Dawa Sherpa

Lesson # __1__ of ___1__ Grade Level: 3

Central Focus
Adding and subtracting time intervals.

Standard NY-3.MD.1
Tell and write time to the nearest minute and measure time intervals in
minutes. Solve one-step word problems involving addition and subtraction
of time intervals in minutes.

Learning
Objective Students will be able to add and subtract time intervals in minutes by using
a number line.

Materials Anchor Chart

Slides
Solve and Share (Two worksheets)
Worksheet (Elapsed Time)
Pre-Assessment
Post-Assessment

Purpose The purpose of learning to add and subtract time intervals is to help
students understand how to use models to visualize time intervals and solve
word problems so that they can extend their understanding of time.
Instruction Students should already understand reading time as we will be going over
it prior to this lesson, but just in case do a quick review.

Use a real life example: “Let’s look at the time on our clock in the
classroom. What time do you think it is right now?”

Focus: Day 1, Adding Intervals

Solve & Share: (Will be printed on paper)

The school play started at 3:05 pm and lasted 45 minutes. What time did
the play end?

Walk around and see what students do to solve this problem. What are
some common mistakes, or misconceptions? What are they doing right?
Pick students to help you solve it all together with the class, and then
introduce a number line. Show how you can solve it with a number line for
the same problem.

Introduce interactive anchor chart: The same question is on the anchor

chart, use it to guide students on how to solve using a number line.
(Before and after shown)
 (Anchor chart answers should be covered as you want to be able to go
through the answer with the students as a part of guided learning.)

Example on what you can say, “Now let’s look at that problem using a
number line. How can we solve elapsed time on a number line?”

Go through the question and uncover each answer slowly.

We will be introducing a technique as well.

Mountains: 1 hour
Hills: 5 or 10 minutes
Rocks: 1 minute.
Show how you can use this visual technique to solve a word problem on a
number line.

Solve & Share: Try to use a number line for this problem. (Will be
printed on paper)

If it takes Sandra 1 hour and 5 minutes to get home from school, and she
leaves at 1:30 p.m., what time will she arrive?
Walk around as students work. What do they struggle with? What do they
do correctly? When coming back to the class for review, make sure to
address any misconceptions.

TURN & TALK. Discuss with your classmate next to you. Share your
answers and how you got to your answer.

Choose students to share their answers, and note “different” ways they
might solve it.

Anticipated Difficulties:
Some students may try to add or subtract the start time and the end time to
try to figure out the elapsed time. Some just may have a hard time reading
or understanding time on clocks or in general. Number lines may also be
difficult but an outline will be provided.
Learning Task Students will now transition into individual work time where they are given
the number line worksheet. (Both class worksheet and differentiation
worksheet)

When sending students off to work independently, encourage them to look

back at their work done together with the class as well as the anchor chart.

Form a small group for students who need extra assistance with a different
worksheet . Take a look at differentiation.
(Students include: Y.D., A.M., D.L., A.V., L.P…others TBD while
observing during class.

Closing / Once the worksheet is completed, students will rejoin with the class.
Debrief Students should share their answers and be able to explain or demonstrate
how they got their answer.

Choose 1-2 volunteers, as well as 1-2 students who are not raising their
hands. This allows students who normally dominate the classroom
discussions to step back and allow students who normally don’t raise their
hands to demonstrate their understanding.
Assessments Pre-Assessment: This will be given before instruction to see where
children are at with their understanding of reading time and being able
to add or subtract time intervals in minutes with and without a number
line.

Post-Assessment: This will be given after instruction either the day of

or day after.

Turn & Talk: Discuss with your classmate next to you. Share your
answers and how you got to your answer.

Differentiation Form a group with students who need extra help or better
understanding. Students working in the mini group with the teacher
will receive a differentiation worksheet.

When working separately with the group, do the first problem with the
students. Allow students to work in pairs and help as needed.
 For ELL student, use visual support for better understanding and
include a separate definition for the vocabulary introduced.

Ex (Vocabulary):
Time Interval: An amount of time.

Ex (Visual Support):
Along with the number line, visual support is added. (Mountains,
Hills, Rocks)
Instead of solving word problems, give a worksheet where students
can just see what they need to find and what they know.

Academic Elapsed Time: The amount of time that has passed from the
Language beginning of an event to the end of an event.
Number Line: A straight line with numbers separated by intervals on
it.
Time Interval: The amount of time between events.