Analog and Digital Clocks

Image: Digital and Analog Clocks

Contributor: Breighel Buggs Sample NearPod Lesson

First grade students will learn how to tell and write time using analog and digital clocks that cover hours in this unit. The terms analog, clockwise, counterclockwise, hour, minute, second, and digital may be unfamiliar to students. Students will be able to actively participate in a class simulation using a floor clock in which they will volunteer to be the big and little hands on the analog clock in order to visualize the hours in an engaging way. For simple visual access, instruction will include a digital clock on the projector. The student should be able to tell the right hour position on a digital and analog clock at this level of the unit lesson. The vocabulary concepts for working with time will be discussed in class: analog, clockwise, counterclockwise, hour, minute, second, and digital. Demonstrations, face-to-face coaching, printed materials, and group activities will be used to teach students about digital and analog clocks. Students should learn how to tell time using analog and digital clocks since knowing the time is essential for being punctual in society. Students can progress their learning to eventually show the time on either clock when given a time in hours and half hours, whether am or pm, if they comprehend the vocabulary and have mastered how to tell time by transferring hours from an analog to a digital clock. Students can then progress to a more complex level of the standard and improve their skills. The digital resources that can also be used would include kahoot, visuals, videos, educational websites, Nearpod, and mobile apps

that include interactive activities and games on the topic of understanding time in the form of analog and digital clocks.

Knowing and understanding how to tell time by the hour using analog and digital clocks is a learning expectation under the Tennessee state standards 1.MD.B.3 Measurement and Time. Work with Time and Money (Tell and Write in Hours using analog and digital clocks).

1.MD.B.3 Measurement and Time

Tell and write time in hours and half-hours using analog and digital clocks. (Tell and Write in Hours using analog and digital clocks)

Media Share Resources

Let’s learn about the CLOCK

APA Format Citation- Jack Hartman. (2017, June 14) Let's learn about the CLOCK: FUN Clock song for KIDS: Jack Hartmann Kids Music Channel. YouTube. Retrieved September 13, 2021, from https:// youtu.be/tEmg914-9xY.

Let's Learn About the Clock | Fun Clock Song for Kids | Jack Hartmann is a great video to share with your students to introduce the topic of telling time to your students. By using this video as an introduction, you will be able to grab your student’s attention and get them excited about learning about the analog clock. This video is great for your visual and auditory learners as well! The students will be able to see what the different forms of a clock are, and they will be able to sing along with Jack Hartman while examples and images are displayed throughout the video.

Technology Standard 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Mr. R’s Songs for Teaching

APA Format Citation- Mr. R.'s Songs for Teaching (2018, January 16). Telling time - reading clocks to the hour! YouTube. Retrieved September 10, 2021, from https://youtu.be/TaFQslk37xg.

Telling time- Reading Clocks by the Hour is a great video to show your students when talking about the components of an analog clock in the standard unit of telling time. Videos help to keep your student’s attention, especially since students are beginning to grow up with technology. Throughout this video, it provides academic vocabulary such as analog, minutes, hour, and o’clock along with displays of models as visual examples for the students that may be visual learners. This video is geared towards the more complex parts of the math standards of telling time. This will be great to challenge students to apply their knowledge of the previous learned material.

Technology Standard 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.

Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Tell Time (Nearest half hour)

APA Format Citation- Tell time (Nearest half hour). Generation Genius. (2021, July 27). Retrieved September 13, 2021, from https://www.generationgenius.com/videolessons/tell-time-nearest-half-hour/? gclid=CjwKCAjw7fuJBhBdEiwA2lLMYX2WQUte5mkfbDoPaSciDA_2T1RRtu3gk3TJZwP2G5Jb71t2ld_Ji RoCH4UQAvD_BwE.

This genereationgenus.com website offers in depth information about how to tell time on the hour and half hour. In this website, it provides hyperlinks to different types of dependent questions a student may ask, vocabulary, and activities that include word problems and number problems to help students gain more knowledge about clocks and telling time. When you click on the hyperlink labeled reading material it takes you to a page that talks about what that clock is and what its different forms look like, talks about

what the use of a clock is, and the many places you may see clocks. I thought it was a great addition to have a button for reading aloud the information on the page. The assessment feature can help students assess their own progress. This would make the website very accessible for students that are not as proficient at reading. Lastly, this website includes a teacher guide and lesson plan option to assist teachers in their planning.

