Name _____________________________________________________ Date __________________ sure unsure Time - Check for Understanding Section One: True/False (8 questions, 1 point

each) Please read each sentence carefully and decide if the statement is true or false. Circle your answer for each question. After you have answered the question, bubble in one circle to show if you are sure or unsure of your answer. 1. In the a.m. you eat breakfast. true false

sure

unsure

2. We say good morning in the p.m. true false

sure

unsure

3. In the a.m. kids ride the bus home from school. true false

sure

unsure

4. The sun sets in the p.m. true false

sure

unsure

5. In the a.m., we go to recess. true false

sure

unsure

6. The digital clock reads two twenty. true false

2 30
11 12 1 2 3 8 7 6 5 4 10 9

sure

unsure

7. The analog clock reads eleven fifteen. true false

sure

unsure

8. The digital clock reads three thirty-five. true false

3 35

sure

unsure

Section Two: Multiple Choice (6 questions, 1 point each) Select the correct answer by estimating how long it will take to do each activity for questions 9-12. Bubble in the correct answer. Remember after you have answered the question, bubble in one circle to show if you are sure or unsure of your answer. 9. How long does it take to brush your teeth? A. about 2 hours B. about 1 minute sure unsure

C. about 10 minutes D. about 1 second

10. How much time do you have to eat lunch in the cafeteria? A. about 30 minutes B. about 1 hour C. about 60 seconds D. about 10 minutes

sure

unsure

11. On Saturday morning you want to watch a cartoon show. About how long is the cartoon show? A. about 15 minutes B. about 30 seconds D. about 2 hours C. about 30 minutes sure unsure

12. How long does it take to listen to one song on the CD player? A. about 40 seconds B. about 1 hour C. about 10 minutes D. about 4 minutes sure unsure

13. Henry brushed his teeth at A. 7:45 a.m. B. 9:40 p.m. C. 9:40 a.m. D. 7:45 p.m.

11 10 9 8 7

12

1 2 3 4

and then crawled into bed for a good night sleep. What time did Henry brush his teeth?

sure

unsure

14. Macy took the bus to school and arrived to her classroom at eight fifteen. What time did the digital clock read when she arrived to her classroom? A. 8:50 a.m. B. 8:15 a.m. C. 8:15 p.m. D. 8:05 p.m. Section Two: Fill-in-the blank (6 questions, 1 point each) Questions 15-20: On the blank line, fill in the written format for the analog or digital clock. Please use the time bank at the bottom of the page to verify your spelling. Make sure to fill in the bubble to show if you are sure or unsure about your answer. 15.
10 9 8 7 6 5 4 11 12 1 2 3

sure

unsure

__________________________________________

sure

unsure

16.

12 10 5 50
11 10 9 8 7 6 5 4 12 1 2 3

__________________________________________

sure

unsure

17.

__________________________________________

sure

unsure

18.

__________________________________________

sure

unsure

19.

7 45
11 10 9 8 7 6 5 4 12 1 2 3

_________________________________________

sure

unsure

20.

_________________________________________ seven twenty ten twenty-five nine twenty twelve ten five fifty-five

sure

unsure

seven forty-five five fifteen five fifty 3

Time Bank

nine twenty-five

Name _____________________________________________________ Date __________________

I can identify and label a.m. and p.m. times. Part One Directions: 1. Read the activity on each card. 2. Decide if you would do the activity in the a.m. or p.m, or both a.m. and p.m. 3. Cut out the cards and paste them in the correct location on the Venn Diagram.

Learning Target 1 Activity

A.M.

A.M. and P.M.

P.M.

Cut out the cards and place them in the correct location on the Venn diagram! Make sure you have 15 pieces on your Venn diagram when you are done.

eat breakfast

play with friends

take a shower

go to a sports practice

eat dinner

make your bed

Say Good Night!

watch a favorite T.V. show

see the sunset

take care of your pet

have an after school snack

walk or ride to school

turn your alarm clock off

see the sunrise

read a bedtime story

Cut out the cards and place them in the correct location on the Venn diagram! Make sure you have 15 pieces on your Venn diagram when you are done.

eat breakfast

play with friends

take a shower

go to a sports practice

eat dinner

make your bed

Say Good Night!

watch a favorite T.V. show

see the sunset

take care of your pet

have an after school snack

walk or ride to school

turn your alarm clock off

see the sunrise

read a bedtime story

Part Two Directions: Jack Johnson had a great day at school. He is in second grade and completes many activities at school and is now doing his homework. Can you help Jack Johnson recall his day by circling when he completed different activities, in the a.m. or p.m? Jack Johnson eats breakfast at: Jack Johnson does math in the morning:

What time _____________________ a.m. p.m.

