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Lesson Plan
Time  Elapsed Time Word Problems
Second (2)  Math
LEARNING TARGET
 Students will be able to identify elapsed time in hours and minutes.
 Students will be able to solve elapsed time word problems using subtraction.
 Students will be able to explain their thought process when solving elapsed time word problems.
LEARNING PROGRESSION
PREREQUISITE SKILL

EXTENSION SKILL

DURATION
 60 minutes
MATERIALS
 Elapsed Time Word Problem Worksheet Pack
 Whiteboard and markers
 Clocks or timers (at least one per small group)
 Laminated blank number lines (one per student)
VOCABULARY
 Elapsed Time
 Minutes
 Hours
 Subtraction
TEACHING RESOURCES
IEP GOAL WORKBOOKS
What is a Math IEP Objective Workbook?
 40 daily fluency assignments
 8 student selfmonitoring progress sheets with weekly goal setting
 2 baseline assessments
 8 formative assessments
 1 present level of performance data tracking sheet (Perfect for progress reporting and IEP meetings)
 Teacher answer keys
WORKSHEET PACK
Teach your students how to calculate elapsed time with our Telling Time Worksheet Pack! Perfectly aligned with our lesson plan for engaging learning.
Included printable worksheets
Guided Practice
Independent Practice
Homework
Exit Ticket I
Exit Ticket II
Progress Monitoring I
Progress Monitoring II
Assessment
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
 Begin the lesson by reminding students of the concept of time and its units, minutes and hours.
 Tell students that they will be learning how to solve elapsed time word problems.
 Show an example of an elapsed time word problem, such as "James started picking pears in the orchard at 8:00. He filled two buckets in 3 hours and then went to lunch. What time was it when James stopped picking pears?"
 Ask students what information they would need to solve this problem.
INSTRUCTION
 Review the concept of subtraction with the class, explaining how it can be used to solve elapsed time word problems.
 Demonstrate to the students how to use number lines to represent elapsed time. Show them how to label the start time, end time, and intermediate times on the number line.
 Have students work in small groups of 23 to solve elapsed time word problems using clocks or timers to help them keep track of the time.
 Provide sentence starters on laminated cards to help students explain their thought process when solving the problems.
GUIDED PRACTICE
 Provide students with an elapsed time word problem worksheet pack.
 Work through the first problem together as a class, demonstrating how to use the number line and subtraction to solve the problem.
 Have students work in small groups to solve the rest of the problems on the worksheet pack.
 Circulate around the room to provide individual support and guidance as needed.
INDEPENDENT PRACTICE
 Provide students with another elapsed time word problem worksheet to complete independently.
 Encourage students to use the number line and subtraction to help them solve the problems.
 Circulate around the room to provide individual support and guidance as needed.
HOMEWORK
 Assign an elapsed time word problem worksheet as homework for students to complete.
 Encourage students to use the number line and subtraction to help them solve the problems.
EXIT TICKET
 To assess students' understanding of solving elapsed time word problems using subtraction, provide each student with an exit ticket that contains two elapsed time word problems.
 Instruct students to solve each problem and explain their thought process using the sentence starters provided on the laminated cards.
 Collect the exit tickets to quickly assess students' understanding of the concept and identify any areas that may require further instruction or support.
ASSESSMENT
 To assess students' understanding of solving elapsed time word problems using subtraction and number lines, provide each student with an assessment sheet that contains several elapsed time word problems.
 Instruct students to solve each problem and explain their thought process using the sentence starters provided on the laminated cards.
 Collect the assessment sheets to evaluate students' understanding of the concept and identify any areas that may require further instruction or support.
CLOSURE
 Recap with the class what they learned in the lesson about solving elapsed time word problems using subtraction and number lines.
 Encourage students to reflect on how they can apply these strategies in future math lessons and in everyday situations.
 Provide positive reinforcement to the class for their hard work and progress throughout the lesson.
EXTENSION
 For students who have mastered solving elapsed time word problems, provide them with more challenging problems that involve multiple intermediate times or more complex start and end times.
 Students can create their own elapsed time word problems and exchange with a partner to solve.
 Students can research and create a timeline of a significant historical event, using elapsed time and number lines.
INTERVENTION
 For students who struggle with subtraction, provide them with additional practice problems and oneonone guidance during independent practice.
 For students who have difficulty keeping track of time, provide them with a timer or visual cues, such as a clock or hourglass.
 For students who need additional reinforcement, provide them with visual aids, such as posters or anchor charts, that illustrate the process of solving elapsed time word problems using subtraction and number lines.
VIDEOS
No Video Available
TEACHING TIPS
 Model how to read and interpret word problems.
 Use visual aids, such as a clock, to reinforce the concept of elapsed time.
 Provide opportunities for students to practice solving word problems independently.
STUDENT MISCONCEPTIONS
 Not understanding the concept of elapsed time.
 Difficulty determining the starting and ending times.
 Struggling with subtracting the starting time from the ending time.
STANDARD
Common Core Standard:
2.MD.C.7  Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
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