Technology Standard 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.

Technology standard 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Tell time (Whole Hour)

APA Format Citation- Alex Lochoff. (2020, March 19). Telling time (whole hours). YouTube. Retrieved September 10, 2021, from https://youtu.be/xwaO9Ox-SrY.

Telling time (whole hours) is a great video to share with your students to build onto the student’s lesson to provide the students with more of an explanation that goes in detail. By using this video students see why the analog clock has a minute hand and an hour hand. This video is great for your visual and auditory learners as well. The students will be able to see how to tell time by the hour through the visuals of showing many different model examples throughout the video.

Technology Standard 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.

Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Telling the time - Teaching time with interactive clocks and fun game

APA Format Citation- Thiyagarajan, Sathiyanarayanan. (2015, May 8). Telling the time - Teaching telling time with interactive clocks and fun games. IOS App Store. Free. Retrieved September 23, 2021, from https:// apps.apple.com/us/app/telling-the-time-teaching-telling-time-with/id975006725

Telling the time - Teaching telling time with interactive clocks and fun games is an app that helps students learn about the differences between analog and digital clocks, while also giving several different real-world examples through word problems and models on the two types of clocks. In this app, it has different modes for students to use. The first mode is learning which covers the learning of the content including the basics of telling time, the difference between day and night, and other terms that would be used in word problems, such as quarter, half, and o’clock. The second mode is practice which allows students to practice their skills by answering questions. The last mode is the games mode which allows you to apply the knowledge you’ve learned within the app or even in the classroom in a fun and exciting way. Parents and teachers can upgrade this app to access more programs within the app for just 1.99 to help your student in learning everything about time.

Technology Standard 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.

Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Time Games for Kids Online

APA Format Citation- Time Games for Kids Online - SplashLearn. (2020). Retrieved September 11, 2021, from https://www.splashlearn.com/time-games.

Games are a great way to get kids interested and involved in your lesson. In this splashlearn.com website, it offers a variety of games students are able to play and learn not only about telling time, but many different factors that occur as well. Through these different games, students will be able to learn more about analog clocks, digital clocks, setting time, terms for written time, and so much more. Students love games, so why not include it into their daily learning!

Technology Standard 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.

Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Time Teacher Lite

APA Format Citation- Ltd, L. W. P. (2013, May 28). Time teacher Lite - learn how to tell time. IOS App Store. Free. Retrieved September 10, 2021, from https://apps.apple.com/us/app/time-teacher-lite-learnhow-to-tell-time/id644766778.

Time Teacher Lite-Learn How to Tell Time is a great resource for students to use inside or outside of the classroom and the best part is it’s FREE! This app provides and is 100% interactive. You will learn how to

tell time by the hour and even be able to go further in learning more complex telling time examples on the analog and digital clock. This app would be a great resource to add into your mathematics time standard unit lessons. Even just to get a little extra practice.

Technology Standard 6c: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models, or simulations.

Technology standard 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

Technology Standard 1c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Selection Rubric Web Resource

Title ___Generation Genius- Tell Time____ Hardware Required __Computer__

Source/Location ____ generation genius.com_______________________ © Date__2021____

Primary User(s): ___X___ Students ___X___ Teachers

Subject Area ___Mathematics_____ Grade Level __1st__

Student Instructional Strategies ___Technology in the classroom- Research and Review______

Teacher Brief Description: This website offers in depth information about differences between minute and hour hand, analog and digital clocks, and any other components of telling time. In this website it provides tabs that explain in detail material that the students will need for the unit. It includes videos, vocabulary, discussions questions that the students may ask, and activities to help students gain more knowledge through word problems and other forms of examples.

Standards/Outcomes/Objectives:

Technology Standard 6c:

Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

Technology standard 3d:

Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.

Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Prerequisites (e.g., prior knowledge, reading ability, vocabulary level, etc.): According to the Tennessee Academic Standards for 1st grade, the students should have learned Mentally find 10 more or 10 less than a given two-digit number without having to count by ones and explain the reasoning used. This will help the students move forward in learning about minutes and hours.

