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Elapsed Time. Unit of Study: Relative Sizes of Measurement Units Global Concept Guide: 2 of 3. Content Development.
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Elapsed Time Unit of Study: Relative Sizes of Measurement Units Global Concept Guide: 2 of 3
Content Development “Students need to understand the units of time and how to compare and use each unit because almost everything they do is based on schedules. Using multiplication to find the number of seconds in an hour or the number of days in 3 months is a skill that will prove invaluable in real-world applications… Students need to have concrete knowledge of how units compare, such as knowing that minutes are longer than seconds. This will help them quickly determine which units to multiple to make comparisons.” - Go Math TE p. 475A “Students learn how to use a diagram of a number line with a measurement scale to find either the start or end time of an event, given one of those times and the event’s elapsed time. It is important to take note of whether the start and end times given are in A.M. or P.M. All elapsed times are limited to two hours or less.” - Go Math TE p. 479A
Refer to the Enrich/Reteach/Intervention slide at the end of this PowerPoint for ideas to differentiate instruction throughout this GCG as needed.
Day 1 • At the beginning of Day 1, give the Snake Lengths performance task. Use the results of the performance task to make instructional decisions and make connections to future content to continue review as needed. This performance task should not exceed 30 minutes. • EQ: How can you use models to estimate and convert units of time? • By the end of Day 1, students should be able to estimate and convert units of time using models and real-world problems. • To engage students pose the problem, “A computer company claims its laptop has a battery that lasts 4 hours. The laptop ran for 180 minutes before the battery ran out. Peggy said the battery lasted 4 hours. Do you agree or disagree with Peggy? Prove your thinking 2 different ways.” Facilitate discussion about the models used to solve the problem and make connections between the different strategies including: tables, number lines and bar models. Make connections with the models to multiplication. • Continue practice with converting units of time using Does it Measure Up Time, Convert Time Matching Game, and Go Math TE p. 476 “Example 2,” SE p. 477 #1-8, SE p. 478 #10, 12.
Day 2 • EQ: What models can you use to find elapsed time? • By the end of Day 2, students should be able to create models and use strategies to determine start and end times, based on elapsed time. • To engage students, pose the “Try Another Problem” from Go Math TE p. 480, “Ben started riding his bike at 10:05 A.M. He stopped 23 minutes later when his friend Robbie asked him to play kickball. At what time did Ben stop riding his bike?” Discuss and connect different number line models used to solve the problem. The Elapsed Time Ruler could be used with students that are struggling creating a number line. • Pose the “Unlock Problem” from Go Math TE p. 479, “Dora and her brother Kyle spent 1 hour and 35 minutes doing yard work. Then they stopped for lunch at 1:20 P.M. At what time did they start doing yard work?” Facilitate discussion on how this problem was different from the original problem (given end time and had to find start time). May want to focus on the problem solving strategy of “working backwards” in your discussion. • Continue practice with Elapsed time problem models using the attached Elapsed Time Problem sheet and Go Math SE p. 481 #1-4, SE p. 482 #5 • Evidence of Learning • Go Math SE p. 482 #9. Explain in your journal why the other choices are not correct.
Day 3 • EQ: What strategies can you use to solve measurement problems? • By the end of Day 3, students should be able to solve measurement problems including: time, length, weight and liquid volume. Students are using their conversion strategies to solve the problems. • To engage students, explore each type of measurement problem using: “Unlock Problem” Go Math TE p. 483; “Example 1” TE p. 483; SE p. 484 #1; SE p. 485 #15. Facilitate discussion about the four types of problems and strategies used including but not limited to: conversion strategies, number lines and tables. • Continue practice with problems on Go Math TE p. 484 “Example 2,” SE p. 485 #2-7; SE p. 486 #19 • Evidence of Learning • Pose the journal prompt, “Write a subtraction problem involving pounds and ounces. Solve the problem and show your work.”
Enrich/Reteach/Intervention • Re-teach • Re-teach pages: R95, R96, R97 • Use judy clocks to model elapsed time with story problems. (select problems from core suggestions as needed) • Animated Math Model Skill 52 - convert units of time, Skill 53 – elapsed time • Mega Math Clock a Doodle Do Level K – elapsed time • Mega Math Tiny’s Think Tank Level D – elapsed time, Level M - linear, Level N – liquid volume, Level O - weight • Destination Math Tutorial on Time • Core • Passing the time (E95) – convert units of time • Do you have the time? (E96) – elapsed time • Elapsed Time Match-Up – match elapsed time story scenarios with the solution • Time Conversion Match-Up – match equivalent measures of time using models • Does it Measure Up Time – answer true/false statements about converting units of time • Destination Math Tutorial on Length, Mass and Time • Enrich • Passing the time (E95) – convert units of time • Do you have the time? ((E96) – elapsed time • Mixed Measures (E97) – solve problems with mixed units in both metric and customary • Go Math SE p. 482 #7-8 • Create a matching game with units of time to trade with a partner to solve. • Write a story problem about their day involving elapsed time to trade with a partner to solve.
