# data[].attributes.headline
“Students will be able to analyze and compare data shown in a picture graph where each symbol represents one” 

# data[].attributes.subject
“Students will be able to analyze and compare data shown in a picture graph where each symbol represents one” 

# data[].attributes.headline
1.MD.C.4 - Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

# data[].attributes.subject
1.MD.C.4 - Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

# data[].attributes.headline
Math: Number sense, comparing something in relation to another. 

# data[].attributes.subject
Math: Number sense, comparing something in relation to another. 

# data[].attributes.headline
Students will be able to use >,< and = to compare two numbers, while determining which one is bigger and which one is smaller, they will be able to identify number places on a number line, and how the bigger number is further to the right, and smaller number is further to the left.

# data[].attributes.subject
Students will be able to use >,< and = to compare two numbers, while determining which one is bigger and which one is smaller, they will be able to identify number places on a number line, and how the bigger number is further to the right, and smaller number is further to the left.

# data[].attributes.headline
1.NBT.B.3: Compare two two-digit numbers based on meanings of the tens and one’s digits, recording the results of comparisons with the symbols >, =, and <. (Teaching better lessons.com) 

# data[].attributes.subject
1.NBT.B.3: Compare two two-digit numbers based on meanings of the tens and one’s digits, recording the results of comparisons with the symbols >, =, and <. (Teaching better lessons.com) 

# data[].attributes.body
-being able to read an analog and digital clock fluently, and being able to recognize how long things take (such as recess, lunch, math hour, and classroom exploration time.

# data[].attributes.body
1.MD.3 “tell and write time”
3. tell and write time in hours and half-hours using analog and digital clocks

# data[].attributes.body
-Being able to distinguish between minute and hour hand/ minute and hour notches on a clock.
-Being able to tell time/read a clock using the minute and hour hand
-being able to time events and recognize time as a measurement

# data[].attributes.body
I plan to pre-asses students verbally, I plan to use a physical analog clock (pictured above) and I plan to point to each hand and different parts and ask students if they know what this is called. I plan to assess with questions such as "which one do you think is the minute hand, and which one the hour, if they struggle to answer.

I plan to use formative assessments, and summative assessments, listed below:

# data[].attributes.body
a simple worksheet, where they draw a line to the correct time. (I would be sure to have short hand=hour and long hand= minute written up on the board as a reminder during this unit, or let them use their worksheet from up above).

# data[].attributes.body
2. I plan to use an analog clock faces worksheet included in chapter.18 (pg. 493).
I hope to make this assessment fun, and maybe play a guessing game, I would ask questions like "draw the hands of the clock to look like the time when we first get to school in the morning!

# data[].attributes.body
I think that this is an important place to start with the assessments because its important to be sure that students understand the very basics of telling time.