Strengths: The strength of this website is that teachers will be able to use this to gather examples to show the students. The students could use this website inside or outside of the classroom because of all the detailed information provided. The students will be able to use the read aloud button for easier instructions and information to be read to them. This would be a great resource to have for students to learn or review the unit lesson on telling time of analog and digital clocks. This would be a great resource to have for students to review the entire unit lesson before a summative assessment.

Limitations: The weaknesses of this website would be that it would be a lot of information that would be complex for students that are in a lower proficiency bracket than the students that are on grade level. The website may be organized, but it can be slightly overwhelming to some children because of the many tabs. Teachers and parents should always be there for the student to make sure if they need support on working through the website.

Special Features: The website provides link tabs for teachers' features, such as lesson plan, discussion questions the students may ask about, exit ticket, assessments, vocabulary, video, and word and number problems for the unit lesson.

Name _____ Breighel Buggs ______ Date __ 09/13/2021 _______

Rating Area

High Quality & Medium Quality

Alignment with Standards, Outcomes, & Objectives- High Quality (Standards/outcomes/ objectives addressed and use of Web resources should enhance student learning.)

Accurate & Current Information- High Quality (Information is correct and does not contain material that is out of date.)

Age-Appropriate Language- Medium Quality (Language used is nearly age appropriate and some vocabulary is above/below student age.)

Interest Level & Engagement- High Quality (Topic is presented so that students are likely to be interested and actively engaged in learning.)

Technical Quality- High Quality (The material represents the best available technology and media.)

Ease of Use (User may be Student or Teacher)- High Quality (Material follows easy-to-use patterns with nothing to confuse the user.)

Bias Free- High Quality (There is no evidence of objectionable bias or advertising.)

User Guide & Directions- High Quality (The user guide is an excellent resource for use in a lesson. Directions should help teachers and/or students use the material.)

Clear Directions- High Quality (Navigation is logical and pages are well organized.)

Stimulates Creativity- High Quality (Use of Web resources gives students many opportunities to engage in new learning experiences.)

Visual Design Quality of Links- High Quality (The Web resource is designed with appropriate use of graphics and text to ensure student understanding.)

Quality of Links- High Quality (The Web resource links facilitate navigating the material and finding additional information.)

Site Map- High Quality (The Site Map is available and useful to help navigate and access information.)

Recommended for Classroom Use: __ X ___ Yes ___________ No

Ideas for Classroom Use: This resource can be used as a review for the students before a summative assessment.

Moving forward the rubric will help me grade sources moving forward with selection of high-quality resources. The sources that would be used may have bias or advertisements that pull away from the overall quality of the resource. Some sources will be easier to use. Especially for the younger group of students in grades k-2 if the website or app does not have clear directions and or navigation steps. If the resource has a site map, students will be able to use that resource. The rubric helps with paying attention to whether or not the resource actually aligns with the standards. Therefore, the rubric is a tool that brings forth your attention to detail.

Written Product review of Genius Generation website resource

-Students need an educational tool that will support them in learning all about telling time. A resource to build on their prior knowledge of time and numbers. The Genius Generation is one of the top websites that students have access to within and outside the classroom. The resource can be used for the students to learn, review, and learn everything about clocks. There are other lessons that the students can learn about through this resource as well. It is not only beneficial to students, but it is also a great source for teachers and parents to aid their students' or child’s learning experience. It is as simple as searching on google, with the information right there at your fingertips. You are able to have access to vocabulary, real-

world word and number problems, teachers lesson plan, teacher guide, exit ticket, interactive quiz Kahoot, and assessments that are geared towards the unit lesson on telling time by the hour. The best part about this resource is that it includes different proficiency level components of the lesson. This is perfect for the students to have more complex problems if they are more advanced or have problems simplified and broken-down for students that are not on average grade level proficiency. It is encouraged that educators take advantage of this resource to help students better understand the concepts of time.

I determined the medium type of my endorsement for the digital resource by looking for the range of difficulty to easy use of the resource. The individuals that will have an easier time using the tool would be parents, teacher, and mid to high proficiency students. Because this resource still aligns with the standard, I would suggest students use this source, and if they have a hard time with navigation a parent or teacher can provide assistance or an explanation. I notice that 1st graders will learn a lot from this resource through the amount of information that is provided. Therefore, the medium type of resource is still useful in many aspects, including students reviewing over the topic.

