Lesson Plan Day 2

Date Taught: 3/23/18

Big Idea: Due to the Pre-assessment at the beginning of Lesson one Both Ashley and I did not
finish Lesson 1. We both finished in almost the same spot, so we decided to start today where
we left off before. Now that we have valid and reliable testing data we are going to split the
groups into high and low. This will help keep Colton and Dallin form getting bored. I will have
the low group and based off of informal data collected in the last lesson no one in this group
has mastered telling time to the minute. We will began by reviewing this, but Ashley and I
decided that we also want to attempt to introduce elapsed time to the students. Some are
close to mastery and can use a new challenge!

Topic: Units of Time: Measure Elapsed Time

Standard: 3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in
minutes. Solve word problems involving additions and subtraction of time intervals in minutes
Objectives: Tell and write time to the nearest minute and measure time intervals in minutes.
Student-Friendly Objective: Student will be able to use a 3 step method to solve elapsed time
problems.

Assessment Plan: Informally assess/review 14-1 by playing a time to the minute game at the
beginning of class. At the end we will formally assess by handing out 6 problems that we collect.

Materials Needed: Dry erase boards, Dry erase clocks, printed elapsed time problems, Printed
Time Flies game

Key Vocabulary: Elapsed Time, A.M. P.M.

Groups (Enoch, Colton, Dallin, Olivia, Robyn) (Mia, Reed, Brooklyn, Jahasia, Carter)

Differentiation- Enoch- Teacher will work hand over hand with Enoch.
Reed- Need problems to be read aloud, do this for whole group when possible to not make him
feel isolated.
Mia- Needs to be kept busy, but also need praise or she gets discouraged
Brooklyn- Needs remediation in skip counting by 5’s usually skips either 20 or 25. She counts
aloud so listen to her counting to know if she skipped a number.
Jahasia- Gets discouraged easily. Will also look at neighbors paper for answers (Help her walk
through problems to combat this).
Should not be together- Mia/Robyn Jahasia/Colton
Should be together- Robyn/Enoch
Instructional Inputs:
1. Remind students of the 3 R’s Our 11 students will be split into 2 groups.
2. We have split them up based on personality and level.
3. Set expectations with the students that we are their math teacher for the next 45 minutes
and we want to have fun when we learn.
4. We will tell students that they should raise their hand if they have a question or want to
answer a question, unless playing a game or told otherwise during the lesson.
5. Ask students questions to e asked at the end as well
a) How to you feel about telling time on a clock?
b) Do you know what elapsed time is?

Anticipatory Set :
Start by having each of the students getting a whiteboard!!
 Have the students stand up. They can sit down once they’ve shared an insight or
answered a question.
 Ask questions:
o What hand is the hour hand?
o What hand is the minute hand?
o Clocks with the numbers are?
o Clocks that are in a circle with the dashes, hands and numbers 1-12 are?
 Once everyone is sitting down go over the rules for finding the time to the minute.
-Write on clocks
6:37
1:01
11:59
5:12
Modeling (I do):
 Guide the children through a question involving elapsed time.
o We will have a clock taped to a dry erase board and move step by step to solve
the problem. Children can follow along on their board.
 “Denise went to see a movie. The movie started at 1:05pm and ended at 2:30pm. How
long did the movie last? Explain your reasoning.”
o Start at 1:05 p.m.
o The hour hand moves from 1 to 2 -count 1 hour
o The minute hand moves to the 7. count by 5’s: 5,10,15,20,25,30 minutes.
o The movie lasted 1 hour and 30 minutes.
o You write elapsed time as hours and minutes.

Guided Practice:
  Now we will do a problem step by step with the students. We will tell them to raise their
hand at each step if they know what to do.
o “Janey took part in a charity walk. The walk started at 7:10 a.m.. It ended at
11:20 a.m. How long did the walk last?”
o Find the starting time, count the hours, count the minutes. The walk lasted 4
hours and 10 minutes.
o We will also show the students how to use a number line to solve this problem.
 We will do a second problem together as well to make sure that all students understand
the steps.
o A movie started at 2:30P.M. and lasted 2 hours and 15 minutes. What time did
the movie end?
o Solve using the clocks and number line as a group.
 Pass out worksheet for children to complete individually on their whiteboards.
o Go over as a group and have each child explain how they got at least one
answer.
o The top 6 are skip counting and the bottom 6 are number line.
Closure:
 Review steps to solving elapsed time problem (3 steps)
o Skip count hours, then minutes by 5’s, then minutes by ones
 Review vocabulary from both lessons
o Analog, digital, A.M., P.M., Elapsed time
 Review time to the minute
o -Have children draw 3 times
 6:29
 3:16
 10:41
 How to you feel about telling time on a clock?
 Do you know what elapsed time is?

Independent practice/application:
 Pass out 6 problems on elapsed time and collect at the end.