Measurement of Time
Pre-Assessment
Date: September 27th, 2016
Learning Outcome: To demonstrate his/her understanding of:
· Reading, writing and comparing 12 & 24 hour time systems and convert between them.
· Connecting 12 and 24 hour time to timetables.
· Solving problems involving time difference.
Task: - Students coloured a 24 hour pie chart of their daily life. They wrote their daily schedule first then coloured in the pie graph according to what they do. They were asked to make a key to show what each colour represents.
Assessment Tool: Teacher Feedback
Pre-Assessment
Date: September 27th, 2016
Learning Outcome: To demonstrate his/her understanding of:
· Reading, writing and comparing 12 & 24 hour time systems and convert between them.
· Connecting 12 and 24 hour time to timetables.
· Solving problems involving time difference.
Task: - Students coloured a 24 hour pie chart of their daily life. They wrote their daily schedule first then coloured in the pie graph according to what they do. They were asked to make a key to show what each colour represents.
Assessment Tool: Teacher Feedback
Reflection: I learn that learning time is important because if you don't know time a person ask you then you will say "I don't know."
Learning Outcome:
· Reading, writing and comparing 12 & 24 hour time systems and convert between them.
· Connecting 12 and 24 hour time to timetables.
· Solving problems involving time difference.
Task: Students picked a time based on the 12-hour time system (am or pm). They had to convert that time to what time it would be on a 24-hour time system. They wrote a description of what they do at that time and drew a picture to go with it. They worked with a partner to figure out the time difference between their two activities. They worked as a class to put them in the correct order to create a “24 Hour Timeline of our Day” display.
Assessment Tool: Checklist
Reflection: This was hard when I have to connect mine and Ichiyo together.
Identifying a body system
Date: 5 October 2016
Learning Outcomes:
• Estimate, compare, classify, measure, and construct angles
Task: Students posed for a photo while making different angles with their body. They looked at the photo and find at least three angles they can measure on their body. They drew straight lines to make the angles easier to measure. They estimated how big the angle was, measured it to find the accurate measurement then classified if it was an acute, obtuse, right or straight angle.
Assessment Tool: Checklist
Date: 5 October 2016
Learning Outcomes:
• Estimate, compare, classify, measure, and construct angles
Task: Students posed for a photo while making different angles with their body. They looked at the photo and find at least three angles they can measure on their body. They drew straight lines to make the angles easier to measure. They estimated how big the angle was, measured it to find the accurate measurement then classified if it was an acute, obtuse, right or straight angle.
Assessment Tool: Checklist
Reflection: This was easy when I measure my self on the picture.
Measurement of Time
Date: October 4th, 2016
Learning Outcome:
Assessment Tool: Checklist
Date: October 4th, 2016
Learning Outcome:
- Reading, writing and comparing 12 & 24 hour time systems and convert between them.
- Connecting 12 and 24 hour time to timetables.
- Solving problems involving time difference.
Assessment Tool: Checklist
Reflection: This was easy when everyone in my class to make a time line.