Lesson Plan Template
MAED 3224
Subject: 3rd grade math Central Focus: Elapsed Time
Common Core Objective: 3.MD.1- Tell and Date taught: March 27, 2017
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.
Daily Lesson Objective:
Performance- Students will find elapsed time represented in word problems by using a
timeline.
Conditions- Students will work independently.
Criteria- 85% (52 out of 60) required for mastery.
Prerequisite knowledge and skills needed: Students need to know how to identify time on an
analog clock, how to dissect a word problem, and know what the quarters of time are.
Activity Description of Activities and Setting Time
1. Engage Okay class lets think about the work we are 5 minutes
doing with telling time on an analog clock.
Can someone tell me how many minutes are
in an hour? Can someone refresh my memory
and tell me what the quarters of an hour are?
Great job! I want us to remember this when
we are doing our lesson today! I want us to
practice identifying times first. (Students will
have 3 problems on the smartboard. They are
pictures of clocks and they have to identify
the time they display.)
2. Explore Okay we are going to look at some word 15 minutes
problems that require us to find the elapsed
(including solutions of major time. Can someone tell me what elapsed time
tasks) is? Elapsed time is when we find how much
time has passed. We are going to read word
problems and solve how much time has
passed in the problems. Lets look at this
problem, Chayse started getting ready for a
movie at 5:15. She was ready for her movie at
5:45 How long did it take her to get ready for
her movie? First, you should draw a line on
your paper. On the left put 5:15 since that is
when she started to get ready. Then on the
right put 5:45 since that is when she finished
getting ready. Now, the first question you
should ask yourself is Can I skip an hour?
Well if you skipped an hour what time would
you be at? You would be at 6:15 and that is
past 5:45. So now lets think about our
quarters. Earlier we said our quarters are 15,
30, 45, and 60. So can I jump 15 minutes I get
to 5:30 so that works. Now lets try to just
another quarter, that puts us at 5:45. Hey!
That is when she finished getting ready so we
are done jumping. Now we will add our jumps
we made. We jumped twice and they were
both 15 minutes each. So 15 plus 15 is 30. It
took her 30 minutes to get ready for her
movie. (Do the other 2 problem but in a We
Do style.)
3. Explain Alright guys so what are some real life 5 minutes
scenarios that we would need to know the
elapsed time for? (allow students to
brainstorm) In our lesson we asked ourselves
if we could jump hours first then quarters but I
want us to think, can we jump quarters first
then hours? Will it make a difference? No, it
doesnt make a difference which you jump
first as long as you still add together all of
your jumps.
4. Elaborate/Extend For struggling students I will put them into 10 minutes
small groups. The higher level strugglers will
be in a group with me and the lower level
strugglers will be in a group with Ms. Elmore.
We will be working with more practice
problems.
5. Evaluate Maria went on a walk in the woods. She 10 minutes
started walking at 1:15 and finished her walk
(assessment methods) at 2:45. How long did she walk?
I will give the students 4 points for the right
answer, 3 points for the correct approach, and
3 points for their picture representations.
Materials/Technology: Exit Ticket, Flipchart.
