KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Miss Angie Carty Date: 09/24/2019

Cooperating Teacher: Professor Stank Coop. Initials:
Group Size: 24 Allotted Time: Grade Level: 3rd Grade
Subject or Topic: Measurements/Telling Time/Elapsed Time Section: ____________

STANDARD: (PA Common Core):

Standard - CC.2.4.3.A.2 - Tell and write time to the nearest minute and solve problems by
calculating time intervals.
Standard - CC.3.MD.A.1 - Tell and write time to the nearest minute and measure time
intervals in minutes. Solve word problems involving addition and subtraction of time intervals in
minutes, e.g., by representing the problem on a number line diagram.

I. Performance Objectives (Learning Outcomes)

Students will be able to tell time on a clock face by reading it digitally and creating it on
a analytic clock.
Students will be able to define elapsed time by completing an activity that uses elapsed
time and addition of time from one start point to another.
Students will be able to describe how many seconds, minutes and hours are in the 7 days
of the week by using addition and multiplication conversions.

II. Instructional Materials

• Clock manipulative (24)
• Sheets with clock face on it (24) (attached)
• Halloween Elapsed Time worksheet (attached)
• https://www.education.com/download/worksheet/111268/halloween-timeline.pdf
• Large manipulative clock with movable hands
• Several small manipulative clocks with movable hands
• Time Dice manipulative
• Pencils
• Lined paper
• Math journals
• Calculator (24)
• Conversion Sheet (attached)
• Exit ticket (attached)

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
• Key Vocabulary:
• Clock Time
• Elapsed Time
• Calendar
• Analog Clock
• Digital Clock
 • Timeline
• Big Idea:
• Elapsed Time and Analog Clocks
• Prerequisite Skills:
• Addition
• Multiplication
• Use of digital clock
• Use of analytic clock

IV. Implementation
A. Introduction – (5 minutes)
• To begin the lesson, the teacher will hook the students by asking them, “What is
something that can be measured, BUT not felt or seen? Turn and talk, quietly at your seat
to discuss an answer.”
• Allow students (20 seconds) to discuss.
• “Okay, what did we think?”
• The teacher will call on 4-5 students to share their ideas.
• Answer: Time
• “The answer is time. Time is something that is measured, but how is it measured? What
device do we use for measuring time?”
• Look for raised hands
• Answer: Clocks, calendars
• “Wonderful! Now, let’s review how clocks work and practice.”
• The teacher will hand out the analog moveable clocks to each student.

• Transitioning, the teacher hands out a sheet of paper with blank clocks on it.
• “Using this clock, we will make the times I write on the board, together.”
• Before any times are written the teacher will roll two clock dice to determine which
times they will be representing.

!
• Teacher writes the numbers (one at a time) on the board.c
• (I Do) The teacher will do the first one with the students -
• The teacher will turn the clock hand to the long hand first to determine the minute,
which is what it represents. The second hand, or little hand will point towards the
hour. The teacher will demonstrate it for the students.
• Students will follow along on their clocks while the teacher walks around to be sure that
everyone is on track.
• The teacher will walk around and allow other students to roll the dice and write on
the board what time they rolled.
• The teacher will review and show answers on the large “teacher version” of the analog
clock manipulative.
• Students record their answers on their sheet, which will be put inside their math
notebook.
B. Development – (30 minutes)
• Transitioning, the teacher will introduce the next subject of “elapsed time.”
• “Now that we reviewed what time looks like on a clock, what do we think the term,
“elapsed time” might mean? Any ideas?”
• Students have time to think and raise their hands (15 seconds).
• Answer: it is simply the amount of time that passes from the beginning of an event
to its end.
• “Next, my friends we are going to talk about the days of the week, and a calendar.”
• “Lets all say the days of the week together!”
• All: “Monday! Tuesday! Wednesday! Thursday! Friday! Saturday! Sunday!”
• (We Do) “Wonderful, my friends! Now, who thinks that days of the week can measure
time? Raise your hand if you think no. Okay, now raise your hands if you think yes.”
• The teacher will ask why the students said yes or no.
• Allow students to share.
• “The answer is yes! The days of the week can measure time!”
• (15 minutes) “Okay, so I have this weekly calendar on the board. Lets discuss how many
hours, minutes and seconds are in each day.”
• The teacher will write this on the board:
60 seconds = 1 minute
60 minutes = 1 hour
24 hours = 1 day
 7 days = 1 week
• “Now that we have this conversion on the board, lets find out how many hours are in a
week? How many hours are in a week? And how many minutes are in a week? Let’s do
this together.”
• The teacher will hand out a sheet of paper with the conversions on it and write on the
board the answers as the students follow along.
• The teacher will calculate the answers with the students together.
• The answers to each of the questions are attached on the answer sheet from the handout.
• This will also go inside the students math notebook.
• (You Do) Transitioning after the conversions are made, the students will all be handed a
sheet that has a Halloween Trick-or-Treat activity that follows elapsed time.

