MAED 3224 Clinical Assignment IMB Block

Part 1: Your students

a. Grade level: 3rd
b. School/School System: Winget Park Elementary/Mecklenburg County

Part 2: Whole Class Lesson

Meet with your IMB teacher and decide what you will teach. Make sure your teacher understands that
your lesson must have a conceptual instruction and a procedural and/or reasoning component. You
teach just one lesson.
A. Describe the Central Focus of your lesson: Students will write time to the nearest minute and
will solve problems involving addition and subtraction of time intervals
B. State your CCSSM Standard:
CCSS.MATH.CONTENT.3.MD.A.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving
addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
C.

Central Focus:
Subject: Elapsed Time
Students will write time to the nearest minute and will solve
problems involving addition and subtraction of time intervals
Essential Standard/Common Core Objective:

CCSS.MATH.CONTENT.3.MD.A.1
Tell and write time to the nearest minute and
measure time intervals in minutes. Solve word Date submitted: 3/18/2017 Date taught: 3/24/2017
problems involving addition and subtraction of time
intervals in minutes, e.g., by representing the
problem on a number line diagram.

Daily Lesson Objective:

Students will write time to the nearest minute and will determine the length of time from the start time and the end time.
21st Century Skills:
Academic Language Demand (Language Function and
Collaboration and teamwork: Students will work in
Vocabulary):
groups to solve the Birthday Pool Party worksheet
Students will explain their reasoning in solving for length of time
Critical thinking skills: Students will design their
orally to the class. They will also have time at the end of the block
own party and will solve for the length of time from
to show their party designs to the rest of the class.
the start time and end time.
Prior Knowledge: Students have already done a unit on elapsed time previously this year

Activity Description of Activities and Setting Time

1. Focus and Review I will ask students a series of questions about what theyve already learned
this year:

What does it mean to tell time to the nearest minute? answer: Students will be
able to say the time as 11:58 AM, 2 minutes to 12:00, or 58 minutes after 11.

What strategies can I use to help me tell and write time to the nearest minute
and measure time intervals in minutes? answer: A number line can be used or
the mini clocks

How can we determine the amount of time that passes between two
 events? answer: Use a number line. Write down the starting time of an event.
The, count by one hour, 5 minute, or one minute intervals until you count to
the ending time of the event. OR using the mini clocks to count

What part does elapsed time play in our daily lives? answer: Sometimes it is
important to know how long something will last, such as sporting event, a
birthday party, or the time it takes to walk to the park and come back home
again. Knowing the elapsed time will help you to plan better.

If students struggle with these questions, I will spend more time reviewing
and will show examples/visuals on each concept. I will also do an example
problem with the students:

If school begins at 8:15 AM and ends at 3:15 PM. How much time do you
spend in school?

I will call on students to help me answer this question

Today we are going to review elapsed time. We will solve for the length of
2. Statement of Objective
time between a given start time and end time. Then we will design our own
for Student
schedule for a party.
I will explain two different strategies students can use to solve for the length
of time. The first strategy will be a number line. I will solve for If first block
starts at 9:30 and ends at 10:45, how much time do we spend in this block?
using the number line strategy
The next strategy will be using the mini clocks. I will solve for If lunch
3. Teacher Input
begins at 12:25 and ends at 12:55, how much time do we spend at lunch?
I will show students both strategies for solving for the length of time before
moving on to the guided practice. If students are confused I will explain the
strategies in more depth.

I will put the Birthday Pool Party chart on the smart board. I will ask
students How much time is between 1:00p.m. and 1:30p.m.? How do you
know? So how long did people swim at the birthday party?
I will ask students to help me solve for each problem and I will try to
call a variety of students to answer. For the next problem, I will say What
about the beanbag toss? It says it started at 1:30 and was 15 minutes. How do
we find out what the end time is?. Students will give answers and I will show
the example of how to find the answer on the board. We will move on to the
4. Guided Practice next problem. People will jump on the trampoline for 15 minutes at the party.
It says that this activity will end at 2:00p.m. How do we know what time the
activity started?
Students will solve for the length of time, the start time, and the end time
during this activity. We will go through each type of problem as a class and I
will model how to solve each problem using both strategies we learned in
class. I will also answer any questions students might have and go through
more practice problems if students need additional help.

5. Independent Practice Students will work in their groups at their tables to solve for the rest of
the times on the Birthday Pool Party sheet. I will give them about 10
minutes to complete the worksheet. I will be walking around the classroom to
help students who have questions and to make sure students stay on task. After

6. Assessment Methods of
all objectives/skills:
all the students are finished or after the time is up, I will bring the class back
together. We will review the answers on the board. I will call on one person
from each group to come up to the board and write the answer. Then I will
ask the students to explain how they got the answer and I will explain it
to the class.
After we have gone through the worksheet, I will demonstrate the next activity. Students
will have to copy the Plan a Party chart on a separate piece of paper. I will explain you
will be creating a plan for your own party. You need to come up with at least five activities
to be in your party. You will also need to come up with a start time and an end time using
both hours and minutes and solve for the length of time in each activity. I will show
students an example on the board. I will write Open presents under the activity,
1:30p.m. under start time, 1:45p.m. under end time. Then I will ask students how long
the activity will take. They will answer with 15 minutes and I will write that under the
Length of Time.

Students will be expected to come up with at least 5 activities with an activity name, start
time, end time, and length of time to get full credit. Each section of the chart equals one
point. Students will be expected to earn 15 out of 20 points

I will bring students back together as a whole group to review what we

learned. I will ask 2-3 students to come up to the board and share their
7. Closure party plan with the class. I will ask students What was challenging about
this activity?, How do you feel about solving for length of time?, What
was most difficult about planning your own party? Do you think you will
ever have to do this again in real life?

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

EC students will receive additional help during the
independent practice and during the assessment. I will
give them more detailed instruction as I walk around
the room and will be available if they have questions.
I will be walking around the classroom during the independent
practice and the assessment. I will make sure groups stay on
task during the independent practice and I will answer
questions that they might have. They will be placed in groups
based on where they sit in the class

Materials/Technology:

SMART board
Paper
Pencil
Mini clocks

Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

Idea for lesson came from http://www.cpalms.org/Public/PreviewResourceLesson/Preview/49901

 D. Create a formative assessment
for your lesson.

E. Complete this rubric based on

your assessment above. Keep in
mind the points are only for
labeling in the graphic, and not
for grading the student as this is
a formative assessment. If you
have an advanced group, you
can add a column for
accomplished. You must have
two of the three rows below and
conceptual should be there
unless your IMB teacher insists
not to assess it.
Beginning Developing
1 2
Conceptual The student writes The student
understanding down the activity down the act
name but the start start time, an
time is later than time but
the end time. misunderstoo
the time betw
the start and
time is the le
time
Procedural The student might The student
Understandings not write time down the tim
correctly (00:00) or the correct fo
doesnt find an end (00:00) and f
time that is later start time ad
than the start time time

Reasoning The student cant The student

explain how to explain why t
solve for elapsed start time sho
time or how time sooner than
works end time but
explain how
solve for the
elapsed time

Part 3: Results of Whole Class Assessment

A. Give the results of your assessment in a graphic form per your rubric in part 2E. This
can be a pie chart, bar graph, table, etc. It should give me a quick understanding of
how your students did in each part of the rubric above.
 B. BULLET the results of the assessment as below:
a. There were no students who scored a 1 for conceptual understanding. Three
students scored 2 and eighteen students scored a 3
b. There were two students who scored a 1 for procedural understanding. Six students
scored 2 and thirteen students scored a 3
c. There were two students who scored a 1 for reasoning. Five students scored a 2 and
fourteen students scored a 3.

1. What understandings do these results show you class as a whole has per the objective?
Most the class had proficient conceptual understanding, procedural understanding, and reasoning.
There were some students who scored lower in procedural understanding and reasoning. All
students had a conceptual understanding about time but some lacked understanding in solving for
elapsed time.
2. What are the error patterns you have discovered? For each error pattern, label if it is conceptual,
procedural, or reasoning.
The most common error for students who did not score a three was they were missing procedural
knowledge in solving for elapsed time and would guess.
Some students made errors when trying to add minutes that go over 60 and convert them to hours.
This was a lack in procedural understanding.

Part 4: Plan for Re-engagement during workshop (you are only planning this)
CREATE A TABLE THAT ADDRESSES THE FOLLOWING:
A. How will you group your students per the results of instruction?
B. What is your objective for each of these groups?
C. What is your planned activity for each of these groups that you believe are the appropriate
NEXT STEPS for their learning?
Beginning & Developing Group
Objective Students in this group will practice writing
time to the nearest minute and will solve for
elapsed time using visual representation
Activity The group will work on a set of problems
using the number line strategy. The students
will write it on a whiteboard independently
and solve for the answer. When theyre done,
I will check their answers and I will model
how to do each problem to the whole group.
Start time: 10:30 End Time: 11:00
Length of Time: _____________
Start time: 11:45 End Time 12:15
Length of Time: _____________
Start time: ___________ End Time: 11:15
Length of Time: 2 hours 30 minutes
Start time: 12:45 End Time ________
Length of Time: 1 hour 15 minutes
Proficient Group
Students will
This group (Most of the class) will work on
solving the problem below after doing
research online about time zones.
Ron, who lives in New York City, wanted to
call his Grandma in Los Angeles when she
got home from work at 5:00 p.m. to wish her
a Happy Birthday. It was 4:00 p.m. in New
York City. How long did Ron have to wait to
call his grandma? What New York City time
should he call her to reach her at home in
Los Angeles? Students need to study the time
zones. They can do this research on the
internet. Once they understand that Los
Angeles is three hours behind New York's
time, they will then be able to do the
problem.