1. What does the little hand tell you? (Level 1)

minutes

-hours

Seconds

2. What does the big hand tell you? (Level 1)

-minutes

hours

Seconds

3. What time is it? (Level 2)

1:30

12:30

1:00

-12:00

4. What time is it? (Level 2)

-10:00

11:00

2:00

12:00

5. What type of clock is this? (Level 1)

-analog

digital wall clock

6. What time is it? (Level 3)

4:30

2:30

-3:30

5:30

7. What time is it? (Level 2)

12:00

3:00

1:00

-2:00

8. What time is it? (Level 3)

-1:30

2:30

3:30

4:30

analog

-digital

desk clock

10. What time is it? (Level 2)

1:00

-4:00

3:00

2:00

ASSURE Lesson Plan Template

Telling Time by the Hour using Analog and Digital Clocks

Name: Breighel Buggs Subject Area(s): (list subject) Duration of Lesson: This lesson will take 1-2 days Grade Level: 1st grade

In the first-grade class at Robert Churchwell Elementary School, there are twentythree students, which include ten females and thirteen males. The students are majority African American with few Hispanic ranging between the ages of six and seven. Two students have IEPs for developmental delay that was recently requested by their parents. Three students are English Language Learners and spend time outside of the classroom with a speech therapist. The remaining students are fluent with the English language. Robert Churchwell Elementary is a magnet school located within the urban area of Davidson County Metro Public Schools. The current principal is Pending at the moment, but the previous principal was Jahi Rohrer. Being located exactly at 1625 Doctor DB Todd Junior Boulevard Nashville, Tn 37208 puts Robert Churchwell in the heart of the area surrounded by many colleges. Historically black colleges Fisk University, Meharry Medical College, and Tennessee State University is very close by. Nearby elementary schools include Lead Academy, Jones Elementary, and Buena Vista elementary. Out of the 300 students in the school the demographics are majority African American at 94 percent and Hispanic at 3 percent. The rest of the percentage of student diversity is Multiracial, White, and Native American. The ratio of gender is 51 percent female and 49 percent male. The Great school’s summary Rating for equity and test scores is below average. However, the student progress rating is above average. The test scores fall far below the state’s standards. The test scores for low-income students, which is 97 percent of students at this school, fall far below the states average for all students. The rate of students with disability is 31 percent. The average for students per teacher is 11 to 1 teacher. School opening time is 7:45-4:00. Grade level enrollment is as follows: pre-kindergarten is 16, first grade is 62, second is 55, third is 64, and fourth is 56 students. Fifth grade students as of this year were brought into the elementary level. Therefore, the data for how many students that are enrolled is not set in stone for an accurate number. Students wear a uniform dress code. My classroom is a total of 23 1st grade students. There are 3 ELL students, even though they are in grade level proficiency. There are 5 students that are tier 1 proficiency and a couple tier 2, while the rest is below grade level proficiency, Tier 3. Robert Churchwell Elementary Magnet school is located in Metro public schools has a new form of delivery of instruction /curriculum including wit and wisdom, Eureka Math, PhD Science, Geodes, and Basic skills for phonological awareness. The Fast assessment is for the development and evaluation of 1st graders on their literacy. Programs such as IReady, and Lexia is used to provide the students a pacing guide catered to their own level of proficiency. The testing of the students for IEPs and 504 plans have not been assessed. Therefore, student may not receive proper accommodations if the students are truly needing accommodations. The way that the new curriculum has recently been applied to the metro public schools teaching instruction has pushed back testing for the literacy FAST test as well. The lessons for the new curriculum include formal and informal assessments, dependent text questions, debriefing questions, and activity assignments that guide the teachers and students through each lesson that is connected to each TN standard. The lesson plan created would not be exactly on the same page as the lesson that the students did previously because there will be modifications made to scaffold for the students that are below proficiency.

Curriculum Competencies

To complete this lesson, students will need to know the basic number sense. Vocabulary will be incorporated in the lesson so they will have to know basic letter and word recognition. The language proficiency of the students is below grade level for the majority of the class. There are about five to eight students that are on the rise to at or above grade level proficiency. Therefore, the students conversational English is better than academic English. Prior knowledge that the students are to have would be number sense

1.MD.B Work with time and money.

