Williams_BenchmarkAssessmentLessonPlanning.docx - RUNNIGN...

• 10
• 96% (45) 43 out of 45 people found this document helpful

This preview shows page 1 - 4 out of 10 pages.

The preview shows page 3 - 4 out of 10 pages.
RUNNIGN HEAD: BENCHMARK ASSESSMENTBenchmark Assessment Lesson PlanningJennifer WilliamsGrand Canyon University – ELM 555March 6, 2109
BENCHMARK ASSESSMENTPart 1: Lesson Plan (Math)Section 1: Lesson PreparationTeacher CandidateName:Jennifer WilliamsGrade Level:3rd GradeDate:March 5, 2019Unit/Subject:MathInstructional PlanTitle:Determining elapsed time using a number lineLesson Summary andFocus:This lesson will focus on the students’ ability to tell how much time haselapsed. They will use a number line to determine how much time.Classroom andStudentFactors/Grouping:4 ELL students4 students learning disabled6 students performing below grade level in mathThe students that are below grade level and have a learning disability willallow me to plan the lesson with different methods and help me to focuson what each student needs to focus on. With assessments the studentswill be able to show where they fall on the learning curve and what theyunderstand.National/StateLearning Standards:CCSS.MATH.CONTENT.3.MD.A.1Tell and write time to the nearest minute and measure time intervals inminutes. Solve word problems involving addition and subtraction of timeintervals in minutes, e.g., by representing the problem on a number linediagram.Specific LearningTarget(s)/Objectives:The students will be able to determine the amount of time that has elapsedbetween two times shown on an analog clock, on a digital clock, and inthe form of a word problem.Academic Language-Hour-Minute-Elapsed-Starting time-Ending time-Schedule-Quarter hour-Half hour-IntervalResources, Materials,Equipment, andTechnology:Large clock for the teacher and individual card stock clocks for thestudents, one clock per student for instruction.Clock worksheet with number line.Section 2: Instructional Planning
BENCHMARK ASSESSMENTAnticipatory Set-I will ask the students to think about what time they woke up. Then have themlook at the current time and determine how much time has elapsed. They willshare their findings with their partner.-I will then ask them to determine how much time until recess, lunch, and the endof the school day.-We discuss how understanding how much time has elapsed can make planningeasier.TimeNeeded10 minMultiple Means of Representation-I will use ananchor chartto explain how to determine time elapsed with anumber chart.-I will give an example using the time I woke up to the current time allowing thestudents to follow along and create the chart in theirmath notebooks.

Course Hero member to access this document

Course Hero member to access this document

End of preview. Want to read all 10 pages?