Lesson Plan : Elapsed Time

Teacher Name:
 Mrs. McGee
 Grade 5

 How to tell elapsed time in hours and in half hours
 elapsed time hour half hour o'clock minute hand hour hand colon
 Students will determine the amount of time taken to go from start to finish. Explore elapsed time problems using clocks. Communicate an understanding to a problem through oral and written discussion. Formulate engaging problems including ones from everyday situations. (Strategies will be used to help different types of learners, i.e. auditory, visual, tactile, etc)
 To introduce how to determine the time before or after an interval of hours. To introduce how to determine the time at the end of an interval of hours and minutes. To solve problems about elapsed time. Students will communicate their answers orally and visually. Students will locate times and compute units of elapsed time.
 Clocks with movable hour hands (for students who need them), laminated number lines w/ a vis a vis pen, paper and pencil, Elapsed Time Word Problem Chart/Word Problems
 ~*~Review prior material~*~ Begin with review 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 2 different clocks? (Draw 2 clocks showing time on the hour & the time at the half hour) Begin the lesson with a non-example of a face. Draw a circle on the board and tell the students to do the same on their white boards. Explain that this is a face. Ask: What belongs on a face? Have students draw what they think belongs on a face on their boards Allow students draw ideas (ears, eyes, teeth, hair, etc.) Have students show and discuss their drawings with their group Ask the students, If I said that hands go on a face, would you agree or disagree. Allow students time to reason through their answers in their small groups, before asking them to respond. Todaye are going to talk about a clock face. Put big sample traditional clock on board. Identify the hands of the clocks with student assistance.
 Teacher will demonstrate on the whiteboard how to use a number line to solve elapsed time. Students will model and participate with individual number lines and vis a vis pens at their desks. (Students needing clocks with movable hands will have those accessible, if necessary). Teacher will explain the class frog "Lily" is sitting on the start time (lily pad) and she will leap to the end time. What we need to do is chart her journey or her "leaps" in hours or half hours. We then count her leaps to determine "how long it took" for her to get there. (At times, we may need to subtract, if Lily doesn't land 'exactly' on the end time.) Move the hands on the big clock to represent 8:30. Ask the students to orally tell you what time the clock says. (Ask the students a couple of examples: 4:15, 7:34, 5:02, etc.) Pass out individual student clocks with the moveable hands. Write a time on the board and ask students to write it on their board and then show you on their clocks to make sure they comprehend. Pass out sets of time note cards to groups. Allow students to work together to create the times and then check their answers. When students are done--give them a new set to work with. Students who are having difficulty pull as a quick small group.
 Students will work with their "Shoulder Buddies" to complete #s 1-10 of the Elapsed Time Word Problem Chart
 *Pairing students based on low/high ability *Seating close to board to see demonstration *Allow student involvement to charting Lily's journey on board *Provide clock with movable hands *Reduce # of math problems to complete, if necessary *Read aloud directions *Check for understanding of activity; repeat back to me *Allow student to demonstrate knowledge of answers by showing answers on numberline vs filling in the chart
Checking For Understanding:
 Circulate throughout the classroom as students complete assignment in small group and ask questions; Review chart and answers in class as whole group
 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.
 Student questions/answers during closure Ability to define elapsed time Completion of in-class chart Exit card - Student has to answer one questions by self to exit the room.
Teacher Reflections:
 *Continue to focus on student learning styles and strengths/weaknesses; does instruction meet individual needs; what do I do to continue to reach my students to help them achieve success

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