 10:05.” 

Teacher:  raises eyebrows, and then raises a finger to her lips as The Wanderer starts to answer.

Student: “10:50.  10:55…”  She searches the teacher’s face but teacher is now doing a statue impression.

Student: Sighs.  15 second pause. “10:58. it’s 10:58.”

Teacher: “Yes, it’s 10:58.”

The Wanderer:  “That’s what I was going to say.”

Teacher: Points in the direction of The Wanderer’s Desk.  Wanderer skips off to the edge of stage left.

Student:  “So, can I heat up my lunch?”

Wanderer:  Clearly still listening, looks at teacher, nods his head knowingly. 

Teacher: “How long does it take you to heat up your lunch?”

Wanderer: Smiles and crosses his arms.

Student: “3 minutes”

Teacher:  “So, if we leave for lunch at 11:20, when do you need to heat up your lunch?”

Student: “Not yet.” Turns to walk away.

Teacher:  Motions for student to return to the table“Correct, you don’t need to heat it up yet.  Specifically, when should you heat it up?”

Student:  Shrugs shoulders.

Teacher: Raises eyebrows again.  Smiles.

Student:  Smile, followed by prolonged sigh & a 25 second pause.  11:17. I need to heat up my lunch at 11:17.”

  Teacher, can I heat up my lunch yet? (Are they applying what they know?)
  Checks for Understanding: Teacher, can I heat up my lunch yet? (Are they applying what they know?)
Loading resource...

It's Time We Begin

Unit 6: Time
Lesson 1 of 11

Objective: SWBAT explain their own ideas about why telling time and understanding elapsed time is important.

Big Idea: Teaching students to tell time through engaging them in real world application is critical for transfer of learning.

  Print Lesson
13 teachers like this lesson
shutterstock 106707758
Similar Lessons
How Time Flies
3rd Grade Math » Going Batty Over Measurement and Geometry
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.
Troy, MI
Environment: Suburban
Michelle Marcus
Operations with Time
5th Grade Math » Targeted Skills Interventions
Big Idea: Don't let time pass you by!
Grand Rapids, MI
Environment: Urban
Erin Doughty
Mini- Lesson: A Big Splash!
4th Grade Science » Waves
Big Idea: Students drop several different sized objects into a bucket of water and observe what happens by measuring how long the wave continues after the displacement.
Genoa City, WI
Environment: Rural
Mary Ellen Kanthack
Something went wrong. See details for more info
Nothing to upload