Brittany Foss

Part One: The Lesson

A. TITLE OF LESSON: Elapsed Time Square Game (Start time and End time
given)

B. RELATED VIRGINIA STANDARDS OF LEARNING

Sol: 4.9 The student will determine elapsed time in hours and minutes within
a 12-hour period.

Curriculum Framework Essential Knowledge: Determine the elapsed time in

hours and minutes within a 12-hour period (times can cross between a.m.
and p.m.). Solve practical problems in relation to time that has elapsed.

C. LEARNING OBJECTIVES

UNDERSTAND How to solve Elapsed Time problems efficiently.

KNOW How to solve elapsed time problems with the start and end
time given, and how to determine the elapsed time in hours and
minutes within a 12-hour period.

DO analyze how to solve any elapsed time problem with diagrams,

arithmetic, Judy Clocks, elapsed time timelines, etc.
D. ASSESSING LEARNING
For the individual assessment I will have the students write their answer
down on a piece of paper and assess later. For the game I will write am/pm,
am/am, pm/pm to clarify which type of question they are answering. At the
end I will ask them an am to pm elapsed time question and ask them to
answer it on an individual piece of paper. (If the bus leaves for Jamestown at
9:05 and we arrive at 1:25, how long is the bus ride?)

PART TWO: LESSON PLAN PROCEDURE

A. CONTEXT OF LESSON
 This lesson is appropriate to teach at this time because it fits into the
curriculum framework and pacing guide. Within the curriculum framework it
is the last lesson in the measurement unit. My cooperating teacher used the
Waynesboro county pacing guide to determine that they should be within the
measurement unit and beginning elapsed time on Monday, March 13 (the
day that I am teaching). This elapsed time unit will be an introductory lesson
for the fourth grade but the students have learned about elapsed time in the
third grade. They should know that there are 60 minutes within an hour, the
definition of elapsed time, and how to find elapsed time in hour increments. I
will be reviewing this knowledge at the beginning. At the end of the lesson I
want them to know how to solve elapsed time problems in hours and
minutes within a 12 hour period (with the start and end times given).
My lesson will proceed as follows. At the beginning I will ask them the
following questions: What do you think of when you see the word elapsed
time? Which hand is the hour hand on the click, which is the minute hand?
(using Judy Clock) How many minutes are in an hour? If it is 9:00am now and
we have lunch at 11:00am, how many hours until lunch? (making sure they
understand hour increments) If it is 11:00am and we have math at 12:00pm,
how many hours until math? (making sure they know diff. between midnight
and noon). I will then break them up into groups of 4 and have them
complete a think-pair-share to solve the problem If it is 11:15a.m now and
school gets out at 2:45 p.m. how much time will pass before the bell rings? I
will pass out elapsed time timeline rulers and Judy clocks. The students will
work individually, talk in their group of four, come up with one method they
choose, and one member of the group will share their method with the class.
After we review the differing methods presented by the groups we will play
the Elapsed Time Square game (class vs. me).

Materials that can be reproduced:

B. MATERIALS NEEDED
o Whiteboard
o Marker
o Projector
o Class copies of level 7 elapsed time square game
o Laminated level 7 elapsed time square game copy
o Judy Clocks (class and 1 teacher size)
o Class copies of elapsed time timeline ruler
o Paper and pencil provided by students

C. PROCEDURE
 What will you be doing to ensure these
things happen
I will be asking questions that review the third grade
standards for elapsed time. I want them to know
what elapsed time is, that there are 60 minutes in an
hour, how to find elapsed time in hour increments,
and that 12:00am is midnight while 12:00pm is
noon.
o I will write elapsed time on the board
o What do you think of when you see the word
elapsed time?
o Which hand is the hour hand on the click,
Activate Prior
Before which is the minute hand? (using Judy Clock)
Knowledge o How many minutes are in an hour?
o If it is 9:00am now and we have lunch at
11:00am, how many hours until lunch?
(making sure they understand hour
increments)
o If it is 11:00am and we have math at
12:00pm, how many hours until math?
(making sure they know diff. between
midnight and noon)

After reviewing third grade standards I will introduce

the elapsed time problem:
Be Sure the If it is 11:15a.m now and school gets out at 2:45
p.m. how much time will pass before school is over?
Problem is o What is this problem asking? I am not asking
Understood for the answer. I want to know what this word
problems wants us to do!

