Name: Sophie Lee and Allison Smith Strategy: Graduated Difficulty

UNIT NAME
Unit 6: Measurement

LESSON NAME Time Needed (Hours/Days)

Time Flies! 2 Days

Grade Subject Course

3rd Math Elapsed Time

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and TAG Standards

Advanced Communication Skills: Advanced Research Skills:

1. The student uses written, spoken, and technological Choose an item.

media to convey new learning or challenge existing ideas.

2. The student produces written and/or oral work that is

complex, purposeful, and organized, includes relevant
supporting examples and manipulation of language.

9. The student maintains a journal or log for self-reflection

and/or self-evaluation.

Choose an item.

Creative Thinking and Problem Solving Higher Order and Critical Thinking Skills:
Skills:

1. The student questions accepted practices, rules, and

4. The student makes and evaluates decisions using criteria.
existing principles to discover new knowledge.

4. The student demonstrates skills in fluency and flexibility Choose an item.

to solve problems or create new products.

Choose an item.

Third Grade GPS Standard:

MGSE3.MD.1 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.

ENDURING UNDERSTANDING:
It is a common misconception that students use the standard algorithm of addition to calculate elapsed time. At
the end of this lesson, students will develop their understanding of how to accurately measure elapsed time using
the strategies of an analog clock and number line. They will understand how to accurately mark and label time
intervals on a number line to determine elapsed time in various circumstances.
ESSENTIAL QUESTION(s)
Clearly stated, Specific, Unambiguous, Detailed
What should students know, understand, and be able to do when lesson is completed?

How is time measured?

TEACHER LESSON PREPARATION

-checkout devices for students to access; have Nearpod code ready
-analog clocks
-prepare images of elapsed time to project or give to students
-copy tiered tasks and set up materials at four learning stations
-DECIDE anchor chart and copies for each student
-Sum It Up! handout for each student as a ticket out the door

ACTIVATING STRATEGY
Contains one of these in a well-developed, clearly explained format: related pre-assessment, motivating introductory
activity (hook or mini-lesson), opportunity for students to link content to prior knowledge and interests, an advanced
organizer, and/or clearly stated learning expectations using related focusing and guiding questions

-Prior to this lesson, students should have an understanding of how to tell time to the nearest minute.
Day 1:
Part 1: Hook
-Project the related images on the board. In small groups, students will study and analyze the pictures to see if they
can infer the connection related to our topic. Give students time to think/pair/share their ideas before coming back
together as a class to discuss/share and reveal the topic of elapsed time.
-Take this time to introduce the vocabulary word elapsed time: duration of an event.

Instructional Sequence and Activities including use of technology

Includes all essential aspects of strategy, demonstrating clear understanding of how to use the strategy.
The procedures are well-scripted and very clear.
Technology is utilized efficiently, seamlessly, and creatively.
Part 2: Acquiring content
Introduce concept and model mini-lesson with example problems
-Begin lesson by posting the following word problem on the board: We start math class at 8:00 and end at 9:05.
How long is math class?
-What strategies could we use to figure out how much time has elapsed between two events. What information
would you need to help you solve the problem?
--Teacher will model how to identify the beginning time, end time, and elapsed time within the word problem
above. Teacher will model how to solve the problem using first with an analog clock and transitioning to a number
line. Focus on how to appropriately mark the start/stop time and intervals.
-Students will engage in Nearpod lesson to further investigate the strategy determining elapsed time using a
number line. Teacher can choose self-paced or live mode based on needs of students within math class. Have
students stop at slide 8, which is end of lesson. The remainder of the lesson is a quiz, which can be used as an
assessment tool.
Nearpod Lesson: https://nearpod.com/s/math/3rd-grade/elapsed-time-L2016780
 Day 2:
Part 3: DECIDE and practice and DECIDE
Explain that students will now have an opportunity to practice measuring time through four tiered activities. They
will choose an activity that is best suited for their comfort level and learning.
Display You Decide as an anchor chart and give to students to reference and to take notes on as you explain it.
Teacher will point out to students that they will focus on DEC now and will come back to the IDE to reflect
after they have completed one level in practice portion.
Discuss the importance of understanding where your learning is, so you can make appropriate choice of leveled
activity.

