5.11B Elapsed Time

Focus Plan
Texarkana Independent School District
Grading Refer to Scope and Plan Code:

Period: Sequence
Writer: Barbara Fugitt Course/subject: Math
Grade(s): Fifth grade Time allotted for 2 or 3 – 45 minute class
instruction: periods.
Title: Elapsed Time

Lesson Topic: Understanding and finding elapsed time.
TAKS Objective: Objective 4

The student will demonstrate an understanding of the
concepts and uses of measurement.
FoCUS TEKS and Student 5.11 Measurement. The student applies measurement
Expectation: concepts. The student measures time and temperature (in
degrees Fahrenheit and Celsius).
(B) The student is expected to solve problems involving

elapsed time.
Supporting TEKS and 4.12 Measurement. The student applies measurement
Student Expectations: concepts. The student measures time and temperature.
(B) The student is expected to use tools such as a clock
with gears or a stopwatch to solve problems involving
elapsed time.
Students should also have an understanding of telling time

to the minute.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
Concepts Enduring Understandings/Generalizations/Principles
The student will understand that
Elapsed Time
Students will learn to tell how much time has elapsed.
Students will review telling time using a clock face and its
Analog Clock
hands.
Digital Clock Students will review telling time using a digital clock.
I. Sequence of Activities (Instructional Strategies)
A. Focus/connections/anticipatory set
1. Begin the lesson by discussing the vocabulary. Review with students how to find
time on an analog clock.
2. Ask the following questions to get students focused on telling time. What
happens to the hour hand as the minute hand moves around the clock once?
The hour hand moves slowly around the clock once. How many minutes does it
take for the minute hand to move once around the clock? It takes 60 minutes.
How long does it take for the hour hand to move from 1 to 2? 60 minutes. How
long does it take the hour hand to move from 1 to 5? 240 minutes. Why is it
important to be able to find elapsed time? Students should be able to let you
know that it is important because you find out how long a movie lasts, when the
movie ends if you know when it begins and how long it lasts, and so on. Any
acceptable answer will do.
3. Pose the following question for students. Judy gets out of bed at 8 o’clock. She
leaves the house at 9 o’clock. How long does it take her to get ready? They
should say 1 hour or 60 minutes. Students may use Judy clocks for this
exercise.
4. Pose the following question. Sally was born on Independence Day. Kevin was
born on Valentine’s Day of the same year. Who is older? About how much older?
Express your answer in months, weeks, and days. Kevin is about 20 weeks, or 5
months, or 140 days older than Sally.
B. Instructional activities
1. Objectives: The student will find elapsed time.
2. Procedures: The teacher will explain elapsed time and show students how to
find elapsed time.
3. Modeling: The teacher will use Judy clocks and may use the overhead, board, or
chart paper for recording answers to demonstrate elapsed time.
C. Guided activity or strategy

Day 1
1. Discuss with students that elapsed time is not just measured in hours and minutes.
Ask them what else they could use to measure time. They should say days, years,
months, decades. Review with students the difference between A.M and P.M.
Motivate students with the following problem: The fifth grade class trip lasted 52
hours. Students stayed at a hotel every night of their trip. How many nights did
they stay at a hotel? 2 nights. Discuss strategies for finding the solution. (Problem
courtesy of Math Advantage, Harcourt Brace). Elapsed time should be a review
from Fourth Grade. On the board do the following problem: Write the elapsed time
from 3:45 AM to 5:10 PM. Ask students what they would do to go about solving this
problem. They would have to subtract to find the elapsed time. Have students use
the Judy clocks as well.
2. Have students brainstorm activities they do at school. As a class, create a School
table accounting for how they spend their day at school. Have them create a column
that has the start time, end time, and the elapsed time of the activity. Example shown
below:
Activity Start Time End Time Elapsed Time

Math 11:15 AM 12:00 PM 45 minutes
Day 2
1. Review with students how to find elapsed time.
2. Use the following website to continue working on elapsed time.

http://www.harcourtschool.com/activity/elab2004/gr3/18.html
Work numbers 1- 4 together on Activity Sheet 2.
D. Accommodations/modifications
See student IEP for modifications.
E. Enrichment
II. STUDENT PERFORMANCE
A. Description
The students should be able to find elapsed time using calendars, clocks, and tables.
Day 1
Students will work together in groups to complete their tables for their school schedule.
Once students complete their tables, they will work independently on Activity Sheet 1.
Day 2
Students will continue working on the website to complete Activity Sheet 2. Once
students are done, students will work on Activity Sheet 3.
Day 3
Students will complete the elapsed time assessment.
B. Accommodations/modifications
C. Enrichment
For those students who have grasped the lesson, they may play Elapsed Time
Concentration. (Enrichment Activity 1)
III. Assessment of Activities
A. Description
The teacher will know the students have begun to master elapsed time when they:
 Complete the Day 2 and Day 3 activities with a 70% or higher.
 Complete the Elapsed Time Assessment with 70% or higher.
B. Rubrics/grading criteria
Complete all activities with a 70% or higher.
C. Accommodations/modifications
D. Enrichment
E. Sample discussion questions

1. What is elapsed time? The actual time taken to complete a task.
2. At what time does AM become PM? At noon
3. If you know the starting time and the elapsed time, what do you do to find the
ending time? Add the two times or count on.
4. If you know the elapsed time and the ending time, what do you do to find the start
time? Subtract the elapsed time from the ending time or count backwards.
IV. TAKS Preparation
A. Transition to TAKS context

1. Students will complete a TAKS formatted Assessment.
B. Sample TAKS questions

The teacher needs to take sample questions from the 2004 TAKS released tests to
emphasis how elapsed time is tested on the TAKS test.
(Use TAKS Transparency)
V. Key Vocabulary
Time, elapsed time, analog clock, digital clock.
VI. Resources
A. Textbook
Math Advantage Harcourt Brace
B. Supplementary materials/equipment
 Transparency: Sample TAKS questions from 2003 and 2004 Released TAKS test.
 Judy Clocks
C. Technology
1. Overhead projector: Modeling elapsed time.
2. Computers: Elapsed time activity
http://www.harcourtschool.com/activity/elab2004/gr3/18.html
VII. Follow Up Activities

Continue reviewing elapsed time.
VIII. Teacher Notes

This lesson is one that will need to be reinforced several times over. This is just an introductory.
Students will need to practice on numerous occasions. Students will need to have an
understanding of telling time before teaching this lesson.

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Focus Plan

Texarkana Independent School District

Grading Refer to Scope and Plan Code:

Title: Elapsed Time

TAKS Objective: Objective 4

(B) The student is expected to solve problems involving

Students should also have an understanding of telling time

C. Guided activity or strategy

Activity Start Time End Time Elapsed Time

2. Use the following website to continue working on elapsed time.

II. STUDENT PERFORMANCE

III. Assessment of Activities

E. Sample discussion questions

A. Transition to TAKS context

B. Sample TAKS questions

VII. Follow Up Activities

VIII. Teacher Notes

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