1.MD.B.3 Tell and write time in hours and half-hours using analog and digital clocks.

ISTE Standard

1.c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

Behavioral Objective

The students will be using technology to participate in this unit lesson. Given the time to climb activities, interactive activity, and exit ticket, the learners will tell me the correct answers about analog and digital clocks in order to demonstrate that they can tell time by the hour.

Language Objective

Key vocabulary: analog, clock, o’clock, digital, clockwise, minute hand, hour hand, and time

Students will identify analog and digital clocks. Students will be able to tell time by the hour using both analog and digital clocks. With the vocabulary, the students are to match the definitions to the Tier III vocabulary that is for the lesson. Students will demonstrate that they can tell time by the hour using digital and analog clocks through the completion and mastery of Time to Climb questions and other student assessments. Students will be able to achieve mastery by getting 80 percent correct on the exit ticket assessment.

Academic Language Functions

To express understanding, students will do a matching activity using the following vocabulary . They are to get 3 out of 5 correct in order for me to know that they are following along with the lesson before we dive deeper. Following this, the students will use the new vocabulary to tell me what they know about analog and digital clocks.

The vocabulary terms will be taught at the beginning of the lesson to provide the students with understanding of the words they will encounter as they answer the questions about time. The students will watch a video and then we will discuss the words as a whole group and the teacher will write the terms on the dry erase board during discussion on the parts of analog and digital clocks. The terms will be on the side of the board for the remainder of the lesson.

• Computers for student work in individual segments (student centered)

• Pencils (student centered)

• 23 Printed out individual analog clocks (10 clocks on each page)

Technological Materials

• Nearpod. (2012). Nearpod.com. Retrieved October 5, 2021, from https:// nearpod.com/library/3584362

• How to Tell and Write Time (Digital and Analog Clocks) - 1st Grade Math (1.MD.3). (April 2019). Www.youtube.com. Retrieved October 6, 2021, from https://youtu.be/sAYiUZSRmk0

• Mr. R.'s Songs for Teaching (2018, January 16). Telling time - reading clocks to the hour! YouTube. Retrieved September 10, 2021, from https://youtu.be/

TaFQslk37xg.

• 23 media devices (computers) with Wi-Fi/internet connection (student centered)

• Computer for videos to show as a class (teacher centered)

• ELMO to display scenario visuals for interactive activity (teacher centered)

• White board display screen (teacher centered)

• Dry erase board (teacher and student centered)

• Printer with ink and paper (student centered)

• Preview the Tell Time-Reading clocks to the hour! Video--*previewed and approved*

• Preview the How to Tell and Write Time (Digital and Analog Clocks)-*previewed and approved*

• Check the printer, ink, and paper supply

• Make sure the printer is connected to the CPU

• Print 23 handouts for each student for interactive activity. One copy for Teacher to show scenarios under ELMO.

• Have every video prepared on the computer

• Check for properly working ELMO

• Check for connection of computer and ELMO

• Have writing utensils for dry erase board

Prepare the Classroom

• Turn the lights off for the projector.

• Have markers for White Board

• Turn the projector and ELMO on

Prepare the Learner

• Introduce the lesson and vocabulary terms

• Write the vocabulary terms on the board for student use during the lesson.

• Matching activity for vocabulary

• KWL activity for analog and digital clocks

• Begin video of telling time by the hour

• Interactive activity creating a analog clock with our bodies and our peers. This will help with visualization.

• Model for students how to determine the differences of the parts in analog and digital clocks.

• Model for the students to see what an analog and a digital clocks time will look like for three different hours

• Complete 3 different hour time frames for digital and analog clocks as a class and direct the student to work on their own

I first will go over the Nearpod directions to get all the students signed on to the lesson PowerPoint. After going over how to properly use technology for the lesson, students will follow along as I introduce the lesson unit topic and vocabulary terms. The first time they will use the computers will be for the matching activity that covers the new vocabulary. I will model by completing 3 different hour time frames for digital and analog clocks as a class and direct the student to work on their own. Following the Draw, it activity. I will show them first how to answer the questions on time to climb. Individually the students will answer 4 out of 7 questions correctly on the Time to Climb questions on their computers. Model for the students to see what an analog and a digital clocks time will look like for three different hours. Interactive hands-on activity on scenarios using the ELMO. I will be facilitating the activities using the ELMO. I will provide assistance during the student-centered tasks, so that students that need accommodations and clarification will have the support that they will need. Students will be working with their table buddies(2-4 students) to write the correct time on the analog clock. Next is a Kahoot for review and prizes. Individually the students will complete at least 4 out of 5 questions on the exit ticket correctly on their computers.

