M: LA 5 in MATH 2EEd

NAMES:

I. Write a lesson plan that makes use of the problem-solving strategy. You may use any topic,
problem, and possible solutions that you think would be appropriate to be discussed using the
aforementioned strategy. Please follow the guide below:

TOPIC: Elapsed Time

GRADE LEVEL: Grade 4

TARGET LEARNING COMPETENCY:

By the end of the lesson, the learners will be able to:

Find the elapsed time in minutes.

PREREQUISITE KNOWLEDGE AND SKILLS:

Students should already be familiar with:

• Calculating the duration of activities within an hour or multiples of an hour

• Telling time to the minute

• 5-Step Plan in Problem Solving

• Number line Strategy

• Subtraction Strategy

PRESENTATION OF THE PROBLEM:

Steve helps his sister in making a project out of recycled plastic bottles. They started making the
project at 5:32 pm. If they finished the project at 6:26 pm, how long did they make the project? About
how long did they make the project?

Present the problem above in a narrative format that will pique the students' interest. Consider the
following example.

Do you make your school projects yourself with minimal to no help from others? What do you do if
your project is difficult? Do you submit them on time? At an average, how much time do you spend
per project?
GENERATION OF SOLUTIONS:
The students will work in five-person groups to solve the problem by answering the following
questions:

1. What are asked in the problem?

2. What are given?
3. What operation will you use?
4. What is the number sentence?
5. How are the solutions dome?

The five questions follow the 5-Step Plan in Problem Solving (Understand, Plan, Solve, Check, and
Look Back).

Example:

1. What are asked in the problem?

The time Steve and his sister spent in making the project

2. What are given?

5:32 pm – time started
6: 25 pm – time ended

3. What operation will you use?

Subtraction

4. What is the number sentence?

6:25- 5:32 = N

5. How are the solutions done?

How long did they make the project?

With the question clear for all to see, the group then spends 5 minutes to reflect on the question
individually. They can jot down their thoughts and ideas.

Ask the group to spend 5 minutes discussing their shared ideas and thoughts.

Next, ask the group to discuss one interesting idea they’ve heard in previous rounds, and each group
member shares one each.

The group then needs to pick their preferred solution to the problem. This doesn’t have to be voted
on, just one that resonated most with the group.

Bring everyone back together as a group and ask open questions like “What is the one thing you
discussed that stood out for you?” or “Is there something you now see differently following these
discussions?”

Once aligned, all groups can then begin to work on the solutions that will have the greatest impact
through effective problem solving steps.
PROCESSING OF SOLUTIONS:

Present students with methods for finding the elapsed time to help them realize that the various
solutions all lead to the same answer.
The students are required to draw a number line with time stamps on it and denote the difference
between those time stamps through number line jumps. Encourage students to recognize that we can
subtract the start time from the end time to find the time between the start time and the end time.

Method 1: Using Number Line

You noticed that from 5:32 pm to 6:25 pm, the time elapsed is 53 minutes.

Method 2: Subtraction
Subtract the time in minutes. (25 – 32).
We cannot subtract the time in minutes because 25 is smaller than 32,
so we will regroup by borrowing 1 hour from 6. (6 – 1 = 5)
Rename 1 hour as 60 minutes.
Add 60 and 25 minutes. (60 = 25 = 85).
Subtract again the time in minutes and then the hours.

Therefore, they made the project for 53 minutes.

By the end of the session, students will have multiple approaches to solve the problem, and the whole
group will have contributed to the future solutions and improvements.