Jack Johnson goes to the library in the afternoon:

What time _____________________ a.m. p.m.

Jack Johnson feeds his dog after school:

What time _____________________ a.m. p.m.

List two additional activities that Jack Johnson would do in the a.m.

What time _____________________ a.m. p.m.

List two additional activities that Jack Johnson would do in the p.m.

1. _________________________________ 1. _________________________________ 2. ________________________________ 2. ________________________________

Name _______________________________________________ Date_______________

Learning Target 2 Activity

I can use strategies to make estimates of how long it takes to do things. Directions: Brainstorm activities that you think can do in a second, minute, and hour. Make a list of at least 5 activities for each category. 1 Second 1 Minute 1 Hour

Now get your stopwatch. Answer the following questions by recording your time from your stopwatch. 1. Start your stopwatch. Stand-Up. Stop your stopwatch. How long does it take you to stand-up? ____________________________________ A. about 1 minute B. about 1 second C. about 1 hour 2. Start your stopwatch. Snap your finger. Stop your stopwatch. How long does it take you to snap your finger? _______________________________ A. about 1 second B. about 1 minute C. about 1 hour

To help you better understand seconds and minutes, you are going to measure time by seeing how many times you can write your name in 1 second, 30 seconds, and 1 minutes. Remember you have to write your name neatly! Start your stopwatch and see how many times you can write your name in the box below. 1 second 30 seconds 1 minute

How many times can you write your name in 1 second? ______________________

How many times can you write your name in 30 seconds? ______________________

How many times can you write your name in 1 minute? ______________________

I can use strategies to make estimates of how long it takes to do things. Sort the activity cards that are at the center and determine if the activity takes about 1 second, 1 minute or 1 hour. Look at the picture closely and use prior knowledge to make estimates of how long it takes to do each activity. After you have sorted the cards, cut and paste the activities into the correct category.

Things that take 1 second

Things that take 1 minute

Things that take 1 hour

________________________________________________________________________ blow a kiss play a soccer game wash your face snap your fingers draw a picture bake cookies

brush your teeth drink a cup of water

go grocery shopping have a picnic

sit down watch a commercial

go out to dinner high five a friend

blink

Name _____________________________________________________ Date __________________ I can tell time using analog and digital clocks to the nearest five minutes. Directions: 1. Match the analog clocks to the correct digital clock time cards. 2. After all your cards are matched, choose your nine favorite times and use a ruler to draw in the analog time and write in the matching digital time. Have fun!
11 10 9 8 7 6 5 4 12 1 2 3 9 8 7 6 5 4 10 11 12 1 2 3 9 8 7 6 5 4 10 11 12 1 2 3

Learning Target 3 Activity

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

12 00

11 45

10 10

9 05

8 15

7 55

6 25

5 00

4 40

3 00

2 35

1 20

9 30

8 30

7 30

6 30

5 30

4 30

3 30

2 30

1 30

12 30

11 30

10 30

Name _____________________________________________________ Date __________________

I can write time using analog and digital clocks to the nearest five minutes. Directions: 1. Match the three clocks cards: the analog clock, digital clock and written time 2. After all your cards are matched, choose your six favorite times and use a ruler to draw in the analog time, write in the matching digital time and written time. Have fun! 1.
10 9 8 7 6 5 4

