You may wish to this activity by dividing the sets of cards up. Distribute the cards amongst the students. Allow each student to find a partner with a match to his or her card. Motivation Ask students what it means to measure time. Have students their ideas about how they might measure one minute’s time. (Use the ‘One Mississippi, two Mississippi’ or ‘One one thousand, two one thousand approach, use a timer, etc). Show students various analog and digital clocks. Ask questions such as, “What are some differences you notice between analog and digital clocks? What are some similarities?” Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. with Mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression UDL Components Representation is present in the activity through displaying information in varied formats (Judy Clocks, a ‘Floor Clock’, standard analog and digital clocks). Expression is present in the activity through providing alternatives for physically responding (using a Judy Clock or drawing pictures). Make of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with Mathematics. Use appropriate strategically. Attend to precision. Look for and make use of structure.
Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary number line and the various colors used to represent night and day. Expression is present in the activity through the use of concrete materials. Engagement is present in the activity through a task that is designed so that the outcome is authentic, communicates to a real audience, and is purposeful. Warm up to the lesson: Show students photos of people doing various activities. Ask them what time of day a person might do a particular activity, and how they know this. Ask students some questions, such as: “What types of things do you do in the morning and what types of things do you do in the evening?” “How do you know when it is morning, or a.m., and how do you know when it is afternoon/evening, or p.m. when reading a clock?” Construct viable arguments and critique the reasoning of others. Model with Mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
Students work in pairs to play the “Show My Time Game” (Resource Sheet 8). Students should continue to be allowed many opportunities to use the clocks to tell time to the nearest five minutes. Formative Assessment: Have students write in their journals or make a poster about the activities they do at different times during the day and night. Activity 3 UDL Components Multiple of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions UDL Components Representation is present in the activity through the use of varied displays of information, including literature and a chart to record students’ ideas. Expression is present in the activity through the use of concrete materials and, when possible, virtual manipulatives. Engagement is present in the activity through the invitation to use personal response, evaluation, and self-reflection to the activity through discussion and through the formative assessment. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with Mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
_______________________________________________________