Anna Gail Beard

Student Teaching edTPA Indirect Instruction Lesson Plan Template

Subject: Central Focus:

Math Elapsing Time
Common Core/Essential Standard Objective:
NC.3.MD.1 Tell and write time to the nearest
Date submitted: Date taught:
minute. Solve word problems involving addition and
subtraction of time intervals within the same hour.
Daily Lesson Objective:
Performance- The student will solve a 3-step addition problem on elapsing time using a number line.
Conditions- Independent
Criteria- The student will score 4 out of 6 points on their exit ticket.

The student will be expected to score at least 4 out of 6 points on an elapsing time addition exit ticket problem using a
number line independently.

Prior Knowledge:
NC.3.NBT.2 Add and subtract whole numbers up to and including 1,000.

NC.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

NC.2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points and
represent whole-number sums and differences, within 100, on a number line.

Activity Description of Activities and Setting Time

Take an analog clock and show the class a time (e.g., 7:18). 5-10
Ask, “What time is it? What time will it be in 25 minutes?” min
Pose similar questions. Make sure that none of the tasks that you give cross over an hour.
Possible questions:
1. Engage
• Clock is set at 9:22. “What time is it now? What will it be in 30 minutes?”
• Clock is set at 11:44. “What time is it now? What time will it be in 15 minutes?”
• Clock is set at 2:07. “What time is it now? What time will it be in 15 minutes?”

Distribute the Did I Miss the Bus? Activity sheet to students (attached below). Allow 15-20
students to work in pairs or small groups. min

Provide time for students to explore before jumping in. As students work, ask them questions
such as:
• What is the task asking you to find out?
• What strategies are you using?
2. Explore • Does your answer make sense?
• What part did you solve first?
• Can you explain to me how you arrived at your answer?
• Did they miss the bus? How do you know?

Possible Misconceptions Suggestions

Anna Gail Beard
Students may struggle
adding or subtracting
times.
Students may struggle
with whether to add or
subtract the values in the
task.
Provide students with paper to draw base ten
figures or use expanded form. Also, you
could provide physical base ten blocks if
needed.
Use a number line as a timeline to help students
think about the different start times, end times,
and time lapses..

Struggling Students: Students should use expanded form or base ten block drawings to
help them add and subtract.

Soaring Students: Challenge students to find elapsed times in follow up problems in

which hours and minutes are both added or subtracted but the minutes do not cross over
an hour (e.g., 2 hours and 27 minutes after 3:29 NOT 2 hours and 27 minutes after
3:33).

When they have worked for about 15 minutes, bring the class back together.
As a whole class, have students share their strategies used to solve the tasks on the Did I 10 min
Miss the Bus? Activity sheet.

Questions to ask:
• How did you solve this problem?
• What strategy did you use?
• Can you walk me through your thinking?
• Did the student miss the bus? How did you know?
• Did we add or subtract?
• How many minutes until the bus comes/since the bus left?

Solution Paths:
• Drawing Base Ten Figures: Student adds values using their own drawings of base ten
3. Explain
blocks/use blocks to go from the initial time to the end time.
- Helps students who may not have been able to process the number line
(visual/kinesthetic learners).
• Breaking Numbers Up: Student separates adding values to make numbers more
manageable (e.g. instead of adding 17 minutes, student adds 10 then 5 then 2).
- Helps other students who may not be sure how to go about adding larger numbers to
initial value.
• Add Values “As Is”: Student adds all numbers in their original presented form (e.g.
student adds 17 to initial value without breaking up) or may even add all additional
values together then add to initial time (e.g. student sees they need to add 17, 5, and 3 to
the initial value, so they add 17+5+3 which is 25, then add 25 to the initial).
- Helps students who find it easier to add all numbers together and want to make one or
two jumps on number line.
4. Elaborate
Informal Evaluation:
As students work, pose questions and observe them.
5. Evaluate
Assessment
Formal Evaluation/Exit Ticket:
Methods of
You wake up at 6:25 a.m. It takes you 8 minutes to take a shower, 5 minutes to get dressed,
all
and 19 minutes to eat breakfast. What time are you done eating breakfast?
objectives/skills
Rubric attached below.
Anna Gail Beard
Proficient
2 pts
Student clearly labels and
Conceptual Understanding illustrates a number line
strategy to solve their
equation with clarity in
procedures.
Student utilizes number line
Procedural Fluency strategy correctly without
errors and arrives at correct
answer.
Student is able to explain
Reasoning an efficient strategy to
solve the equation.
Developing
1 pts
Student includes visual
representation of the
number line strategy to
solve the equation but may
not have shown all of the
steps s/he took to arrive at
his/her answer.
Student may have made
some error within the
problem that causes them to
arrive at incorrect answer/
only solved problem
partially.
Student can state beginning
and final values on number
line and strategy they used
but is unable to provide
explanation of the process.
Beginning
0 pts
Student does not label work
nor does s/he include
number line and steps to
arrive at the answer.
Student is unable to
demonstrate their
knowledge and use of
number line strategy to
solve the problem.
Student is able to explain
that they used number line
strategy and the type of
problem but cannot explain
what values are initial
values and which are final
values.