**Essential Question: **How can I use strategies to determine elapsed, start, and end times?

**ACTIVATING STRATEGY**

**ANCHOR CHART:**

## Look at the pictures below! Can you determine what strategy is being used to find **ELAPSED TIME**?

## IMPORTANT **VOCABULARY** TO UNDERSTAND AND USE THROUGHOUT UNIT!!!

**VOCABULARY**

**LEARNING ACTIVITY #1**

## ELAPSED TIME

WHAT IS YOUR

__PRIOR KNOWLEDGE__OF ELAPSED TIME?What do you know about TIME?

What do different time intervals (minutes, seconds, days, etc.) represent?

Using mathematical vocabulary, what do you think the word elapsed means?

Look at the different activity cards below, be prepared to discuss which cards would take less than one minute, less than 30 minutes, less than an hour, more than an hour, etc.!!

What do different time intervals (minutes, seconds, days, etc.) represent?

Using mathematical vocabulary, what do you think the word elapsed means?

Look at the different activity cards below, be prepared to discuss which cards would take less than one minute, less than 30 minutes, less than an hour, more than an hour, etc.!!

## Let's think of different strategies we could use to solve Joe's Problem....

Joe shovels snow to earn extra money in the winter. Joe started shoveling his neighbor’s sidewalk at 11:45 AM and he finished at 1:30 PM. How long did it take Joe to shovel his neighbor’s sidewalk?

## Now let's use the same strategies to solve Melinda's Problem....

Melinda is playing with her friend Tom. She leaves her house at 10:30 AM and returns home at 4:05PM. How long was Melinda gone?

**Group Work Time!!**

1. You each will be paired in small groups.

2. Each group will receive a bag with one set of Elapsed Time Practice Cards.

3. You and your partner will take turns choosing cards from the bag and answering the problems onto your answer grids. Remember to use the

2. Each group will receive a bag with one set of Elapsed Time Practice Cards.

3. You and your partner will take turns choosing cards from the bag and answering the problems onto your answer grids. Remember to use the

**strategies**we practiced together in class to answer each problem!!## -Extension: Students who demonstrate solid understanding of elapsed time will create their own elapsed time problems and trade with a partner.

**BLOG TIME!!!!! COMPLETE LEARNING ACTIVITY #1 BLOG!!! NO RESPONSE ... NO OUTSIDE until complete!! :)**

**LEARNING ACTIVITY #2**

## ELAPSED TIME (NUMBER LINES)

I have placed elapsed time index card

**clocks**around the classroom. It is your job to look at your elapsed time index card and locate and stand next to your answer that has been posted around the room. Once you have chosen your answer check with the other people in your group to make sure you are correctly placed. I will then choose one student to share how they determined their answer.We will be going outside to complete

**Elapsed Time Number Lines**to solve the following problems:**Max Problem #1**

After eating, Max decided to take a nap. He fell asleep at 2:30pm and woke up at 4:05pm. How long did Max sleep?

**Max Problem #2**

After eating, Max decided to take a nap. He fell asleep at 4:15pm and he slept for 1 hour and 35 minutes. What time did Max wake up?

**Max Problem #3**

After eating, Max decided to take a nap. He fell asleep and slept for 2 hour and 20 minutes. He woke up at 7:35pm. What time did Max fall asleep?

***** Remember counting by larger increments will help you get to the end time more efficiently. *****

**GROUP WORK TIME!!**

In small groups, you will each complete the Elapsed Time Chart while working to find elapsed time, start times, and end times using number lines. You will create three number lines to help you find your missing times!!

-Extension: Students will complete Max’s Number Line Problems.

**BLOG TIME!!!!! COMPLETE LEARNING ACTIVITY #2 BLOG!!! NO RESPONSE ... NO OUTSIDE until complete!! :)**

**LEARNING ACTIVITY #3**

## ELAPSED TIME (T CHARTS)

Today we will start by reading

*Pigs on a Blanket: Fun with Math and Time*by Amy Axelrod. As I read, I want you to notice the change in time throughout the story.**Now let's look at Stefanie's and Kim's Problem....**

Both Stefanie and Kim arrive at school at 8:00 am. Stefanie woke up at 6:30 am and Kim woke up at 6:45 am. Both girls took a shower, ate breakfast and drove to school. How much time could each girl spend doing these activities?

*Justin Tyme’s Busy Day*

As we read

*Justin Tyme's Busy Day*try to track the time changes using elapsed time T Charts as the story progresses in order to determine the end time when Justin and his uncle arrive home.What other

**strategies**could we have used to reach the end time when Justin and his uncle arrive home??**GROUP WORK TIME!!**

You and a partner will fill in the blanks of your copy of __________

*'s Busy Day*to complete the elapsed time story. Make sure to include your solution in the workspace section of the paper.**YOU MUST USE ONE OF THE STRATEGIES YOU'VE LEARNED THROUGHOUT THE UNIT TO COMPLETE YOUR STORY!!**-Extension: Each pair of students will receive a one minute sand timer. Each partner will begin writing an elapsed time story and as the time runs out they will switch papers and continue writing the other person’s story.

**BLOG TIME!!!!! COMPLETE LEARNING ACTIVITY #3 BLOG!!! NO RESPONSE ... NO OUTSIDE until complete!! :)**