|Lesson Plan ID:
This lesson provides the students with practice in telling time, record keeping, and elapsed time.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
|CE(K-12) ||16. Punctuality |
|MA2015(K) ||1. Count to 100 by ones and by tens. [K-CC1] |
|MA2015(1) ||1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [1-OA1] |
|MA2015(1) ||17. Tell and write time in hours and half-hours using analog and digital clocks. [1-MD3] |
|MA2015(1) ||18. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1-MD4] |
|MA2015(2) ||20. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. [2-MD7] |
|MA2015(2) ||23. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2-MD10] |
NCTM Measurement Standard for Grades 3–5 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.
|Primary Learning Objective(s):
Students will be able to calculate elapsed time.
|Additional Learning Objective(s):
Students will be able to determine elapsed time and form an opinion on time used wisely.
|Approximate Duration of the Lesson:
|| 31 to 60 Minutes|
|Materials and Equipment:
*attached worksheet, "Keeping Up With My Time"
|Technology Resources Needed:
Computers with Internet Access
Students should be familiar with the basic concept of telling time: 60 seconds in a minute; 60 minutes in a hour; 24 hours in a day; 12:00 am (night); 12:00 pm (day).
1.)Prior to the lesson, give each student a “Keeping Up With My Time” worksheet. They will need to complete this sheet and bring it to class on the day of this lesson. (When handing out this sheet, make sure to read over the directions for this assignemnt with the students.)
2.)Review the concept of telling time at the following website.
(Practice in Time
)Some students need a review of telling time. This web site has several different activities that the students can do as a review.
3.)Place students in acedemically diverse groups and allow them to share their completed "Keeping Up With My Time" worksheet.
4.)Explain that sometimes it is easier to count up than to subtract when finding the difference. This is true in whole numbers, decimals, measurements, time, etc.
5.)To model this lesson provide the following examples of counting up to find the elapsed time (or difference from the starting and ending time.)
6.)Example 1: Reading Class is scheduled to begin 8:34 and end at 10:15. What is the elapsed time for this class?
(The objective is to count up from 8:34 to 10:15 using increments related to time.) Explanation: To get from 8:34 to 9:00 we count up 26 minutes. Next, we can count up from 9:00 to 10:00 to equal 1 hour. From 10:00 to 10:15 would be 15 minutes. Finally, we combine our minutes and hours to find the elasped time of 1 hour and 41 minutes.
7.)Example 2: Spelling Class is scheduled from 10:23 until 11:05. Follow the above procedure to model finding elasped time.
8.)Math class is scheduled from 11:15 until 12:28. Students will work with a partner to find the elapsed time for this class.
9.)Students will work in academically diverse groups of 2-3 to find the elapsed time of the activities scheduled from their "Keeping Up With My Time" worksheet. Students will take turns explaining the proper steps used in finding elapsed time. (They could write the proper steps of finding elasped time in their math journals for an assessment.)
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||Keeping Up With My Time.doc|
Students will be given a copy of their class schedules and asked to calculate elapsed time of their classes. Example: How long is Science Class if it begins at 8:40 and ends at 9:35?
1.) Students could plan a school event, such as field day, and calculate how much time would be needed for each activity. 2.) Allow students to practice planning a field trip on line at the following web site: Planning a Trip to the Capitol 3.) During an Olympic year, have sudents research times of various events and create spread sheets. Place the events in order from longest to shortest, and make predictions as to why one event was given more time than another.
Students experiencing difficulty could be given additional time to practice computer games with a peer tutor.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: