Lesson Plan #1: Elapsed Time Title: TIME to LINE Up! Standard(s): MCC3.MD.

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. Essential Question(s): How can I use a number line to measure time intervals? Materials: preassessment checklists, practice clock, chart paper, markers, pencils, class schedule (start and end times), math journals, computers with Internet access Preassessment: In order to assess fluency with telling time, the teacher can use this preassessment with each student prior to teaching this lesson. Using a practice clock, display times and have student tell you what time is shown. Also, state a time and have the student show you what it looks like on the clock. This will help the teacher understand the progress of each student in this unit. *Checklists provided at the end of this lesson. You will need both charts for each student being assessed. Teachers will either check Correct or Incorrect. If the student is correct but takes a long time to provide the answer, the teacher may check both Correct and Extended Delay. This will help the teacher categorize students for tiers based on their needs. Mini-Lesson: -Review basics of telling time on a clock. -Introduce using a timeline to determine elapsed time on chart paper. *Mountains, Hills, & Rocks method: (https://www.scholastic.com/teachers/sites/default/files/ posts/u135/files/elapsedmountain.pdf) Work Session: Tiered Lesson Tier 1:

-Give students a copy of the daily class schedule (with start times and end times) and have them paste each class time into their Math Journal. Show an example of how much space should be left for number lines. -For each class period, have students create a number line showing the length of elapsed time. Do this for each class period. Tier 2: -Work backwards and create a new and improved schedule. Include the length of each class, as well as the corresponding number lines. -Explain in writing why your new schedule is better than the current one. What did you improve? Is your new schedule realistic? Defend your position. Tier 3: - Go to this link: http://teacher.scholastic.com/maven/timefor/index.htm. Solve the mystery and show your work using a number line. - Create your own mystery story that will require the student detective to determine elapsed time. Closing: -Ask each student to think about one reason they might need to know how to determine elapsed time in everyday life. Have everybody pair up with an elbow buddy and share their thought. After giving the class ample time to share their ideas, come back as a whole group and take volunteers to share with the whole class. Differentiation: I have differentiated this lesson by using a tiered work session. The first tier asks the students to practice the method that was just taught (elapsed time using a number line). The second tier provides more of a challenge by asking students to work backwards using the same method. The third tier requires even more analytical thinking skills. Students will have to solve a mystery using the elapsed time number lines and then create their own mystery for someone else to solve. The students performance on the preassessment, combined with the teachers previous observations, will determine how students get placed in groups for this tiered lesson. Flexible grouping will allow the teacher to move students around if they think it might be beneficial for their learning.

Assessment: Teachers may formatively assess students based on observation and work shown in their math journals. Students in need of more help or more extensions may have their assignment adjusted during the next math lesson. Background information on students: Prior to this lesson, students have learned the basics of telling time. They are familiar with time increments, but not necessarily calculating this elapsed time using different strategies. Discussion: (What gifted strategy are you highlighting in this lesson? How does this lesson address the needs of gifted learners?)
The gifted strategy I highlighted in this lesson is teaching analytical and critical thinking skills. By having the students work backwards to create a different schedule, they will be using critical thinking skills. This is an important skill for them to advance their understanding of elapsed time. Because I asked them to support their new schedule with persuasive writing, this builds in another aspect of reasoning skills. The extension that I included under Differentiation heading is another great exercise to help build these skills, while still working on the same standard that the whole class is working on. This website presents the elapsed time word problem as a mystery, appealing to students as a real life problem to which they might be able to relate. For this lesson, I mainly differentiated the process: what activities students are involved in, (Riley, p. 635). In the chart labeled Principles of Qualitative Differentiation, Riley suggests the processes should be stimulating higher levels of thinking (analysis, synthesis, and evaluation) and designed to develop... organizational and planning abilities [and] decisionmaking processes, (p. 636). These skills are exercised by creating a new schedule and also the defending of their choices. The extension web assignment where the student must use elapsed time to help solve a crime also helps to stimulate analytical thinking. *Preassessment Checklists Name: __________________

Time Displayed on Clock 4:37 11:14 6:49 1:03

Correct

Extended Delay

Incorrect

Time Displayed on Clock 9:45

Correct

Extended Delay

Incorrect

Time Given to Student to Display 3:05 5:42 7:28 12:34 8:59

Correct

Extended Delay

Incorrect

Lesson Plan #2: Elapsed Time Title: Its Time to T-Chart it Up Between the Times!! Standard(s): MCC3.MD.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. Essential Question(s): How can I use a T-chart to measure time intervals? Materials: I Have, Who Has... card sets (color-coded by difficulty), chart paper, markers, computer with Internet access, pencils, colored pencils, math journals Preassessment: At the beginning of the day, put a strip of paper on each students desk. At random times during the day, call out Time Check! Record the times that you call out and check at the end of the day or during the math lesson. This checks for students abilities to recognize the time using an analog clock. See the differentiation section for an extension for this preassessment. Mini-Lesson: -Introduce finding elapsed time using a T-chart. -Show video: http://www.youtube.com/watch?v=5bu14OfrbLE Work Session: -Explain rules of I Have, Who Has... game. -Split class into two groups based on ability with telling time. Pass out I Have, Who Has... cards to the appropriate groups. Give each student a card (or two depending on number in each group). Have students first solve their own elapsed time problem using the T-chart method. When everybody is ready, begin game of connecting time cards. -Play multiple rounds, each time trading cards out between students. Closing: -Have students create a mini anchor chart for measuring elapsed time using a T-chart to keep in their math journals as a reference.