Teacher should post the level and task objective of each activity on the board so students can examine the
objective of each, thus helping them make an appropriate selection for practice.
Level A- Determining elapsed time in five minute intervals using an analog clock.
Level B- Determining elapsed time, start time and end time in five minute intervals using a time line.
Level C- Determining Start time, end time, or elapsed time in to the nearest minute in a word problem.
Level D-Create and solve your own elapsed time problems.

Practice
-Have four work stations set up for students with each tiered task and any materials needed.
-Allow students time to work on their chosen task. When students have had an opportunity to complete and check
one task, come back together as a class to identify the criteria they used to make their choice. Was your first
choice the best choice? What knowledge or skills do you need to move on to the next level?
**NOTE: Answer keys for Levels C and D do not have number line modeled because each childs strategy using
the number line may vary.

-Students will set an individual learning goal to improve their own progress related to understanding how to
measure elapsed time. Have students write their goal in their math journals so they monitor their own progress
throughout the unit.

Part 3: Summarization activity

Teacher will choose between Sum it up! as Ticket out the door, or Nearpod quiz at end of lesson. This data will be
used for future planning and pulling small groups for remediation or extension.

**NOTE: Students will use technology for Nearpod interactive lesson, follow up Nearpod quiz, and extension
activity.

Assessment Strategies
Assessment is all of these: aligned to the essential question(s), includes either informal or formal assessment
of student learning, and any assessment tools or questions used are included
-Informal teacher observation as students work through their tiered activity.
-Sum It Up! will be used as a ticket out the door for teacher to evaluate and plan for further instruction, intervention, or
extension.
-NearPod quiz

Differentiation
Lesson is clearly differentiated for gifted learners by use of one or more of the following: acceleration, extensions, enrichment,
tiered activities. Lesson incorporates concepts, principles, cognitive skills, and methodologies that can be transferred across
disciplines. Activities require students to analyze, synthesize, and/or evaluate.
 Students will create any type game for their classmates to practice measuring elapsed time. The game can be digital or board
game style depending on students choice.

Materials/Links/Text References/Resources Thorough

Attach resources, documents, links, etc.
Analog clocks
Elapsed Time Images for hook
Activity Pages A, B, C, and D (below)
Extension activity
You Decide paper or anchor chart
Sum It Up!

Online Resources:
NearPod by Dianne Leoni: https://nearpod.com/s/math/3rd-grade/elapsed-time-L2016780
Activity Page A: http://www.mathworksheets4kids.com/time/elapsed%20time/elapsed-analog1.pdf

Additional Leveled Resource- http://www.mathworksheets4kids.com/elapsed-time.php

Whats the connection? (project pictures or print out for students)
 Level A
Determining elapsed time in five minute intervals using an analog clock.
Level A-Answer Key
 Level B
Determining elapsed time, start time and end time in five minute intervals using a time line.

Movie Times

With a partner, use your number line to help fill in the movie schedule below
for Hollywood 12 Cinema. (Use an analog clock if needed.)

Start Time End Time Duration

Movie

Alvin and the 12:15 1 hr. 10 mins.

Chipmunks
Harry Potter 2:14 4:34

Ice Age 4:30 90 mins.

The Muppets 7:20 1 hr. 40 mins.

The Smurfs 7:30 8:55

Frozen 9:00 2 hours 15mins

Alvin and the Chipmunks duration = 1 hr. 10 minutes

12:15

Harry Potter

2:14
Ice Age-duration= 90 minutes

4:30

The Muppets-duration= 1hour 40 minutes

7:20

The Smurfs

7:30

Frozen-duration=2 hours 15 minutes

9:00
 Level B-Answer Key
Movie Times

Start Time End Time Duration

Movie

Alvin and the 12:15 1:25 1 hr. 10 mins.

Chipmunks
Harry Potter 2:14 4:34 2 hr 20 mins

Ice Age 4:30 6:00 90 mins.

The Muppets 5:40 7:20 1 hr. 40 mins.

The Smurfs 7:30 8:55 1 hr. 25 mins

Frozen 6:45 9:00 2 hours 15mins

Alvin and the Chipmunks duration = 1 hr. 10 minutes

12:15

Harry Potter

2:14

Ice Age-duration= 90 minutes

4:30
The Muppets-duration= 1hour 40 minutes

7:20

The Smurfs

7:30

Frozen-duration=2 hours 15 minutes

9:00
 Level C
Determining Start time, end time, or elapsed time in minute intervals in a word problem.
Solve each word problem using the number lines. Remember to use the information from the problem to help you
correctly mark the number line and intervals of time.
Sam began hockey practice at 4:45. His team warmed up for half an hour and scrimmaged for
45 minutes. What time did Sams hockey practice end?

