Lesson Plan Day 3

Date Taught: 3/26/18

Big Idea: Based off of Lesson 2 data collection my entire group is not mastering elapsed time,
while some are not even mastering time to the minute. We decide to allow my group time to
be retaught time ti the minute and then work on the worksheet that Ashley's group already
completed. After this we will play time bingo as a group.

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.

Anticipatory Set :
Start by having each of the students getting a whiteboard!!
Ask students questions
a) How to you feel about telling time on a clock?
b) Do you remember what elapsed time is?
 Once everyone is sitting down go over the rules for finding the time to the minute.
-Write on clocks
6:37
1:01
- Now write these times on your clock and have the students write it like a digital clock
on their white board
11:59
5:12
Modeling (I do):
 Guide the children through a question involving elapsed time.
 “I went for a walk this morning. I started walking at 6:45A.M. and stopped walking at
8:50A.M. How long did I walk for? ”
o Start at 6:45A.M.
o The hour hand moves from 6 to 8 -count 2 hours
o The minute hand moves to the from 45 to 50. count by 5’s: 5 minutes.
o I walked for 2 hour and 5 minutes.
o Explain using a number line.
o You write elapsed time as hours and minutes.

Guided Practice:
 Pass out worksheet for children to complete step by step with the students. We will tell
them to raise their hand at each step if they know what to do.
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 2 times
 7:09
 11:27
 How to you feel about telling time on a clock?
 Do you know what elapsed time is?

Independent practice/application: 9:20

 Combine the groups to play Time bingo