!
• (15 minutes) “Okay my friends, this activity is going to be done with our calculators and
in partners.”
• The teacher will assign partners in the class, (2 to a group).
• The instructions are on the sheet, see attached to the Halloween Elapsed Time
worksheet.
• The teacher will read the instructions aloud to the class and monitor the students
as she comes around the room for any questions.
• This activity incorporates addition of time and is an example of elapsed time for
the children to understand.
• Instructions:
• Henry went trick-or-treating. He got a lot of candy! He is telling his friends
about his fun time. Can you help him with the timeline? Determine what
time he got each piece of candy based on the information given. Write your
answer in the space provided.
• A timeline is the events in the order that they happened.
• Students may sit around the room to perform this activity.
• At the end of this activity, students will hand in the sheet to see how ‘long’ Henry went
Trick-or-Treating for. What time is it?
• Answer key attached.
C. Closure – (5 minutes)
 • Students are around the classroom - they are instructed to go back to their seats by
the teacher.
• “Be sure to hand in your Halloween activity into the Turn It In Bin and make sure
you and your partner’s names are on them!”
• “Alright my friends, I’d like you to turn and talk to an elbow partner and tell them
again what elapsed time is.”
• Have students explain elapsed time in their own words with an elbow
partner. Provide sentence stems, such as:
• Elapsed time means ____.
• To figure out elapsed time, I ____.
• “Who is a volunteer who wants to reflect and remind us of what elapsed time is?”
• Students raise hands and are called on to answer.
• “Wonderful! So I have one question to leave you off with, this exit ticket will be
put in the Turn It In Bin as well.”
• The teacher will hand out the exit slip (attached).
• “How much elapsed time was our lesson today if our math subject started at
10:45 and it is 11:25 right now?”

D. Accommodations / Differentiation -

E. Assessment/Evaluation plan
1. Formative
• Math Notebook
• Students are to use the Time Dice alongside the teacher and
classmates and record the answers on their sheet to assess their
understanding of Objective #1 - Students will be able to tell
time on a clock face by reading it digitally and creating it on a
analytic clock.
• Students are to follow along on their worksheet that calculates
time of a week, that will go in their math notebook to assess
their understanding of Objective #3 - Students will be able to
describe how many seconds, minutes and hours are in the 7
days of the week by using addition and multiplication
conversions.
• Halloween Elapsed Time Activity
• Students are to turn this activity in to assess their understanding
of Objective #2 - Students will be able to define elapsed time
by completing an activity that uses elapsed time and addition of
time from one start point to another.
• This activity starts at 5:00 and students need to add minutes at
every stop they make to find the ending time.
• (Attached)
• Exit Ticket
• Students will turn this in at the end of class to also assess
Objective #2 Students will be able to define elapsed time by
completing an activity that uses elapsed time and addition of
 time from one start point to another.
• This exit ticket asks one question of addition which is “If our
math lesson started at 10:45 and it is now 11:25, how much
elapsed time has passed?”
• These are to be assessed on students understanding of addition
of minutes.
• (Attached)
2. Summative

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students

performance written after lesson is taught, includes remediation for students who failed to
meet acceptable level of achievement)

B. Personal Reflection (Question written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

VI. Resources