Ongoing Formative Assessment

Activity: The Big Idea is to have students gain a deeper understanding of the passage of time prior Grades: K,1,2,3
to getting the students to actually be able to write, tell, and create the time.

Mathematics Activity Description (The Task) Learning Goal/Curriculum Expectations/Big Idea

(Overall and specific)
● What do you know about time? What’s the
importance of telling time?
● Timeline activity – where on the timeline (events
during the day, seasons, holidays (be culturally
sensitive), days of the week/months, biological
changes
● Fractions involved in telling time
● One-handed clock
● (KDG) – need to know about the passage of time
● (1) Read demonstration digital and analogue
clocks, and use them to identify benchmark times
and to tell and write time to the hour and half
hour in everyday settings
● (2) Tell and write time to the quarter hour using
demonstration digital and analogue clocks
● (3) Read time using analogue clocks to the nearest
5 minutes, and using digital clocks, and represent
time in 12-hour notation

*Are there any Minds On activities to consider? *Be sure to include prior and post grade expectations

Students Assets Needs Anticipated Solutions (number them accordingly):

Models
1. Timeline
2. Clock (blank templates, demonstration (Judy) clocks
3. Time circle

Strategies:
4. Skip counting
5. Knowledge of fractions

Misconceptions:
6. Student does not understand the general concept of time
(time passing, morning, noon, night, etc…)
7. Student confuses hour and minute hand
8. Student misreads hours as minutes
9. Student assumes the “hour” is the one to which the hour
hand is closest
10. Student confuses the concept of “past” or “to” (or reads the
clock anti-clockwise

Potential Questions:

A: Connecting B: Reasoning and Proving

C: Communicating D: Reflecting
E: Representing F: Problem Solving
G: Selecting Tools and Computational Strategies
 How might you word these in kid-friendly language?
Overarching Learning Goal (to be posted):
Grade 1: We will be able to compare and explain events
of different durations
Grade 2: We will be able to tell and write the time to the
hour, half-hour (Grade 1), and quarter hour
Anecdotal Notes (concepts, strategies, actions, models)
Anticipated Success Criteria (to be posted):
I can:
● Compare and explain why some activities/events
are shorter or longer in duration than others
● Talk about the time of day that something would
happen
● Identify what time it is on an analog clock
● Identify what time it is on a digital clock
● Represent the correct time on an analog clock
● Represent the correct time on a digital clock