o I am going to put you in groups of 4 right

now, but I want you to work on this problem
individually for a few minutes. After you have
answered this question on your own we will
share with our group. After we share with our
groups, each group will be picking one
method that they think was interesting to
share with the class. When you are talking
with your group make sure that everyone
knows how the chosen method works
Establish Clear because I will be choosing at random who will
Expectations be sharing for the group with the class.
o I will put them into groups of 4
o I will be passing out time measurement strips
and Judy Clocks but you dont have to use
either of them. Use whatever method is
easiest for you. If you are solving the
problem on paper make sure to clearly show
how you are solving the problem.
o Does anyone have any questions about what
we are doing right now? Okay start working
out this problem on your own.
 o I will be walking around the classroom to
observe the childrens thinking and to
provide appropriate support.
o The Notice Childrens Mathematical
During Let Go! Thinking, Provide Appropriate Support,
and Provide Worthwhile Extensions relate
to the student who is working individually,
and students as they work in groups.
o Children will either be using a Judy Clock,
Measurement Strip, or creating time line
(diagram)
Notice o Tell me what you are doing.
Children's o Can you tell me more about
Mathematical o Why did you
Thinking o How does your diagram/ strategy connect to
the problem?
o I can see you have (insert strategy). Can you
tell me why you are (insert strategy)?
o What do you know about the problem? (what
do they understand)
o Where did you get stuck? (what have they
Provide
already tried)
This Appropriate o Can you draw a diagram?
portion of Support o What if you tried using the Judy Clock?
the lesson o Maybe using the elapse timeline ruler will be
will be helpful? (suggest a different strategy)
where you o I see you found one way to do this. Are
will there any other methods to find the answer?
address o Are any of the methods more interesting
Provide than the others?
differentiat
Worthwhile o What if schools gets out at 2:45 and you
ion have a 23-minute walk home? What time
Extensions
would you get home everyday?
o What if you get home at 3:36 every day?
How long is your walk home?
After Promote a o This will be established before they get into
Community of groups and reestablished before their
methods are shared with the class
Learners o Groups:
o As we get into groups to share our different
methods for answering this question there
are certain expectations for how we will talk
to each other. We will be respectful and listen
to everyones ideas, we will not talk over
anyone else, and we will not knock down
anyones methods even if they are different
there yours. It is also okay if not everyone
has a method to bring to the group, we
understand that everyone was working hard
we just ran out of time. As we are talking in
groups I will be walking around to listen to
everyone sharing. After everyone as shared I
want you to work as a group to decide which
 method you want to pick to share with the
class. Once again, I want everyone to work
together to make sure that every group
member understands this method because I
will be choosing at random who will be
sharing for each group.
o Whole Class Share:
o As each group is sharing their method for
solving this problem we will listen to whoever
is talking respectfully. We wont be calling out
while one person is talking because we would
want our classmates to respect us if we were
talking too. If you disagree with a certain
method or are confused I will give the class a
time to discuss, just not while the person is
presenting. Is everyone clear on our
expectations for these presentations?
o I will be choosing the group members to
Listen Actively come up to present and I will sit down off to
the side
without o What does everyone think about this
Evaluation method?
o Are there any questions/ any confusion?
o We will quickly review the different methods
presented by each group and then I will
introduce the Elapsed Time within 24 hours
game.
o Each student will receive a level 7
Summarize worksheet and I will ask them to get out a 2
Main Ideas markers (different colors)
o I will explain the rules of the game, that it is
and Identify the class vs. me
Future o I will have one student come up front at a
Problems time to roll the dice, solve the problem, and
mark a line. When they say their answer out
loud I will ask if everyone agrees (if not, what
different answers did everyone get?)
o If the student gets stuck they can have a
friend help them solve (must show how)

