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Instructional Plan Template

Mathematics Governor’s Institute 2004

(Download as Microsoft Word document Elapsed time-Lesson1.doc, Elapsed time-Lesson 2.doc)

 

 

Names of group members: Christine McLean, Lynn Cashell

Topic/Theme: Measurement – Elapsed Time

 

Level: Grade 4

 

Time Element: 2  50 minute sessions

 

NCTM Standards Addressed:  Apply appropriate techniques, tools, and formulas to determine measurements.

  • Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles
  • Select and use benchmarks to estimate measurements

 

PA Math Standards Addressed: 2.3.3 C; 2.3.3 D; 2.3.5 A

 

Math Assessment Anchors Addressed: M4.A.1.1; M4.A,1.2; M4.A.1.3; M4.A.2.1; M4.B.1.1; M4.B.1.2; M4.B.2.1

 

Reading Assessment Anchors Addressed:

R4.A.2.1; R4.A.2.8

 

Lesson 1

 

Objectives:

To define, locate, and compute units of elapsed time using an analog clock.

To apply the use of elapsed time to a real life schedule.

To communicate their answers orally and visually.

 

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

 

  1. Review prior material

 

Begin with review by using Minute Math. Students will work individually on these questions.  Write on an overhead the following questions:

  • How many minutes are in an hour?
  • How many minutes are in a half hour?
  • What time is shown on the 3 different clocks? (Draw 3 clocks showing time on the hour, time at 5 minutes after an hour, and time 22 minutes before the hour)
  • How many hours and minutes are in 92 minutes?

 

Review answers.

 

  1. Mini-Lesson

 

Problem of the Day: Discuss with whole class. Write on overhead: This morning you arrived at school at 9:00 AM. Math begins at 1:00 PM. How much time has passed?

 

Give students think time. Ask for responses—prompt—how did you figure that out? With large clock on board, have a student move the hands to show how much time has passed.  Introduce concept of start time, end time, and time passed.  Draw chart on board.

 

Start Time

End Time

Time Passed

 

 

 

 

 

Tell the students the definition of elapsed time: the amount of time taken to go from start to finish. Can I erase one of these categories and rename it “elapsed time.” Explain.

 

Change “Time Passed” to Elapsed Time on chart. Then, fill in 9:00 AM under Start Time; 1:00 PM under End Time; then fill in Elapsed time.

 

Start Time

End Time

Elapsed Time

9:00 AM

1:00 PM

4 hours

 

Continue chart. Fill in 1:00 PM under Start Time. (Time math lesson started). Can anyone tell me what time it is now? (Students should look at clock). Teacher fills in under end time the time students report. For example: “It is 1:12 PM.”  How much time has elapsed since this math lesson has elapsed? Student can come to board and fill in 12 minutes under Elapsed Time. Student moves hands on large clock 12 minutes.

 

  1. Guided Practice

 

Place a prepared chart with the following information on board. Give students a copy of the chart. Students will complete the chart along with the teacher.

 

Chart

Activity

Start Time

End  Time

Elapsed Time

1.

 

 

 

2.

 

 

 

3.

 

 

 

 

 

We have discussed start, end and elapsed times. Now, we are going to create charts showing some of your evening activities and their start, end and elapsed times.  Ask students for responses. Fill in charts on board and independently at seats.

 

For example:

Teacher asks, “What is the first thing you did when you got home from school yesterday?”

Student response: “Snack.”

T: What time did you start eating your snack?

S: 3:30 (Teacher and students fill in their charts under Start Time).

T: When did you finish eating your snack?

S: 3:45 (Teacher and students fill in their charts under End Time)

T: How much time elapsed between the start and finish of eating your snack?

S: 15 minutes. (Teacher and students fill in their charts under Elapsed Time)

 

Then: Did anyone start an activity at 3:45? Take response and use prompting as above.

 

Key concept: You cannot start one activity without finishing the previous activity.

 

  1. Independent Practice

 

On the Activity Chart add something you did last night. Write down the start time and end times. Switch papers with a partner. Partner completes the elapsed time. Students may use the large clock to help them answer the question.

