Reflection: Journaling Review of Telling Time to 5 Minutes - Section 4: Independent Practice


Some of my most important "ah-ha" moments are composed of very small things.

For many years I have been in the habit of jotting down quick notes to myself about the day's lessons. It helps me remember the changes I made in my lesson plans, and why, and also helps me remember what I want to change moving forward.

Years ago, I realized that going faster and giving the students more work (I taught at a back-to-basics school where quantity of work was seen as a sign of student self-discipline) does not equal greater learning.

An example of this is time.  When I first taught 3rd grade many years ago I jumped right into telling time to the minute, making the assumption that since that was the standard, that was where I should begin.  I felt that reviewing time to the hour, half hour, quarter hour and even five minutes would be "too easy".  

Now I know that even though telling time to five minutes is not the 3rd grade standard, time reviewing it will facilitate more rapid acquisition of the concept of telling time to the minute.  A student can NOT tell time to the minute well unless they are fluent in telling time to five minutes.  It's a logical foundation.  

  What I Learn From My Notes
  Journaling: What I Learn From My Notes
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Review of Telling Time to 5 Minutes

Unit 6: Time
Lesson 9 of 11

Objective: SWBAT read time to 5 minutes on an analog clock, determine elapsed time using 5 minute intervals, and answer word problems involving time to 5 minutes.

Big Idea: Review and enrich telling time to 5 minutes.

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Math, Number Sense and Operations, telling time, telling time to 5 minutes
  65 minutes
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