Lesson <#>

Teacher Candidate Iulia Murg Date Taught: 02.19.2019

School /
Grade 3rd Roy Elementary School / D83
District:
Subject Mathematics Unit Time and Temperature
Lesson Focus Elapsed Time
Model Used Interactive
Conceptual Framework
Big Idea/Understanding(s) Essential Question(s)
In our schedule driven lives, being able to find elapsed How can we use elapsed time aspects in our daily
times helps us stay on schedule and coordinate lives?
events.

Students subtract time without regrouping.

Central Focus
Curriculum
3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes.
Standard(s)
Solve word problems involving addition and subtraction of time intervals in minutes.
Represented
1.0 Understand elapsed time
Instructional 1.1 Identify start time
Objectives 1.2 Identify end time
1.3 Find elapsed time
Academic
Academic Vocabulary: elapsed time, timeline, subtraction, addition,
Language
● 1 demonstration clock with movable hands
● 1 paper clock per group
Materials ● timeline
Finding Elapsed Time Worksheets

1.1 In Phase 2 students express start time through group problems. (verbal and
performance, informal formative, 80% can 75% of the time)
1.2 In Phase 2 student express end time through group problems. (verbal and
performance, informal formative, 80% can 75% of the time)
Assessments
1.2 In Phase 2 students find elapsed time in group problems. (verbal and performance,
informal formative, 80% can 75% of the time)
1.3 In Phase 4 students find elapsed time using worksheets.(written, informal formative,
80% can 75% of the time)
Learning Activities
Phase 1: Introduction (5 minute Warm up)
Use a demonstration clock and help students review the concepts of elapsed time.
What time did you leave home for school this morning? What time did you arrive at
school?
5:00 Guide students into counting minutes to find the amount of time passed between time
they left and time of arrival.
What time did you leave school yesterday? What time did you get home?
Count minutes on the clock to find elapsed time.
Intro Learning:

Updated 2016/08/15
 Today we will be learning how to find the elapsed time, or how much time passed from
one activity to another.
Importance of Learning:
How can we use elapsed time aspects in our daily lives? In our schedule driven lives,
being able to find elapsed times helps us stay on schedule and coordinate events.
Discuss with students the importance of knowing how long activities last.

Phase 2:
The time between a start time and an end time is called elapsed time.
When you have a start time and an end time, how can you figure out
elapsed time? When you have a start time, and you know how long something lasts,
how can you find the end time? If we know the time something ends and how long it
lasts, how can we figure out what time it starts?
One way to solve the problem is to move the hands of the clock and count the minutes,
like we did in our warm up. Could there be another way to solve these problems?
Draw a timeline.
Using time line, show that between each number on the clock there is one hour.
Have students solve a problem using the paper clock and then by counting on 5s, then
using a timeline.
Find the end time by adding the elapsed time in hours.
What time is 3 hours after 7:00 PM?
18:00
What time is 2 hours after 7:15 PM?
Find elapsed time in hours given the start time and end time.
How many hours are there from 9:00 to noon?
How many hours are there from 2:30 PM to 4:30 PM?
Find the end time by adding the elapsed time in minutes.
What time is 15 minutes after 11:00 AM?
What time is 45 minutes after 11:30 AM?
Find elapsed time in minutes.
How many minutes are there from 11:50 AM to 12:25 PM?
Use clocks or timelines to find the answers as well as subtraction or addition.
Differentiation:
● Struggling: have students only work with hours and a clock
● Advanced: introduce the concept of 60 seconds and invite them to solve
problem using seconds elapsed.
Phase 3: Guided Practice
Have students make a schedule of their school activities for a specific day
of the week and find the amount of time spent doing each activity. (Pair Work)
15:00 Identify start time, end time, and elapsed time and use the clocks to model each.
Discuss answers and strategies for solving.

Phase 4: Individual Practice

Have students try the following problem.
The baseball game started at 4:30 p.m. It lasted for 1 hour and 15 minutes.
15:00 What time did the game end? A. 3:15 p.m. B. 4:45 p.m. C. 5:30 p.m. D. 5:45 p.m.
Pass out worksheets

Phase 5: Closure
2:00
Review learning

Updated 2016/08/15
 Today we learned how to find elapsed time. We learned that we can count using a clock or
use subtraction and a timeline to find the elapsed time.
Introduce tomorrow’s learning
Tomorrow we will be looking at measuring temperature.

Representation: Visual Clock, verbal instruction

UDL Principles Expression: verbal discussion, performance using clock, written worksheet
Engagement: whole group, pairs, individual
Content:
Differentiation Process: Leveled questions, leveled activities
Product:
Adaptations/
Provided for by the in class Special Education teacher
Accommodations

Works Cited:

● Marshall Cavendish Education., & Great Source Education Group. (2009). Math in focus: The Singapore approach.
Singapore: Marshall Cavendish Education.

1 2 3 4
Needs Improvement Progressing Meets Exceeds

Making limited progress Requires teacher Independently interprets Independently and

or is unable to interpret
quotient of whole
numbers or seldom
correctly uses a long
division strategy when
dividing. ( Refer to I can
statements for long
division strategy)
Seldom = 25% of the
time of the time.
prompting and support to quotient of whole consistently correctly
interpret quotient of numbers with little error find quotient of whole
whole numbers or is using long division numbers with making
inconsistent with the strategy (Refer to I can little to no errors using
ability to use a long statements for long long division strategy..
division strategy when division strategy) Can make connections
dividing ( Refer to I can . Can frequently between multiplication
statements for long determine the unknown and division equations.
division strategy) whole number in a
. division equation relating Consistently = 99% of the
three whole numbers time
with little error.
Frequently = 75% of the
Inconsistently = 50% of time
the time

Leveled Questions:

Knowledge = Red Comprehension = Orange Application = Green Analysis = Blue

Synthesis = Purple Evaluation/ Creating = Pink

Updated 2016/08/15