 

  1. Closure

Prompt students to look over their charts. Ask students to use “elapsed time” in a sentence to describe their chart.  Let students know that tomorrow we will be doing another activity problem solving using elapsed time.

 

  1. Homework: Give students a blank activity chart. Each student fills in what they do from the time they get home to the time they go to bed.  These can include sports, dinner, homework, television watching, bedtime routines, reading, etc. Starting and finishing times cannot overlap. Students will fill in start, end, and elapsed times. Students must include at least 5 activities.

 

 

Activity

Start Time

End Time

Elapsed Time

1.

 

 

 

2.

 

 

 

3.

 

 

 

4.

 

 

 

5.

 

 

 

6.

 

 

 

7.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Materials/Resources:

 

  • Overhead projector
  • Transparencies

·        Minute Math

·        Problem of the Day

·        Chart

  • Large analog clock
  • Small facsimile clocks
  • Large Chart
  • Student charts
  • Classroom Clock

 

Interdisciplinary Connections:

·         Reading

Students will learn new vocabulary.

Students will reinforce skills of creating and reading charts following directionality of data.

 

·         Technology

http://reservations.amtrak.com Students can use interactive train schedule to interpret data and solve problems relating to elapsed time in real world situations.

 

·         Other

Social Studies: Using a time zone map, point out the four time zones in the continental United States: Eastern, Central, Mountain, and Pacific. Explain for each time zone going west, the time is one hour earlier. They can use this information to create a game demonstrating elapsed time as they travel across the country.

 

 

Assessment Strategies:

 

·         Formative Evaluation (checking student understanding during the lesson):

·         Informal teacher observation

·         Responses to teacher questions

·         Listening to student questions/responses

·         Written responses on charts

·         Use of large clock

 

·         Summative Evaluation (How will it be determined that the objectives were achieved?):

·         Student questions/answers during closure

·         Ability to define elapsed time

·         Completion of in-class chart

 

Correctives/Remediation:

·         Struggling learners can use a facsimile clock on their desk

·         All learners can use the large clock as needed

·         Add vocabulary “elapsed time” to math word wall

·         Use of multi-sensory equipment: overhead, manipulatives; pencil/paper; verbal commands; questioning, including open ended

 

Extensions/Enrichment:

·         Students can calculate the elapsed time in a school week

·         Students can calculate the elapsed time in a school year

·         Students can calculate the elapsed time since they were born

·         In Lesson 2, students will solve word problems finding start time, end time, and elapsed time.

 

Special Accommodations (special needs students)

·          Description of the Special Needs student selected:

Thomas receives Emotional Support (ES) in a part time learning and emotional support classroom. His IEP includes annual goals to develop reading skills to build reading fluency and comprehension, to develop math skills in the 4 basic processes (He is 2 grade levels behind in the district math curriculum), and to improve social skills by acquiring conversational skills, recognizing and expressing feelings, and solving problems in conflict situations. Through an informal Functional Behavior Assessment (FBA) the team has ascertained that Thomas engages in non-compliant behavior such as arguing, talking out, and destruction of learning materials as a means to escape his assigned school work, especially in his regular (inclusion) classes. Incidents of these challenging behaviors occur at least 3 times a week in his regular math class although his teacher reports that he is motivated to be in class. (Thomas will ask for help when other children are not present.

 

·          Accommodations to use with this student:

 

·                                  Accommodations as written on FBA and IEP will be followed.

 

·                                  Thomas will have a small clock on his desk to move the time. He can also be given the opportunity to move the hands on the larger clock, if his behavior warrants this privilege.

 

·    He can use his fingers to count up the time.

 

·    Teacher will be in proximity when directions are given.

 

·    Teacher will pre-select activity partner. Thomas and his partner can work in a quieter part of the room.

 

·                Teacher will offer individual assistance as needed.