Learning Target 4 Activity

11

12

1 2 3

2.
10 9 8

11

12

1 2 3 4

3.
10 9 8

11

12

1 2 3 4

________________________

________________________

_______________________

4.
10 9 8

11

12

1 2 3 4

5.
10 9 8

11

12

1 2 3 4

6.
10 9 8

11

12

1 2 3 4

________________________

________________________

_______________________

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

11 10 9 8 7

12

1 2 3 4 9 8 10

11

12

1 2 3 4 9 8 10

11

12

1 2 3 4

12 00

11 45

10 10

9 05

8 15

7 55

6 25

5 00

4 40

3 00

2 35

1 20

9 30

8 30

7 30

6 30

5 30

4 30

3 30

2 30

1 30

twelve oclock

eleven forty-five

ten ten

nine o five

eight fifteen

seven fifty-five

six twenty-five

five oclock

four forty

three oclock

two thirty-five

one twenty

nine thirty

eight thirty

seven thirty

six thirty

five thirty

four thirty

three thirty

two thirty

one thirty

Name ____________________________________________________ Date _______________

Enrichment Activity: Time Tic-Tac-Toe Board

Complete the tic-tac-toe horizontally, vertically, or diagonally by choosing three activities below! For the two computer activities go to our Symbaloo page and click on the correct title under the math section! Lightly color in the box after you complete the activity and have fun! Writing Activity Imagine that you are in charge of planning an entire day of your familys vacation. List the times and activities you would plan. Create a Venn Diagram Get a venn diagram from the graphic organizer bin and write a.m., p.m. above the circles. Write a.m. and p.m. in the overlapping circles. Come up with at least five activities that you do in the a.m., p.m. and in both. Computer Complete the three activities on the website to review basic concepts of time: telling the time, a.m. and p.m., and the 24-hour clock. Time Four Square http://www.bgfl.org/bgfl/cust om/resources_ftp/client_ftp/k s2/maths/time/index.htm Clocks 1. Explain the difference between and analog and digital clock. Include an illustration of each! 2. A clock has a face and hands. Why do you think they have these names? Come up with a creative idea! Writing Activity Imagine that you could travel in a time machine to any time, either past or future. Write a story to tell about your adventure.

Computer

Your Choice!

Help Max and Molly fix the My idea is: ______________ tower clock by telling the time ______________________ by going to the website: ______________________ BBC Time Review ______________________ http://www.bbc.co.uk/bitesize You must get teacher approval /ks1/maths/telling_the_time/p for this! Teacher approval: _________ lay/popup.shtml

Create a T-Chart Make a t-chart on your paper like the one below and list as many things as you can for each category Things you can do in 1 second Things you can do in 1 minute Things you can do in 1 hour

Picture Book Write a fairy tale that starts with Once upon a time and include at least five specific times throughout your story. Example: At 5:00 Henry and Bailey went to the park!

Kailey Faris Selected Response Assessment Second Grade Time Unit Clear Purpose: The purpose of this formative assessment for learning is to guide the teacher, students, and parents with information about student knowledge of time. The assessment will be given to the second grade students after they have been introduced to the beginning concepts of telling time. The students will apply their prerequisite skills of identifying the hour and minute hand on an analog clock and reading a clock to the nearest hour and half hour. The students will focus on making estimates of time, identifying and labeling when a.m. and p.m. occur and reading a digital and analog clock to the nearest five-minute interval. The students will complete an assessment for learning by answering twenty questions, which include true/false, multiple choice, and fill-in-theblank. The assessment will guide the teacher to determine what extended practice is needed for student proficiency of learning targets. The formative assessment will determine which enrichment activities each student will complete based on their understanding of the learning targets. The students will self-assess their learning of time by completing a student analysis table. By completing this self-assessment the students will have a clear understanding of which learning targets they have mastered and can focus on the targets they need to improve. Tennessee Grade Level Expectations GLE 0206.1.3 Use strategies to make estimates of time. Common Core State Standard 2.MD.7. Tell and write time from analog and digital clocks to the nearest five-minute, using a.m. and p.m. Learning Target Type of Standard I can use strategies to make estimates of how long it takes to do things. Knowledge I can identify and label a.m. and p.m. times. I can tell time using analog and digital clocks to the nearest five minutes. Related Test Question 9, 10, 11, 12, 13

1, 2, 3, 4, 5 Knowledge 6, 7, 8, 13, 14 Knowledge 15, 16, 17, 18, 19, 20

I can write time using analog and digital clocks to the nearest five minutes. Knowledge

