## Reflection: Real World Applications Elapsed Time Using Train Schedules - Section 4: Wrap Up

Reading a schedule was a new experience for my students, and this is something they will need to practice more. Because so many children are taken from one place to the next by parents and guardians, they don't have experiences in figuring out their own schedules and managing their own time.

During the lesson, some of the students became confused about either adding or subtracting minutes to get to a friendly number for counting by fives.  These questions resulted in some students suggested that it was only helpful to increase to the next five rather than moving backwards.  For example if the number was 17 minutes, increasing to 20 minutes is a better option than reversing back to 15.  Another example would be 36 and increasing 4 minutes to the 40 minute mark rather than moving back in time to 35 minutes.

I observed other students calculating elapsed time by using times listed horizontally on this train schedule.  This mean they were comparing the elapsed time between two trains leaving the same place, rather than the elapsed time between two cities.  Even though the students were calculating the elapsed time correctly, they were not understanding how to read the schedule.  Using a highlighter or ruler for this activity may be helpful for all students to make sure they are reading in the schedules accurately.

# Elapsed Time Using Train Schedules

Unit 3: Measurement
Lesson 3 of 13

## Big Idea: This lesson connects calculating elapsed time in a real world setting, using actual train schedules.

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Standards:
50 minutes

### Diane Siekmann

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