##
* *Reflection: Unit Exams
Elapsed Time Assessment - Section 2: Assessment

I will use the results from this assessment to determine which students need additional practice and reteaching on elapsed time. During this unit, several of my students were familiar with time, and would count out the elapsed time mentally.

Although they were able to calculate the elapsed time accurately, they did not always use the number line. Because of this, I am unable to determine from this assessment if they have a true conceptual understanding of elapsed time. I will be asking these students to complete a performance task with a number line to complete their assessments. The use of a number line is essential because it is used throughout all future grade levels and it is a model that can be used for all mathematical concepts. Developing the students skill in using number lines will also assist them when taking high stakes testing. This is a critical model in the Common Core Standards, and one that I want them to use accurately.

*Unit Exam*

*Unit Exams: Unit Exam*

# Elapsed Time Assessment

Lesson 5 of 13

## Objective: SWBAT calculate elapsed time and show their thinking using an open number line.

#### Warm Up

*5 min*

During the warm up, I have students practice adding and subtracting on a number line using their whiteboards. I choose simple equations, and then ask the students to share their solutions with a partner. Some the equations I select include:

55 - 23 = _____

47 - 29 = ______

17 + 39 = ______

48 + 12 = ______

I purposely choose one equation that will result in a sum of 60 because this assessment is on time. Practicing adding and subtracting during the warm up will help the students throughout this assessment. I want them to be focusing on working within numbers 0 to 60, and to consider if a number is closer to a half hour or an hour. This warm up is focused on

*expand content*

#### Assessment

*55 min*

Assessment is necessary to evaluate student progress and the teaching process. Today's assessment is summative, reviewing the measuring elapsed time unit. The tasks in this lesson include reading analog clocks, calculating with an open number lines, and deriving information from a train schedule.

The Common Core Standards emphasize making connections to real life applications. Using a train schedule provides an opportunity to practice reading a schedule (interpreting information conveyed by numbers with time as the unit of measure) and applying time measurements in a meaningful application.

*expand content*

##### Similar Lessons

###### How Time Flies

*Favorites(19)*

*Resources(8)*

Environment: Suburban

###### Using Open Number Lines to Determine Elapsed Time

*Favorites(11)*

*Resources(18)*

Environment: Urban

###### Operations with Time

*Favorites(1)*

*Resources(9)*

Environment: Urban

- LESSON 1: Clock Facts
- LESSON 2: Elapsed Time Flip Books
- LESSON 3: Elapsed Time Using Train Schedules
- LESSON 4: Elapsed Time - What Time Will I Get Home?
- LESSON 5: Elapsed Time Assessment
- LESSON 6: Area of Irregular Polygon
- LESSON 7: Area in Real Life With Irregular Polygons
- LESSON 8: Finding Arrays In An Irregular Polygon
- LESSON 9: Area Within An Area
- LESSON 10: Build A Rectangle With A Given Area
- LESSON 11: Build A Bird Nest Box - Day 1
- LESSON 12: Build A Bird Nest Box - Day 2
- LESSON 13: Area Word Problems - Days 1 & 2