Kim Roedema Emilee D’Angelo

1. Time Intervals Grade 3

2. Lesson Essential Question: How can we tell how much time has elapsed within the hour?

3. Standards:
CCSS.MATH.CONTENT.3.MD.A.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.

4. Learning Objectives and Assessments

Learning Objectives Assessments

Students will be able to express their
understanding of elapsed time.
Students will practice elapsed time using the
birthday worksheet showing their
understanding. Students will also be able to
apply their knowledge by creating their own
birthday plan on the worksheet.

Students will be able to express elapsed time Students will demonstrate their knowledge of
using a number line and a clock. these strategies by completing their exit ticket
as well as answering questions during class
to show their use of the methods.

5. Materials
● Clock word problem
● Markers
● Communicators
● Blank clock worksheet
● Party planning worksheet
● Elapsed time manipulative

6 . Pre-lesson assignments and/or prior knowledge: Their prior knowledge before the lesson
would be how to tell time on clocks and also to subtract numbers.

7. Lesson Beginning:
To start the lesson, we would give the students the word problem below on the board using time
intervals. We would ask them to use their communicator to figure out how much time passed.
We would then ask the students to volunteer to explain how they found this out and how they
used their communicator to get it.
Word Problem: Joe got on line to buy snacks at the movies at 5:25. He got his food and sat
down at the theater at 5:42. How long did it take Joe to buy snacks?

8. Instructional Plan:
● We would draw a clock on the board for the students to see and go over this example
problem by shading the elapsed time and counting how much time passed.
● We would then draw a number line on the floor using chalk and teach them how to use it
to show elapsed time. Then we could use it to go over the lesson beginning problem in
another way.
● We could then give them the Party Planning worksheet which we could work on together
as a class. They would use the elapsed time board manipulative to get their answer,
using the number line or the clock, and then they could explain how they figured this out.
We will do a few problems with them then let them finish it on their own. We will then go
over the problems together as a class.
● Whoever finishes will have their own party planning worksheet and use the
manipulatives to figure out the passed time.
● We will ask students what ways they can tell how much time passed.
● We will then hand out the exit ticket to see what the students learned.

9. Closure:
Students each get a word problem as their exit ticket. They have to figure out how much time
has elapsed in their problem using both shading the clock and the number line and hand it in to
show what they learned.
Birthday Pool Party
Activity Start Time End time Time Passed
Swimming 1:00 1:25
Bean bag 1:25 1:40
toss
Trampoline 1:40 2:00
Sing Happy 2:00 2:03
Birthday
Eat cake 2:03 2:18
Open 2:18 2:42
Presents
Bouncy 2:42 2:55
House
Hop Scotch 2:55 3:22
Say goodbye 3:22 3:30

Planning Your Birthday Party

Activity Start Time End Time Passed Time

Name______________

Exit Ticket
1. Amy left her house for a jog at 8:12 A.M. She got back
to her house at 8: 36. How long did Amy jog for? Show
how you know.

2. Ben called his Mom on the phone at 5:24 P.M. He was

on the phone with her until 5:58 P.M. How long did Ben
and his Mom talk on the phone? Show how you know.

Joe got on line to buy snacks

at the movies at 5:25. He got
his food and sat down at the
theater at 5:42.
How long did it take Joe to
buy snacks?