Lesson Plan Outline JMU Elementary Education Program Emily Smith-George Mrs.
Fitzgerald/ Stump Elementary 2 October 2013 A. TITLE/TYPE OF LESSON: Elapsed Time/ Time Line B. CONTEXT OF LESSON: This lesson teaches one tool students can use to solve elapsed time word problems. Elapsed time is a tricky concept for many students and this will give students an additional tool when faced with these problems. Students have been introduced to elapsed time in the past as well as timelines so this will incorporate two aspects of previous knowledge. This lesson will give students flexibility when solving elapsed time problems.
C. LEARNING OBJECTIVES Understand (Concepts/Skills) Know/Do (learning objectives) The students will understand The students will be able to determine how much time that elapsed time is how has elapsed in hours and minutes within a given period. much time has passed during a certain period.
D. ASSESSING LEARNING Know/Do (Learning Assessment plan objectives) The students will be able to The students will first work to solve problems provided determine how much time as I model on the board. Next, they will work in pairs to has elapsed in hours and solve an elapsed time problem using the timeline. minutes within a given Finally the students will complete a worksheet with 3 period. problems. These problems will be collected.
E. RELATED VIRGINIA STANDARDS OF LEARNING 4.9 The student will determine elapsed time in hours and minutes within a 12hour period. F. MATERIALS NEEDED 1. Elapsed time worksheets 2. Board where students can see the teacher modeling 3. Paper/pencils G. PROCEDURE
Preparation: Create elapsed time worksheets. Engage: 1. Who can explain to me what elapsed time is? What does it mean when we say a certain amount of time has elapsed? A synonym for elapsed is passed, so it is how much time has passed between two events. 2. Why is it important to learn about elapsed time? It is important because it helps with time management skills, to know when you need to go to bed to get a good nights sleep, to know how long a class is (or lunch or recess), and helps you plan. For example, if you have to be home by dinner at 6 pm and its already 5pm then you only have one more hour to hang out with your friends so you might chose to do something different than if you had 3 hours left. Implementation: 1. Today we are going to talk about one way that you can solve elapsed time problems. This strategy involves using a big number line or time line. (Draw line). The start and end times go at each end. So the start time goes here, and the end time goes here. (Write start and end). 2. Lets look at problem number 1. Who wants to read it for me? Ok the first thing we are going to do is put our start and end times on timeline. So we are trying to get from 4 pm to 5:30 pm. Now we can start here with either the hours or the minutes. I like to start with the bigger jump so I am going to start with the hours and jump from 4 pm to 5pm. (Model). Now should I jump another hour? Why not? (That would put me at 6 pm and that is too far). So now I am going to jump by minutes. I can do this any way I like. I could jump by 10s and go 5 pm to 5:10 pm to 5:20 pm to 5:30 pm. However, if I can see that from 5:00 pm to 5:30 pm is 30 minutes I can do this all in one big jump. Now that I made it to 5:30 (which is my end time) I need to figure out how long that is. I jumped 1 hour and then 30 minutes so altogether that means the football practice was an hour and 30 minutes long. 3. Who wants to read problem number 2 for me? Ok so everyone draw your timeline for number two and put 8:55 am as the start time and 11:50 for the end time. Now for this one 8:55 is a harder time to work with then 4:00 was so I am going to start by adding some minutes to make this an easier time to work with so first thing I am going to do is add 5 minutes now we are at 9:00 am. We still need to get to 11:50 am. What should I do next? (I can add an hour or more minutes). Add 1 hour and get to 10 am then another and get to 11 am. Should I add another? How many minutes do I need to add? Or start by adding minutes. Add 50 minutes and get to 9:50 am then add hours. Once we have made it to 11:50 we have to make sure we add up all the hours and minutes. We add the hours together and the minutes together. So we had 1 hour plus 1 hour, which is 2 hours, and 5 minutes plus 50 minutes which is 55 minutes. So Melissa was in the car for 2 hours and 55 minutes.
4. I want you to try this next problem with a partner and then we will go over it. So find a person sitting next to you and draw your timeline to figure out how long Emily read for. 5. I will wander around the room and see how everyone is doing. Then I will ask someone to tell me what they did as I write it on the board. (Add 10 minutes to make it easier at 1 pm then 1 hour to 2 pm another hour to 3 pm and another hour to 4 pm then add 25 minutes to 4:25. Add up the 3 hours and add 10 and 25 minutes to get 35 minutes). Did anyone do it differently? Closure: Now that you got the hang of it I have three more problems that I want you to do by yourself and turn into the bottom tray when you are done. H. DIFFERENTIATION I present this strategy by modeling, working with partners, as well as working with individuals so that students are given a variety of ways to practice. Also the problems we do together are read aloud so that students with lower reading levels are able to follow along. This strategy provides multiple ways of figuring out the solution meaning it can be as easy or hard as the students makes it. I. WHAT COULD GO WRONG AND WHAT WILL YOU DO ABOUT IT? 1. I may run out of time because it is a shorter math period in which case I will get through as much as possible. 2. The students may not catch on as quickly as I would have hoped in which case I will model more of the problems on the board. 3. The students may finish very quickly. If we have a lot of extra time I will go over the 3 problems on the worksheet they turned in and have students show different ways of doing the same problem.