Directions before the assessment: We have been learning basic concepts of time over the past two weeks and today we are going to take a check for understanding assessment. You are going to show me what you know about our four learning targets that we have focused on over the last two weeks. (Refer to the learning targets that are written on the board I can identify the hour and minute hand on an analog clock, I can use strategies to make estimates of how long it takes to do things, I can identify and label a.m. and p.m. times, I can read a clock to the nearest hour, and half hour). This assessment will help us to determine what targets you have mastered and what targets you need more practice with! There are twenty questions on this check for understanding. You will complete multiple choice, true and false and fill-in-the-blank questions. Each question will be worth one point. (Show the students the assessment on the elmo and walk them through the assessment.) We are going to walk through the assessment to get our minds ready. Please put your name and date on the top of your page. Friends, remember that after we answer a question there will be two bubbles next to the question that say, sure and unsure, point to the bubbles below your name. Neatly bubble in the sure or unsure bubble to indicate if you know you spelled your name right! Remember for each question you are going to tell me if you are sure or unsure about your answer. You will not be marked down for bubbling in unsure so be honest because it will just help us to understand what we need to practice more. On page one, you have true and false questions, please read each statement carefully and then decide if the sentence if true or false and circle the correct answer. (The students have answered these types of questions before). Point to section two. Section two is multiple-choice questions. Remember to read the questions carefully and read through all the answers before you make your decisions. Bubble in the correct answer, A, B, C, or D. Please turn to page two and put your finger on the beginning of the fill-in-the-blank section. Show your neighbor that you are in the correct spot. For this section you are going to be answering short answer questions. Question eleven asks you to label the hour and minute hand on the analog clock. You have two empty lines and you need to identify which line is pointing to the hour hand and which line is pointing to the minute hand. Then you need to tell me what time the clock reads. Please put up your offices (colorful dividers they receive at the beginning of the year for each assessment). Take your time and if you have any questions please raise your hand! Remember you have as much time as you need and after you are done with your assessment, please check your work! When you know you have completed the assessment thoroughly, put down your office and place your assessment under your folder, then you can get out your math challenge packet and work quietly! I know you will all do amazing on this check for understanding assessment. Show me what you know because you are all superstars!

Answer Key: 1. true 2. false 3. false 4. true 5. false 6. false 7. true 8. true 9. B 10. A 11. C 12. D 13. D 14. B 15. ten thirty-five 16. twelve ten 17. five fifty 18. nine twenty 19. seven forty-five 20. five fifteen

Directions after the assessment (the next day): You did a great job yesterday on your assessment, I am so proud of you. Today we are going to look at our check for understanding time assessment to determine what answers we understand and what answers we still need to practice. You will complete a student analysis chart to help us look at each question carefully. For each question, you will mark whether you were correct or incorrect and whether you were sure or unsure.

Name ____________________________________________________ Date _______________ Student Analysis Table

Learning Target 1 I can identify and label a.m. and p.m. times.

Question Number 1 2 3 4 5

Correct

Incorrect

Sure

Unsure

Learning Target 2 I can use strategies to make estimates of how long it takes to do things.

Question Number 9 10 11 12 13

Correct

Incorrect

Sure

Unsure

Learning Target 3 I can tell time using analog and digital clocks to the nearest five minutes.

Question Number 6 7 8 13 14

Correct

Incorrect

Sure

Unsure

Learning Target 4 I can write time using an analog and digital clock to the nearest five minutes.

Question Number 15 16 17 18 19 20

Correct

Incorrect

Sure

Unsure

*** Highlight the question numbers that you answered incorrectly. Lets work on the area that you have the most highlighted questions to get some more practice! Circle the learning target that you need to work on and then you will go to that learning center. If you have a couple areas you need to work on, please see Mrs. Faris to determine what Learning center you will complete. If you have no learning targets that you need more practice with or are finished with your learning center, please see me for an enrichment tic-tac-toe board!

Accommodations for Diverse Learners Students will have unlimited time on the assessment. The two students in the class that have IEPs and need their assessment read to them will take their assessment in the resource room, therefore the assessment can be read to them at their own pace. The students have a math manipulative center in the classroom and if they would like to get an analog clock from the bin they can use this during the test. I have one student who gets overwhelmed with assessments; therefore I break the assessment down into individual pages. The student will complete page one and turn in the page before moving onto the next page of the assessment.