Sara Chabora

The College of New Jersey

School of Education
February 5th, 2018

1. Topic/Grade Level: Elapsed Time/Grade 3

2. Essential Questions: What is elapsed time? What are some ways to find elapsed time in
between two time intervals?

3. Standards:
CCSS.MATH.CONTENT.3.MD.A.1
Tell and write time to the nearest minute and measure 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.

4.
Lesson Objective
Students will be able to find either the
elapsed time, start time, or end time when
given information in a problem.
Assessment
Students will play a spinner game and
hand in their worksheets. Finished
students will also complete an elapsed
time worksheet.

5. Materials: Document Camera, Elapsed Time Worksheet, Pencils, Math Notebook, Glue
Sticks, Spinner Game Worksheet, Paper Clips, Telling Time Worksheet, Whiteboards,
Dry Erase Markers, Erasers

6. Pre-Lesson Assignments and/or Prior Knowledge: Students should be familiar with

telling time on an analog clock.

7. Lesson Beginning: The students will start off at their desks and the teacher will tell the
students the aim for their lesson. The aim is to solve elapsed time problems. They will
write the aim in their math notebooks. The teacher will then review telling time with the
students. Clock manipulatives will be passed out and the teacher will ask questions like,
“What is the hour hand?”, “What is the minute hand?”, “Show me 3:00”, “Show me
“4:30”, “Show me 5:45”, “Show me 11:03”, “What is am”, “What is pm?”. (7 Minutes).

8. Instructional Plan:
The teacher will tell the students to place their clocks on the floor and will pass out the
elapsed time worksheet. She will pick a student to read the top. On the Document Camera,
the teacher will fill in the mountains, hills, and rocks to represent hours, 10-5 minutes, and 1
minute. (5-7 Minutes).
The teacher will do the 4 example problems on the worksheet with the class, calling on
students when appropriate to answer questions. The class will use the number line and clock
manipulatives to show and check their process. (10 Minutes).
The teacher will call on students sitting nicely to go to the back and get a glue stick to glue
their sheets into their math notebooks. Students must then sit nicely and wait for further
directions. (5 Minutes).
The teacher will explain to the class a game that they will be playing. A student will spin a
spinner to find a start time. Their partner will spin to find the end time. The teacher will
model the first one. Together, they will use their whiteboards to draw a number line to help
them find the elapsed time. (5-7 Minutes).
The teacher will split the class up into 5 pairs based on ability. Depending on ability, the
pairs will either get the elapsed time worksheet or a worksheet to help them tell time. Any
group that finishes the game early will go back to their seats and complete an elapsed time
worksheet on their own to be handed in. (25 Minutes).

 Differentiation: At the beginning of the lesson as the teacher is asking the students to
tell time, the teacher will be looking at students who struggle to tell time. When the
class is broken up into pairs, the students that have trouble telling time will work on a
telling time worksheet. Students who understand elapsed time will get right into the
game.

 Questions: What is the hour hand?, What is the minute hand?, Show me 3:00, Show
me 4:30, Show me 5:45, Show me 11:03, What is am, What is pm?, What is elapsed
time, why is it important? When in life will knowing elapsed time help you?

 Classroom Management: The teacher will remind the students before each activity of
their expected behavior. When asking questions to the class, the teacher will only call
on students who are quiet and raising their hands. The teacher will not allow students
to call out.

 Transitions: Each activity of the lesson will flow into the next. All students will
always have something to do and will never have time between transitions to get
distracted and out of hand.

9. Closure: At the end of the lesson, the teacher will have all groups return their materials
and hand in their worksheets. The teacher will conclude the lesson by asking what
extended time is and why is it important to know elapsed time (5 Minutes).
 Elapsed Time

The amount of time that passes between one time and another time
(start/end).

Mountain = 1 Hour Hills = 5 or 10 Minute Rocks = 1 Minute

1. It usually takes Callie 45 minutes to do her homework. If she starts

her homework at 5:30 PM, what time will she finish?

2. One day Callie started her homework at 6:45 PM and finished her
homework at 7:20 PM. How long did Callie spend on her homework?

3. Another day, Callie finished her homework at 5:05 PM after

spending 40 minutes on her homework. What time did Callie start
her homework?
4. If Casey talked to her friend for 30 minutes, when did the
phone call end?
Name: ___________________________ Date:_________

Elapsed Time

Directions: Draw a number line that would include the start and
finish time. Use mountains, hills and pebbles to show the elapsed
time.

1. Helena opens her toy shop at 6:30 a.m. and she closes her
shop at 3:30 p.m. How long is her toy shop open for?

2. Connor goes to bed at 10:05 p.m. He sleeps for 9 hours and

7 minutes. What time did he wake up?

3. An airplane takes off at 2:00 pm and lands at 3:37 p.m. How

long did the plane travel?
4. Amelie went to the doctor at 12:30 pm for a checkup. Her
check up was over at 3:30 p.m. How long did she spend with
the doctor?

5. Zoe takes 1 hour and 5 minutes to bake a cake. She begins

baking it at 3:14 p.m. At what time will her cake be done?

6. A school bus takes 20 min to get each child. The bus

transports 5 children every day. How much time does it
take?