GT Differentiated Exemplar Lesson - curriculum.austinisd.org

1 Advanced Academic Services austin independent school district GT Differentiated Exemplar Lesson Grade Level: 3 Subject Area(s): __ Reading, Writing, X Mathematics __ Science __ Social Studies Mathematics TEKS/Student Expectations: ( ) Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to: (C) determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes; Title Elapsed Time Essential Question(s): What items do you use to tell time?

2 How do you read time on a clock? Which hand shows the minutes? Which hand shows the hour? How many minutes are there in 1 hour? How can you measure elapsed time in minutes? How can you find a starting time or an ending time when you know the elapsed time? Assessment(s): __ Pre-Assessment X Formative X Summative GT Scope and Sequence Skills: (Aligned with 21st Century Skills Framework & College and Career Readiness Standards) __ Creative Thinking _X Critical Thinking _ Communication __ Research Student Learning Styles: X_ Auditory X_ Visual/Spatial X_ Kinesthetic __ Other Elements of Depth and Complexity: X_ Language of the Discipline __ Details X_ Patterns __ Trends X_ Rules __Ethical Considerations __Unanswered Questions X_ Over Time __ Different Perspectives __ Big Ideas Lessons and Activities X_ Whole Class __ Small Group __ independent Activity Resources.

3 Advanced Academic Services austin independent school district PART ONE: Whole Class: After introducing elapsed time, review with Brain pop video (see Resources column). Read aloud Pigs on a Blanket Fun with Math and Time by Amy Axelrod. Have students use student Judy Clocks as you read to show the time as the pigs travel to the beach. On Grade Level: Students will complete the multiple-choice problems (attached below). Students will write their own elapsed time problem about the pigs from the story and show it on the last clock. GT Level Group: Students will complete the Time Fractions page (attached below). Students will write clues for their own time fraction and shade it in on the last clock. (Note: 68 copies available at AISD libraries.)

4 Ask your school Librarian to find it for you if you school does not have a copy.) Provided Resources: COPYRIGHT OF AMY AXELROD. DOWNLOADING AND REPRODUCTION IS FOR CLASSROOM USE ONLY. Advanced Academic Services austin independent school district Name_____ Elapsed Time Problems Date_____ Directions: Read the problem. Show the elapsed time on the clock provided for each question. Write your own elapsed time problem about the Pigs. Advanced Academic Services austin independent school district Name_____ Date_____ Write your own elapsed time problem about the Pigs here.

5 _____ Advanced Academic Services austin independent school district Name_____ Date_____ Advanced Academic Services austin independent school district Name_____ Time Fractions Date_____ Directions: Use the clocks to show the Time Fractions. Read the description, section the clock, and color in the fraction. Advanced Academic Services austin independent school district Process Assessment Teacher observes the following: Process Observation - Frequency Student uses correct terminology during interactions with peers and teacher. Seldom/Never Occasionally Often Consistently Process Observation Frequency The student is able to guess the genre of a book by its criteria.

6 Seldom/Never Occasionally Often Consistently Process Observation Quality of Creative Thinking Student uses creativity throughout the stages of the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original Process Observation Quality of Analytical Thinking Student analyzes information during the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original Product Assessment Score Genres Booklet Critical Thinking 3 Student compares and contrasts fiction and non-fiction books. The content highlights unique information for the two genres and shows connections to books not previously read aloud in class. Student applies knowledge of the distinguishing characteristics of genres to make predictions and verify the predictions.

7 2 Student compares fiction and non-fiction books. Includes distinctive information for each genre in the booklet. The content easily connects to the books read aloud in class. Student applies knowledge of the distinguishing characteristics of genres to make predictions. 1 Student distinguishes between fiction and non-fiction books. Includes distinguishing information for each genre in the booklet. Student predicts the contents of a book.