SWBAT review and apply strategies for telling time to the minute/elapsed time while solving word problems.

Students benefit from cyclical review of multi-step skills.

5 minutes

I ask the students to think of the time they woke up. Then we look at the current time. I ask them to determine the elapsed time. They share their thinking with a partner.

Then I ask them what time recess, lunch, something students would look forward to, will start. Then, I challenge students to determine how much time we have between now and then.

It's important to make a connection to students' lives. We have a brief conversation about how understanding elapsed time can make it easier to plan activities and understand what's coming up next.

10 minutes

During this section I review again how to calculate elapsed time on a number line. Today I use a slightly different strategy than I did yesterday, when students added on/subtracted the hour first and then modified for the minutes. Today, I demonstrate how to calculate the numerical distance to the closest hour, we add on hours from there, and then add on the final amount of minutes to get to the end time. I model checking my addition/subtraction to confirm the answer.

40 minutes

Instructional and grouping decisions for today are based on a review of students' work from the previous lesson. Students tend to fall into three groups.

**EXTRA SUPPORT GROUP:**

The first group needs to continue with more basic practice adding time in increments of a half hour onto various starting times and will use the number line to count on because they lack fluency with basic facts and have conceptual struggles with crossing the 12 o’clock mark and processing 60 minutes as a whole unit. I intentionally start them off with even simpler problems (adding on hours) to build an initial sense of confidence and also to insure meaningful engagement while I start the other groups.

**ON-LEVEL GROUP:**

The second group understands how to add on increments of 5 and 1 minute from various starting points but need more practice with the multiple steps of this skill. Their immediate needs are addressed in the mini-lesson review/reteach of this skill.

**EXTEND GROUP:**

The third group has demonstrated on paper and through conversation that they understand how to determine elapsed time to the minute and need an enriched application of this skill in order for this activity to be meaningful. I present this group with more sophisticated problems that involve real world content and they need to extract the essential information from interesting but mathematically irrelevant distractors prior to solving. I work with this group at a table or on the carpet and make sure they understand the additional steps in their process before I go back to work through a few problems with the first group. Throughout the rest of the lesson, while I prioritize the first group in this instance, I leave them to work independently and check in with meaningful questions or skill specific reteaches and do so for the other two groups as well.

**MEASUREMENT OF STUDENT PROGRESS:**

I carry a checklist/anecdotal notes page (insert) which I use to monitor students ability to articulate the steps of the process and their ability to represent the number line on paper. (Elapsed Time G- Enrich)

**Insert video clip**** **(students talking through the process)

5 minutes

Today’s exit ticket is a "temperature check" – how are my student’s feeling about the progress they have made over the past two days. Students take just a few moments to fill out this simple student survey.

This very subjective measure has value because it helps me pick up on students who are either stuck or need further extension that have possibly been overlooked. Additionally, I have found that when students feel they have an additional avenue for communication, this gives them a voice to express concerns that might otherwise go unheard.