Kim had her list of chores to do. She started at 11:05 AM. She vacuumed for 13 minutes, dusted
for 12 minutes, and cleaned her room for 21 minutes. What time did Kim finish?

Mark began his road trip to Tennessee at 9:25 AM. When he arrived, his watch said it was 1:32
PM. How long did it take Mark to drive?

Carl looked at his running watch and it was 4:19 PM. He knew it took him 1 hour and 32 minutes
to run today. What time did Carl start his run?

Lenny began his rocks and mineral hunt at 2:45 PM. He looked at his watch when he was
finished and saw it was now 5:33PM. How long was Lennys rocks and minerals hunt?

Lauren and Carl began working on their project right after school. They worked on their project
for 1hour and 35 minutes. When Lauren and Carl finished their project, it was 4:38 PM. What
time did they start working on their project?
 Level C-Answer Key
Sam began hockey practice at 4:45 PM. His team warmed up for half an hour and scrimmaged
for 45 minutes. What time did Sams hockey practice end?

Start: 4:45 PM Elapsed time: 75 minutes or 1hr. 15 mins End: 6:00 PM

Kim had her list of chores to do. She started at 11:05 AM. She vacuumed for 13 minutes, dusted
for 12 minutes, and cleaned her room for 21 minutes. What time did Kim finish?

Start: 11:05 AM Elapsed time: 56 mins. End: 12:01 PM

Mark began his road trip to Tennessee at 9:25 AM. When he arrived, his watch said it was 1:32
PM. How long did it take Mark to drive?

Start: 9:25 AM Elapsed time:4 hours 7mins End: 1:32PM

Carl looked at his running watch and it was 4:19 PM. He knew it took him 1 hour and 32 minutes
to run today. What time did Carl start his run?

Start: 4:19 PM Elapsed time: 1 hour 32 mins. End: 5:51 PM

Lenny began his rocks and mineral hunt at 2:45 PM. He looked at his watch when he was
finished and saw it was now 5:33 PM. How long was Lennys rocks and minerals hunt?

Start: 2:45 PM Elapsed time: 2 hours 48 mins End: 5:33 PM

Lauren and Carl began working on their project right after school. They worked on their project
for 1 hour and 35 minutes. When Lauren and Carl finished their project, it was 4:38 PM. What
time did they start working on their project?

Start: 3:03 PM Elapsed time: 1 hour 35 min. End: 4:38 PM

 Level D
Create and solve elapsed time word problems.

Create 6 word problems that are more difficult than the ones you solved in Level C. Could you include word
problems that require someone to add or subtract time in minute intervals? Could you include word
problems that require someone to find the elapsed time of several consecutive events?
Dont forget to make an answer key.
 Extension

Create a game for your peers that will helps them practice measuring
elapsed time!
Be creative and use your imagination when you are planning your game
for your classmates! Your game should be fun and educational!

Your game should include:

____ clear directions how to play
____ practice word problems or questions for the players to
answer related to measuring elapsed time
____ answer key for the questions for players to check
____ any additional game pieces and materials needed to play
 You Decide
Determine what you know about the skill to be practiced.

D What skills or knowledge do you need to know?

Examine the levels of difficulty and choose the level that is best for you.

E What makes one level harder than the next.

Why is the level you have chosen best for you?

Check your work.

C What was easy about the level you chose?

What was difficult about the level you chose?

Change your level or begin the Game Time extension activity if you completed Level D.
Identify how you made your choice for your level.

I How did you know the level you picked was right for you?
If you are given another opportunity to choose the difficulty of your class work, will you choose
an easier level or a more challenging level? Explain why.

Determine if you made a good choice.

D Determine what you need to know or work on to move to the next level.

Establish a goal for improvement in learning to measure the elapsed time.

E Next time, I will try to

 Sum It Up!
ticket out the door
Create your own problem using elapsed time.

Work the problem using what you learned today. Explain or show a different strategy to solve
your problem.

In your own words, explain how you measure elapsed time?