3 I will know that the students are learning by evaluating them consistently through the lesson, such as the Time to Climb questions provide a checkpoint for the students and the teacher to see progress. The students will demonstrate their understanding through the matching vocabulary activity, Time to Climb, Kahoot, group scenarios writing the time into the analog clocks, and exit ticket

I will monitor student learning throughout the student-centered components of the lesson. The students will be assessed in many ways to make sure that they will be able to know the master the material on exit ticket. The Time to Climb questions guides my instruction and will give me a number of students that are ahead, on target, or behind on the unit’s topic. That way on the interactive component, I can possibly go deeper if I need to for purposes to expand the topic. I expect to observe students participating and collaborating depending on if they are working with other students or individually. I will consistently provide the students with verbal feedback. The formative assessments are recorded on the Nearpod program, so I will be able to see what the students have chosen as their answers. The number of students that are masters of the unit will be revealed through the program. If the objective is not being met by a large percentage of the class, then the lesson should be stopped and readdressed by the teacher. If a student is not meeting the proficiency level throughout the formative assessments, then the student either needs additional instruction or needs to work through problems alone, rather than with a group if he/she is not willing to participate. The time to climb questions will guide the students along in the lesson to prepare them for the final assessment at the end of the day. The criteria that I will use to judge the student’s mastery of the topic are if the students are not meeting the proficiency level throughout the formative assessments. I will provide encouraging words and constructive criticism to support the students in their goals to meet the learning targets. I will use the formative assessments to inform myself in where I must dive back into and move on from. The students may have one area specifically that needs more attention than the others.

Summative Assessment (Product):

The summative assessment will be the individual effort, correctness, and completion of the 5 exit ticket questions. They should be able to master the learning targets if they get 4 out of 5 questions correct. The students will receive a grade for their work effort, completion, and correctness of the assessment. The student’s work will document the student’s ability to Tell and write time in hours and half-hours using analog and digital clocks (TN standard 1.MD.B.3). Also, the student’s ability for students to use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways (ISTE 1.c). It will also document the student’s ability to operate a computer and navigate the tools to click the choices presented on the activities and assessments. Nearpod will record the data of the number of correct answers for each and every student’s assessment. For students that are English Language Learners or IEP students, it is important to accommodate in the form of extended time and audio to go along with the questions. I can go to those specific students individually to read the questions aloud to make a fair environment that shows that they can succeed as well. The students will be able to reflect on their work after they are graded and given feedback on where they can think back on a specific part of the lesson objectives. The assessment is aligned with the lesson objectives because it is about the student being able to identify analog and digital clocks and be able to tell time by the hour using analog and digital clocks.

2 1 0

Vocabulary Terms of telling time for matching activity Individual accurately matched all 5 pair Individual accurately matched 3 pair Individual accurately matched 1 pair Individual did not complete any matching problems from the list of the vocabulary terms from the board.

Effort on instruction model (I do , we do, you do) segment Completion of all 3 problems writing the time in the digital clock. Completion of 2 problems writing the time in the digital clock. Completion of 1 problem writing the time in the digital clock. Individual did not complete any problems writing the time in the digital clock.

Completion of Practice Time to Climb Problems

Total Individual completed the 7 with a score of at least an 85%

/9 Individual completed the 5 with a score of at least a 70% Individual completed the 2 with a score lower than 30% Individual did not complete any questions.

3 2 1 0

Student Work Effort analog group interactive activity assignment

Student’s accuracy of the answers from exit ticket

Total The student contributed a significant amount of work within their group. Individual completed the 5 with a score of at least an 80-100%

/6 The student contributed a fair amount of work within their group.

Individual completed the 4 with a score of at least an 80% The student rarely helped with the work within their group.

Individual completed the 2 with a score lower than 30% The student did not contribute any help within their group.

Individual did not complete any questions.