Name: Patricia Van Lieu

Level:
3rd
Date:

Grade
Group Size: whole

Subject/Lesson Topic: Elapsed time

Objectives: (TLW:) The student will be able to find the unknown in an elapsed
time problem ( starting time, elapsed time, or end time) and explain how they
arrived at their answer.
Standards/GLEs: 3.MD.A. Solve problems involving measurement and estimation of

intervals of time, liquid volumes, and masses of objects. 1. Tell and 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
Contextual Factors: The classroom has students pulled out during math for resource room
instruction. The resource room teacher was given a copy of the lesson plan and time
elapsed prompts so those students could complete this lesson.
The classroom has several ELL students. The students will be required to only write
the numbers from the problems. Finding the numbers to be used in a word problem
is practiced through the Read, Draw, Write, Write strategy. This lesson is accessible
to all students, not dependent on current reading level. All problems will be read
aloud by teacher.
Teacher Materials/Resources:
Elapsed time prompts, attached.
Judy clocks, optional.
Smart board/ projector
White board space
Time elapsed worksheet for home, attached.
Student Materials/Resources:
Loose leaf
pencil
Technology Integration: Problems will be projected on smart board.
Family/Community Connection or Extension: Students needing additional
practice will be sent home with a time elapsed worksheet to complete at home.
Pre-Assessment: The unit test on elapsed time yielded low and failing results from
the majority of the class.
Lesson Procedure and Activities:
Introduction: Ask students what three pieces of information are need to solve
elapsed time problems. Write, starting time, elapsed time, and end time on the
white board large enough for all students to clearly see. Tell students they will be
solving elapsed time problems today and explaining their process to solve to the
rest of the class.

Activities:
1. Pull up elapsed time prompts, display only three at one time. Tell students
they need to pick one of the problems to solve. Read the problems aloud,
remind students they do not need to copy the entire problem.
2. Model circling the starting time, end time, with the first problem. Tell students
that is the only information they need to copy. Circulate and monitor student
work. After five minutes ask how many students have completed a problem. If
needed give two additional minutes.
3. Ask for a student volunteer to solve two of the problems. If space is available
have both students write their problems on the board. Have each student
present their solution and explain their reasoning. Remind students that
jumps on the time line can be done in multiple configurations and the way
their classmate solved is one solution.
4. Repeat steps 2 and 3 for the next two problem sets.
Closure: Display the bonus problem, ask for a volunteer to solve.
Differentiation: Judy clocks will be made available for students uncomfortable
with drawing and finding elapsed time solely on a timeline.
The first problem in each set will have the times needed to solve underlined and
students will be told what piece of information they are looking for.
Teacher will monitor student progress to keep students on track and following the
correct steps to solve.
Formative Assessment/Evaluation: The objectives of the lesson will be
considered met if all students participate in one of the following ways, (solving
problems independently, solving problems on the board, giving feedback to other
students at board).

Pick One
Mrs. Wright starts cleaning the kitchen at 8:10. She finishes at 11:00. How long did it take to
clean the kitchen? Explain how you found your answer.
Tiana is practicing tap dancing. She starts at 7:35 and finishes at 9:20. How long did she
practice? Explain how you found your answer.
Fredrick wakes up late for school at 10:45. He arrives at school at 11:20. How long did it take
him to get to school? Explain how you found your answer.
Pick One
Tamara is seeing a movie at 7:30. It takes her 45 minutes to get to the theater. What time should
she leave her house? Explain how you found your answer.
Mrs. Wright is cooking dinner for her family. They want to eat at 7:00. The pizza will take 1 hour
and 15 minutes to prep and bake. What time should she start cooking? Explain how your found
your answer.
Mrs. Brooks needs to finish her workout by 3:00. Her workout is 1 hour and 25 minutes long.
What time should she start? Explain how you found your answer.
Pick One
Mrs. Braggs is going on a road trip. She leaves her house at 9:50 and drives for 2 hours and 30
minutes before stopping at a rest stop. What time did she stop? Explain how you found your
answer.
Maria is painting a large mural. She starts at 6:20 and paints for 1 hour and 50 minutes before
taking a break. What time did she stop? Explain how you found your answer.
Derrick goes swimming at 2:20. He swims for 1 hour and 30 minutes before stopping. What time
did he stop? Explain how you found your answer.
BONUS
It takes 9 hours and 45 minutes to drive to Disney World from WildWood Elementary. If you
leave at 8:00 a.m. What time will you arrive?

Third Grade
students should
get 10-11 hours
of sleep.

What time you go to sleep?

What time do you wake up?

How long do you sleep?

In Spain,
students attend
school from 9
a.m. to 5 p.m!

What time do you get to school?

What time do you leave school?

How long do you stay at school?