Reflection
In general, I believe that all NCTM standards were addressed in my
lesson with problem solving, representations, communication, and reasoning
and proof being successfully focused on, while I struggled a bit more with
connections.
 Problem Solving was a standard that was successfully addressed in
my lesson plan, because at the core of the lesson this is what I wanted the
students to accomplish. During the lesson the students were given an
elapsed time problem but no answer or explanation from me. They had to
work individually to grapple with the problem and try to deduce an answer
using representations as aids. Overall, the students had to problem solve to
participate in my lesson. In order to problem solve the students were asked
to use representations, which is also an NCTM standard. I believe I
successfully addressed the standard representations because I included a
variety of ways for the students to represent their mathematical
understanding of elapsed time. I provided Judys clocks, elapsed time rulers,
and I also stated that the students could create any pictures or diagrams that
helped aid their understanding during the lesson. I also used the
representations to help aid their communication in explaining their
understanding of the elapsed time problem they were to discuss. I also
successfully addressed the Communication. I had the students discover
how to solve an elapsed time problem on their own, share with a group, and
then one person from each group share with the class. The students were
able to share their ideas and clarify understanding of their ideas on elapsed
time. The students were also able to refine and amend their understanding.
There was one student who shared with the class who hadnt fully
understood how to solve the problem but we were able to discuss as a class
and for him to amend his understanding. There was another student who
shared with the class who only shared his answer. By asking him to elaborate
he was able to explain his rational behind the answer and not just give a
procedural description. He used his Judy clock in order to show how he got
the answer he did and I believe this allowed other students to develop their
own understandings. The different individuals who shared also allowed the
class to see that there is no one way to answer elapsed time problems and
they got to view different avenues toward the answer from multiple
perspectives. Having the students defend and explain their answers through
communication relates to another NCTM standard, Reasoning and Proof.
This was also a success within the lesson because the students had to think
critically about the elapsed time problem presented to them and think
analytically for how to solve the problem. In order to present to the class, the
students had to develop mathematical arguments for why their answers
were correct, especially if another student in their group had a different
answer than them initially. I hope this allowed them to see that elapsed time
makes sense and isnt just a procedural math question.
Addressing Connections among the NCTM standards was a little more
difficult. I was able to connect elapsed time to their everyday life such as
determining how much time is left until school is over and how long their bus
ride to Jamestown may be. I hope that this connection to their every day
experiences allowed the students to create a deeper and more lasting
understanding of math as a whole. I wouldve liked to somehow connect the
elapsed time to other strands of math or other standards. I like the idea of
creating the view of math as a coherent whole by connecting topics, but it
seemed like it would have been too much to try to do this during an
introductory lesson. I think this is the biggest reason for struggling with
connections. My lesson was an introductory lesson and I was worried if I
through too much in then the students would be confused and not
understand the objectives during the lesson.
I would say that both myself and my students were beneficially
impacted by me planning my lesson around the 5 NCTM standards. The
standards allowed for them to think conceptually about the concept of
elapsed time, instead of thinking of elapsed time as a procedure. These
standards put the responsibility of learning into the students hands, with the
teacher acting as a guide to aid and scaffold their learning. When I was
planning my lesson it was helpful to know these standards because it
allowed me to raise the bar of expectation of what I expected from my
students. I was taught in a completely different way from this in elementary
school, so the standards allowed me to branch away from what I felt
comfortable with. In general, I would say that I felt uncomfortable with
teaching math in this way even though it was beneficial for both myself and
the students. As I mentioned before, I was not taught in this way so I have no
history with this teaching style to draw inspiration from. It felt like I should be
doing more during the lesson than providing them with a question and
having them problem solve the answer individual, as groups, and then as a
class. I also felt like the students were uncomfortable with this teaching style
because they werent used to it either. I think it was hard for them to
understand why I would explicitly show them how to solve the problem/give
them the answer. It was also an uncomfortable teaching style for me
because if students didnt step up and take responsibility for learning they
can be accidently left behind in a way.
In my teaching career I can see myself incorporating elements of this
lesson into my classroom. I truly connect with the idea that math should
make sense to children and shouldnt just be memorization and rote memory
recall. I want my students to be able to problem solve, prove their answer,
connect to other strands of math, etc. I would want to incorporate individual
problem solving more often in my future classroom so my students could
begin to feel more comfortable with this concept. I also really enjoyed using
the game at the end to review what they discussed as a class and what they
learned about elapsed time. I want learning to be fun, so I am positive that I
will continue to use math games in my class to introduce and solidify topics
in an entertaining way.