 

 

 

Homework

 

Name _______________________________ Date _________________

 

Directions: Record at least 5 activities you do from the time you get home until the time you go to bed. These can include sports, dinner, homework, television watching, bedtime routines, reading, etc. Starting and finishing times cannot overlap. Be sure to fill in start times, end times, and elapsed times.

 

Remember, one activity cannot start before another one ends.

 

 

Activity

Start Time

End Time

Elapsed Time

1.

 

 

 

 

 

2.

 

 

 

 

 

3.

 

 

 

 

 

4.

 

 

 

 

 

5.

 

 

 

 

 

6.

 

 

 

 

 

7.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name __________________________  Date _____________________

 

Class Chart

 

Activity

Start Time

End Time

Elapsed Time

1.

 

 

 

 

 

2.

 

 

 

 

 

3.

 

 

 

 

 

4.

 

 

 

 

 

5.

 

 

 

 

 

6.

 

 

 

 

 

7.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                                                      

 

Lesson 2

 

Objectives:

To use elapsed time to find solve for start time and end time.

To apply the use of elapsed time to a real life schedule.

To communicate their answers orally and visually.

To construct and solve word problems involving elapsed time.

 

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

 

  1. Review prior material

 

Begin with review of previous night’s homework. Ask for 3 volunteers to copy their homework chart onto a chart on the board. Teacher circulates to check homework and students are sharing with their partners.

 

Chart

Activity

Start Time

End  Time

Elapsed Time

1.

 

 

 

2.

 

 

 

3.

 

 

 

 

Review work on board demonstrating/modeling Problem of the Day using one of the charts. Then, all students will complete the following:

 

  1. Mini-Lesson

 

Problem of the Day: Using your own homework chart, calculate how much time elapsed from the time you got home until you completed your activities. Record the total amount of time you took to complete the activities last night in hours and minutes.

 

Share answers.

 

  1. Guided Practice (Whole group)

 

Teacher tells students that she is going to read a book about a ladybug who challenges other animals to fights. By the end of the book, the students will fill in the time she challenges the whale tail to a fight under End Time on the chart. Teacher reads The Grouchy Ladybug by Eric Carle

 

Chart

Activity

Start Time

End  Time

Elapsed Time

1. Ladybug challenges animals to fights.

6:00 AM

 

11 hours, 45 minutes

 

Towards the end of the book, students tell what time the ladybug challenges the whale’s tail. At the end of the book students can report how much time elapsed altogether.

 

Ask students the difference between end time and elapsed time. Review the definition of elapsed time. Guide the students through the following chart on an overhead. Ask students to calculate missing information. Fill in on chart.

 

Activity

Start Time

End Time

Elapsed Time

1. Piano Lesson

9:30 AM

 

45 minutes

2. Soccer practice

 

6:00 PM

1 hour, 15 minutes

3. Homework

3:45 PM

 

50 minutes

4. Watch television

 

8:30 PM

1 hour, 30 minutes

 

After activity is completed, model answering word problems. (Word problems listed below chart—cover until used)

 

 

 

  • Kim’s dance class begins at 6:30 PM. It takes her 30 minutes to walk to class from home. What is the latest time she can leave home to arrive at class on time?

 

  • Kim’s dad picks her up from dance class at 7:30 PM. How long is her dance class?

 

  • Kim’s dad can drive home from the dance studio in 10 minutes.  What time do they arrive home?

 

These activities used problem solving to calculate start time, end time, elapsed time. Now, you are going to work independently on the following activity.

 

  1. Independent Practice

 

Students work independently on worksheet that assesses various word problems on start time, end time, and elapsed time. (See attached)

 

Teacher will circulate room answering and asking questions, offering individual support as needed. Share strategies that students are using. Encourage students to write them on the board.

 

Review answers.

 

  1. Homework

 

Write a word problem that solves for either start time or end time.

For example: Your mother needs to be at the dentist’s office at 4:30 PM. It takes her 15 minutes to put on her make-up and 12 minutes to drive to the office. What time does she start putting on her make-up?

