Elapsed Time Lesson Plan

Your Name Rosie Gibbons

Topic/Activity Elapsed Time Problems, Mathematics

Title

Student Age · 4 students (8-9 years old)

and Other · All four students are female, native English speakers. None
Characteristics have an IEP. The SES of each student is undetermined.

Georgia MGSE3.MD.1
Standards Tell and write time to the nearest minute and measure elapsed 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, drawing a pictorial representation
on a clock face, etc.
 Objectives What kind of knowledge (e.g., concepts, ideas, facts, information) will your
(Expected students be able to construct or gain?
Learning · Students will be able to identify the key parts of elapsed time
Outcomes) problems (start time/end time/time passed).
· Students will determine the number of hours and minutes
between a starting time and an end time.
What kinds of skills (e.g., counting, fine and gross motor skills,
communication) will your students be able to apply and demonstrate?
· Students will represent their moves on a number line to keep
track of elapsed time.
· They will draw “rainbows” or jumps to help them solve the
problem, keeping track of time accounted for.
· Students will solve word problems involving addition and
subtraction of time intervals in minutes, specifically by representing
the problem on a number line diagram or by drawing a clock face.
What kinds of dispositions (e.g., persistence, curiosity) and feelings (e.g.,
confidence, competence, feelings of belonging) will your students be able to
build and demonstrate?
· Students will demonstrate persistence when struggling to
solve an elapsed time problem by asking the teacher questions/for
help when needed.

Your Rationale How do your topic and activities address your students’ needs and
for interests? How do your topic and activities reflect your consideration of your
Doing Activities students’ prior knowledge or misconceptions?
Around This · Our mentor teacher, Mrs. Speir believes this group of girls
Topic “could use the extra practice” with elapsed time math problems.
Math is not these girls’ best subject. They have struggled with
mathematics throughout the entirety of the school year.
· Two of the students have made it known that they enjoy
reading for fun. Perhaps posing the math problems in the form of
story problems that include relatable and familiar context will
support the students in identifying the key parts of the problems and
in ultimately solving the problems.
· Students typically count up from the start time to determine
an elapsed time. Number lines are useful for recording this thought
process, which is why I will have my focal group utilize this tool.
Group Size · Group of 4 students
· These students make up our original Focal Group, which was
selected by our mentor teacher. We will work with only this small
group (they will be pulled while the rest of the class is in Math lab).

Materials You may NOT use worksheets or videos in your lesson.

· Individual dry erase boards
· Expo markers
· Projector and screen/whiteboard
· Powerpoint presentation with story pre-written story problems
and accompanying picture aids
· Possible differentiation: supply sheets of paper with pre-
drawn blank number lines for the students to use
Procedures and 1. Introduction [ 5 min]
Estimated Time How will you draw children’s attentions?
· Students will be asked to join Ms. Claire and me for a “special
lesson” while the rest of the class goes to the computer lab.
How will you stimulate children’s curiosity/interests?
· Ask them how many times they look at the clock on the
wall/check the time while they are in class.
· “Mrs. Speir has been teaching you about something called
‘elapsed time’ for about a couple weeks now. Can anyone explain
what elapsed time is?” (share their answers)
· “So elapsed time is pretty important to sticking to everyday
routines, right?”
· “Today we are going to practice solving for elapsed time in
story problems. Anna, I know you love to read, so I have a feeling
you are going to like this activity.”

2. Material Presentation [ 10 min]

When and how will you introduce instructional resources/materials in a
way that children will be able to understand today’s activity and its
purpose?
· “I have created some mini stories for you guys here (pull up
Power Point presentation).”
· Instruct them to get their personal dry erase boards from their
desks and let them know they will need to use these in a couple
minutes.
· “I will read the first story problem to you, and we will work
together to solve it.”
· I will read the story problem, dissect the parts of the story with
them (What do we already know? What is the start time? When did
she get to the library? What time are we looking for?) Demonstrate
how to draw a blank number line on the whiteboard, label it, and use
the number line and “rainbows” to find out how much time has
passed .
3. Activity [ 20 min]
· The girls will be split into pairs to work together to solve the
second story problem as best as they can without my help, but I will
still offer supports (see below ).
· The following problems on the presentation will be solved by
each student individually on their dry erase boards. I will roam
around the room observing their work and answering any questions.
· We will review problems #3 and #4 as a whole group.
 · They will solve the 5th problem on a sheet of paper[RG6] . They
can use the number line strategy OR any strategy of their choosing
for this problem, such as a drawing of a clock face.
· I will have them turn in their work to me before I release them.
· I will let them know right away that this problem is not to
be graded. I simply want to see how they solved the problem.
Eliminate any grade anxiety!
How will you engage children in active meaning making?
· They can volunteer to read the story problems aloud, rather
than me reading them.
· I will ask them to tell me the parts of the problem that we
know, and the part we need to find out. I will remind them to record
the key information gathered from the story on their number lines.
What kinds of opportunities will you provide for children’s investigation and
active learning?
· Encourage them to ask me for help if they need it. Anna, in
particular, does not like to ask for help, so I will monitor her closely.
In what orders will you encourage children to participate in the activity?
· I will have the students pair up to solve the second story
problem. They will work together, answering each other’s questions
(when possible) and present their solutions to me and the other pair.
How will you model skills, dispositions, and feelings for children?
· I will have modeled how to use a number line to solve the
problems by labeling the start and end times and keeping track of
elapsed time by recording my “jumps” with “rainbows” labeled with
the number of minutes passed.
What additional support will you provide for children’s sustained
engagement in the activity?
· Incorporation of the children’s names and things they like in
the story problems.
· Remind them we are looking for the total amount of time
passed/the end time (having them solve for the start time might be
too difficult for the level they are at).

4. Assessment [ 5 min]
How will children demonstrate what they have learned in this lesson?
· The only time they will have worked individually (not as a
whole group and not in pairs) will be when they solve Problem #5 on
a sheet of paper to be turned in to me. I want to see how they
solved the problem and if they got the correct answer (summative).
· I will be informally assessing the students’ knowledge of
elapsed time and their ability to use a number line while we work as
a whole group and when they work in pairs. The pair (of my
 choosing) who presents their work will be assessed on their strategy
(blank number line) and accuracy (did they arrive at the correct
elapsed time?)
How will you provide children with opportunities to check their
understanding?

5. Closure [ 2 min]
How will you engage students in the reflection on what/how they learned
today?
· “Time is a part of everyday life. We need to be able to tell
time and determine elapsed times in order to maintain our day-to-
day routines. In school and out of school.”
How will you restate main points of today’s lessons?
· “Quick review of what we did today… What is a useful tool
when we are solving for elapsed time?” (desired answers: number
lines, labeling, etc.)
 Extensions/ Describe how you’ll adjust the lesson to meet the needs of diverse learners
Differentiation · Supply sheets of paper with pre-drawn blank number lines
because some students might get discouraged and distracted by
their inability to draw perfectly straight lines.
· If I had an ELL, I could have each story problem typed in their
native language, as well as in English.
· I could provide a Judy Clock to students who desire
something tangible to see time passing on.
· If time permits, how could you extend this lesson?

Assessment What formative and summative assessment methods will you use to know
that your students met objectives?
· Example of Formative: ask them what are the parts of the
story that we need to solve for the elapsed time (start time, end
time). Ask them to label them for me on their number line. This
helps me make sure they understand how to solve elapsed time
problems and are meeting my objectives.
· Summative: check for accuracy and correct usage of the
number line strategy
· Their work for Problem #5 is a summative check for
understanding and ability to meet the objectives (Can you solve a
story problem involving addition and subtraction of time in minutes?)