Elementary Education - Mathematics

Task 4: Mathematics Learning Segment Overview

Learning Segment Overview Directions: Briefly describe the instruction preceding the assessment by typing within the
brackets in each section of the chart below (no more than 2 single-spaced pages). Do not delete or alter the chart; both the
chart and your description are included in the total page count allowed. Refer to the evidence chart in the handbook to ensure
that this document complies with all format specifications. Pages exceeding the maximum will not be scored.

Central Focus:

State-Adopted Content Standards

[Telling time]

[MGSE1.MD.3 Tell and write time in hours and half hours

using analog and digital clocks.
MGSE2.MD.7 Tell and write time from analog and digital
clocks to the nearest five minutes, using a.m. and p.m.
MGSE3.MD.1 Tell and write time to the nearest minutes
and measure elapsed time intervals in minutes. Solve
word problems involving addition and subtraction of time
intervals in minutes, e.g., by representing the problem on a
number line diagram, drawing a pictorial representation on
a clock face, etc.]

Lesson 1

Lesson 2

Lesson 3

Learning
Objectives

Instructional Strategies and

Learning Tasks

Formative and
Summative
Assessments

[In this lesson, the

[Show a digital clock. Have

students read the time. Set the
clock to several different times.
Have students state the time.
Discuss which clock is easier to
read (digital or analog) and
explain why.]

[Discuss with students

the different objects in
the school that can be
used to tell time.
(Clocks, bells,
computers.). Allow 3-5
minutes for discussion
on all the ways the
school measures time.
Play with the time
cards.]
[Set teacher clock to
different times and ask
students to state the
time. List times on the
board for students to
practice during
application. ]

teacher will introduce

the new topic and
help students tell
time to the hour and
half hour.]

[Students will use a

clock, watch, or
stopwatch to time
events and make a
paper plate clock to
state the time.]

[Students will match

time in words and
numbers to the
appropriate clock.]

[Model how to make a paper

plate clock. Show the clock
number line. Practice telling
time to the hour, half hour, 15
minutes after the hour (or
quarter after), and 15 minutes
before the hour on the paper
plate clock with students
observing. Then demonstrate
how to tell time to the minute
using only 5-minute intervals. ]
[Preview the daily schedule
listed on the board. Also, have
times posted next to each
subject. Ask what time it is now.
Have a student post his paper
plate clock with the correct time
on the face next to the
scheduled time. Ask questions

[Analog clock activity:

students complete
Student Resource Sheet
# 3.]

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Elementary Education - Mathematics

Task 4: Mathematics Learning Segment Overview

[Students will
Lesson 4
develop an
(Optional)
understanding of the
duration of seconds,
minutes, and hours]

Lesson 5
(Optional)

[]

going through the schedule

such as, What time do we
have reading? What time will it
be 45 minutes after lunch?
Math will be over in 10 minutes.
What time would that be?
Students post a paper plate
clock with the correct time on
the face next to each subject. ]
[List on the board all of the
words students can now think
of that have to do with time.
Discuss how a teacher,
principal, parent, and child
could all have different
schedules. What are some
things each of the above might
do on their daily schedule.
Review the previous lesson. ]
[ ]

[Timing activity:
Students complete
Student Resource Sheet
#2.]

[ ]

Copyright 2015 Board of Trustees of the Leland Stanford Junior University.

2 of 2 | 2 pages maximum
All rights reserved.
V4_0915
The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is
permitted only pursuant to the terms of a written license agreement.