 

Materials/Resources:

  • The Grouchy Ladybug by Eric Carle
  • Independent practice worksheet
  • Overhead with chart
  • Facsimile clocks

 

Interdisciplinary Connections:

·         Reading: Listening to The Grouchy Ladybug by Eric Carle.

Using and reading a chart. Use of vocabulary.

 

·         Technology: Research the history of time and time telling instruments.

Interactive web sites for elapsed time practice http://sln.fi.edu/time/Journey/JustInTime/telltime3.htm

http://www.quia.com/mc/25202.html

http://www.harcourtschool.com/activity/elab2002/grade_3/018.html

 

 

·         Other: Study Skills-connection with and awareness of time management, making a schedule, and reading a chart.

 

Assessment Strategies:

 

·         Formative Evaluation (checking student understanding during the lesson):

·         Informal teacher observation

·         Responses to teacher questions

·         Listening to student questions/responses

·         Written responses on charts/independent practice page

 

·         Summative Evaluation (How will it be determined that the objectives were achieved?):

·         Student questions/answers during closure

·         Ability to using start time, end time, and elapsed time to    answer and create word problems.

·         Completion of in-class chart

·         Collection and evaluation of homework

 

Correctives/Remediation:

·         Struggling learners can use a facsimile clock on their desk

·         Refer to vocabulary “elapsed time” on math word wall

·         Use of multi-sensory equipment: overhead, manipulatives; pencil/paper; verbal commands; questioning, including open ended

 

Extensions/Enrichment:

·         Students can create multi-step word problems using chart information.

·         Students can chart their parents’ activities, including start time, end time, and elapsed time.

·         Students can create a weekly schedule of their activities and determine the elapsed times of activities and the start, end and elapsed time from the beginning of their week to the end.

·         Students can plan a vacation, determining how long it will take to get to their destination, what activities they will do and how long each will take.

 

Special Accommodations (special needs students)

·          Description of the Special Needs student selected:

Thomas receives Emotional Support (ES) in a part time learning and emotional support classroom. His IEP includes annual goals to develop reading skills to build reading fluency and comprehension, to develop math skills in the 4 basic processes (He is 2 grade levels behind in the district math curriculum), and to improve social skills by acquiring conversational skills, recognizing and expressing feelings, and solving problems in conflict situations. Through an informal Functional Behavior Assessment (FBA) the team has ascertained that Thomas engages in non-compliant behavior such as arguing, talking out, and destruction of learning materials as a means to escape his assigned school work, especially in his regular (inclusion) classes. Incidents of these challenging behaviors occur at least 3 times a week in his regular math class although his teacher reports that he is motivated to be in class. (Thomas will ask for help when other children are not present.

 

·          Accommodations to use with this student:

 

 

·         Accommodations as written on FBA and IEP will be followed.

 

·         Thomas will have a small clock on his desk to move the time.

 

·         He can use his fingers to count up the time.

 

·         Teacher will be in proximity when directions are given.

 

·         Thomas can work in a quieter part of the room.

 

·         Thomas can discuss his ideas with the teacher during independent work prior to writing them.

 

·         Teacher will offer individual assistance as needed.

 

 

 

Name ________________________________  Date ________________

 

Part 1

 

Directions: Complete the chart below.

 

 

Activity

Start Time

End Time

Elapsed Time

1. Girl Scouts

 

 

 

3:20 PM

 

1 hour, 45 minutes

2. Swimming lessons

 

5:30 PM

45 minutes

 

 

3. Breakfast

7:00 AM

7:22 AM

 

 

 

4. Movie

 

2:35 PM

3 hours, 5 minutes

 

 

 

Part 2

 

Directions: Solve the word problems below.  Write whether your answer is start time, end time, or elapsed time.

 

1.    Rachel is driving her family to an amusement park. The total driving time is 3 hours, 20 minutes. They leave the house at 8 AM. What time do they arrive at the park?

 

 

 

 

2.    Sam got home from the movie theater at 9:30 PM. The movie lasted 2 hours, 15 minutes. The drive home is 10 minutes. What time did the movie begin?

 

 

 

 

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