Each student will have a goals task card on the mathematics learning goals wall.

Students will place a sticker in the appropriate box when they have
achieved their learning goals.
Formative assessment formats used across this learning experience
Questioning:
Open and closed questions. Questions to promote metacognition.
Metacognitive: think about your learning:
Completed as whole class. Includes questions such as:
What did we do/learn today? Why did we do it? Can I connect this
information to my life? Where can I use this knowledge? Do I have more
questions?
Red light/green light self assessment sticks:
Large paddle pop sticks, red on one side green on the other. At the end of
the session ask if students feel they have understood the concepts in the
learning experience. Show your green light for I can do this/I understand
this or, red light for Im not sure/I need more help.
Self evaluation sheet: (Appendix C)
This is to be pasted into workbooks alongside work and filled in by the
student.
Checklist (Appendix F)
A simple checklist detailing the date, name of each student, ability,
language use and misconception/notes section.
Photographic and video evidence

Week
1

Learning Experiences

Assessment For/As Learning

(Formative Assessment)

Resources

Time: Duration
1

Informal diagnostic: What do you know about time, think, pair,

share.
Make learning intentions clear. Today we are learning about the
duration of time.
Brainstorm/mind map of time specific vocabulary: slow, fast, day,
night, yesterday, today, tomorrow and so on.
Give definition of duration.
Read the story the tortoise and the hare.
Brainstorm activities that take a long/short time.

Diagnostic: Ascertain pre existing

knowledge by listening to students
share.
Use a checklist (Appendix F) to
tick off if students are able to
answer:
1. Ask who took more time, the
hare or the tortoise?
2. Record which animal took a
long/more time and short/less
time.
3. List activities that take a long
time/short time.
Make notes of any misconceptions.
Self assess sticks

Make learning intentions clear.

Explain today we will be experimenting with long/short time.
Sinking jar lids
20 metal jar lids with various numbers and sizes of holes.
Choose two lids, predict and conduct experiment: which one will sink
slower/faster.
Prediction worksheet (Appendix E)
Once sunk, place slower sinking lids in the tortoise pile, faster
sinking lids in the hare pile. Relate to lesson one.
Lesson at:
http://bridges1.mathlearningcenter.org/media/Bridges_GrK_OnlineSuppl
ement/BKSUP-D6_MeasureDuration_0709.pdf

Assess informally: which lid will

take longer/shorter time to sink
and why?
Checklist of language use, prior
knowledge, gaps or
misconceptions.
Use student prediction
worksheets (Appendix E) to
assess learning and to include in
portfolio.
Metacognitive assessment.
End of session ask students if
they feel they were successful in
comparing and recoding long and
short time duration use self

Book
Whiteboard
A4 size whiteboard for
each student
Paddle pop traffic light
self assess stick for each
student
Camera

20 metal jar lids with

various sizes and
numbers of holes
drilled in them.
Clear container filled
with water.
Two towels.
Worksheet

Make learning intentions clear, today we are predicting, comparing and

investigating time duration as a whole class.
Sit in a circle and choose two students at a time to do these activities.
What would take longer/shorter time? Students give answers and
explanations for each one prior to the investigations.
What would take longer to do up? A jacket with buttons or a jacket
with a zipper?
What will take longer? To tie your shoelaces or do up the velcro on
your shoes?
What will be shorter? To make a paper plane? Or fly a paper plane?
What will take a shorter time? To do 10 star jumps or write the
alphabet?
(Prepare enough investigations so each student can have a go)
Thinking questions that cannot be investigated in the classroom
What will be shorter? To walk home from school or drive?
What will be shorter? To play a game of soccer or fly to another
country?
What will be longer? To eat a sandwich for lunch or visit the zoo?
What will take longer? To bake a cake or make a sandwich?

Make learning intentions clear: Today we are going to sequence events

from short to long and long to short duration.
Complete two whole class timeline activities using task cards (Appendix
A) and order by duration.
One by greatest amount of time to least amount of time and other by
least amount of time to greatest amount of time.
Complete similar cut and paste activity at desk, paste in book using task

assess traffic sticks.

Take photographs/video to
report to parents via class
blog/newsletter and for reflection
to guide future teaching .
Video record this active learning
experience, watch later for
confirmation of learning and any
misconceptions to inform future
teaching.
Ask questions (what will take
longer/shorter time) monitor,
observe and take notes via
checklist (Appendix F).
End of session use self assess
traffic sticks and take a
photograph as evidence and for
later reflection.
Take snippets from video
recording and add to blog to
report to parents.

Use checklist (Appendix F) to

take note of student ideas and
misconceptions to inform future
teaching.
Ask questions such as who has a
card with a picture of something
that takes a long time/short time
to do. Where should we put that

Jacket with buttons

Jacket with zip
Shoes with laces/Velcro
Class roll
Paper

Task cards
Worksheet
Scissors
Glue
Book

cards (Appendix A) and worksheet (Appendix B).

Summative assessment for duration, as above in stage two.

card and why? Record via

checklist.
Assess informally as students
make decisions during game.
Walk around and micro teach and
assess as students do cut and
paste activity.
Students fill in self evaluation
(Appendix C).
Evidence collected in book. Mark
while students are working. Give
verbal and written feedback for
work well done with reasons why.
Suggest ways to improve for
students not grasping concepts.
Work to be provided to parents as
evidence of learning.

Use to inform reports. Provide to

parents as evidence of learning.