Differentiation: -For preasssessment: As an extension for gifted learners, ask them to record elapsed time, along with the times, between checks. Show your work! -For I Have, Who Has... pre-plan the make-up of students in each group. Card set #1 has elapsed time problems with increments of 5 minutes. Card set #2 increases in difficulty because it requires students to use increments of 1 minute to determine elapsed time. -Students who need more assistance may pair up with someone to help solve the problem before starting the game. -For the closing, also include a timeline anchor chart in your math journal for reference. Assessment: -The teacher will be able to formatively assess students understanding of the T-chart method and time-telling in general by observing students during preparation for the I have, Who Has... game. -The closing will help the teacher to see if the students picked up on the T-chart method. -The Time Check papers will provide another way for the teacher to see how each student is progressing in terms of recognizing time at a moments notice. Background information on students: -Students already know the basics of telling time and they have learned the timeline method for measuring elapsed time. Discussion: (What gifted strategy are you highlighting in this lesson? How does this lesson address the needs of gifted learners?) This lesson addresses the needs of gifted learners by extending the process skills to a more difficult level and challenging students critical and analytical thinking skills. Providing more challenge to a game that already stretches the brain will be great for students who need more out of the lesson. Also, by having these students help students that might be struggling with this allows them the chance to solidify the process in their own head. Students who need more of a challenge with solving time-related problems can benefit from the more challenging set of I Have, Who Has...? cards (Set #2). The game portion of this lesson can be referred to as tiered learning. The class will be split up into two groups, depending on what kind of challenge each person needs.

The differentiation for the preassessment Time Check adds depth to the assignment. Students will have an extension to practice determining elapsed time to the minute. *Game Materials: Cut cards and paste on notecards. I Have, Who Has...? Card Set #1 I have 8:00-10:10. Who has 1 hour? I have 2:15- 3:00. Who has 5 minutes? I have 11:00-12:00. Who has 30 minutes? I have 12:15-12:20. Who has 1 hour and 15 minutes? I have 9:30-11:00. Who has 40 minutes? I have 4:20-4:30. Who has 1 hour and 45 minutes? I have 11:15-11:50. Who has 3 hours? I have 7:00-9:30. Who has 3 hours and 10 minutes? I have 3:30-8:30. Who has 3 hours and 15 minutes? I have 7:30-8:00. Who has 45 minutes? I have 4:00-5:15. Who has 20 minutes?

I have 5:30- 5:50. Who has 1 hour and 30 minutes? I have 5:20-7:20. Who has 10 minutes?

I have 5:00- 5:40. Who has 2 hours? I have 3:30-5:15. Who has 25 minutes?

I have 4:05-4:30. Who has 35 minutes? I have 3:10-4:00. Who has 2 hours and 30 minutes? I have 9:20-10:45. Who has 5 hours?

I have 1:15- 4:15. Who has 50 minutes? I have 11:00- 2:10. Who has 1 hour and 25 minutes? I have 6:00-9:15. Who has 2 hours and 40 minutes?

I have 5:20- 8:00. Who has 1 hour and 40 minutes? I have 8:30-10:45. Who has 2 hours and 45 minutes?

I have 9:00-10:40. Who has 15 minutes?

I have 12:10-12:25. Who has 2 hours and 15 minutes? I have 3:10-4:05. Who has 2 hours and 10 minutes?

I have 1:15-4:00. Who has 55 minutes?

I Have, Who Has...? Card Set #2 I have 3:09-3:50. Who has 27 minutes? I have 8:05-8:49. Who has 31 minutes? I have 5:14- 5:41. Who has 1 hour and 13 minutes? I have 2:12-2:43. Who has 38 minutes? I have 1:15- 2:28. Who has 44 minutes? I have 4:47- 5:25 Who has 57 minutes?

I have 4:10-5:07. Who has 1 hour and 14 minutes? I have 4:23-6:26. Who has 22 minutes?

I have 11:09-12:23. Who has 46 minutes? I have 4:02-4:24. Who has 29 minutes?

I have 5:35-6:21. Who has 2 hours and 3 minutes? I have 5:09-5:38. Who has 1 hour and 19 minutes? I have 12:07- 1:40. Who has 54 minutes?

I have 1:24-2:43. Who has 2 hours and 11 minutes?

I have 3:16-5:27. Who has 1 hour and 33 minutes?

I have 3:56-4:50. Who has 3 hours and 22 minutes? I have 6:29-8:48. Who has 42 minutes?

I have 11:12-2:34. Who has 49 minutes?

I have 7:43-8:32. Who has 2 hours and 19 minutes? I have 7:10-11:24. Who has 2 hours and 42 minutes? I have 3:50-7:49. Who has 2 hours and 33 minutes? I have 9:27-2:40. Who has 41 minutes?

I have 3:50-4:32. Who has 4 hours and 14 minutes? I have 5:02-5:40. Who has 3 hours and 59 minutes? I have 2:19-3:11. Who has 5 hours and 13 minutes?

I have 4:19-7:01. Who has 38 minutes?

I have 1:06-3:39. Who has 52 minutes?